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Online Cafés for Heritage Learners Building online inter-institutional learning communities NFLRC – University of Hawaii June 17-21, 2008.

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Presentation on theme: "Online Cafés for Heritage Learners Building online inter-institutional learning communities NFLRC – University of Hawaii June 17-21, 2008."— Presentation transcript:

1 Online Cafés for Heritage Learners Building online inter-institutional learning communities NFLRC – University of Hawaii June 17-21, 2008

2 Daily presentation agenda June 17 (T) - Building community: anticipating challenges, defining parameters June 18 (W) - Defining content, tasks, activities June 19 (H) - Pedagogical considerations for teaching in online communities June 20 (F) - Considerations for classroom-based action research June 21 (S) - Project showcase

3 Range of café formats z NL send, TL receive z TL send and receive z NL/TL send and receive

4 Workshop café projects zJapanese, HS - NL send, TL receive (cultura model) zSamoan, HS, CC, UH - TL send/receive (e-pathways) zFilipino, UH, UC - TL send-receive (heritage service clubs) zChinese, UH, Sun Yat-Sen - NL s, TL, r (China-US business exchange)

5 Pedagogy of Intercultural Understanding zCommunities of practice zConstructionism zInquiry-based learning zNetwork-based communication environments Furstenberg 2006

6 Communities provide social contexts for learning zIndividuals (re)construct identity through community experiences zExperiences accumulated by participation in social contexts zSocial participation as learning process Wenger 1998

7 Individuals migrate among cultural contexts zIndividuals import practices and perspectives from one community context to…another zBoundary encounters zBrokers straddle communities and facilitate alignment between perspectives zBrokers provide participative connection due to experience and multi-membership (legitimacy) Wenger 1998

8 Communities of practice A group of individuals participating in a communal activity Wenger Social learning groups that form when people have a common interest and collaborate over time… Lave and Wenger 1991 In CoPs co-constructed knowledge – larger than individual knowledge – is developed through discussion and collaboration Johnson 2001

9 Sociocultural theory zHuman activities take place in cultural contexts mediated by language and other symbol systems zEmphasizes interdependence of social and individual processes in the co-construction of knowledge Vygotsky

10 Constructionism Learning happens especially well when people are engaged in constructing a product such as a machine, a computer program or a book… Papert

11 Constructivism (Piaget) zLearners with different skills/backgrounds collaborate to arrive at shared understanding Duffy and Jonassen 1992 zLearners arrive at own version of the truth based on background, culture, world view Gredler 1997 zStudents produce and analyze their own data Furstenberg 2001

12 Inquiry based-learning A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. Associated with the idea "involve me and I will understand." Bass

13 Network-based communication environments zComputer-mediated technologies provide opportunities for virtual communities of practice. zHybrid/distributed formats provide opportunities to integrate face-to-face instruction, on-line elements, off-line elements.

14 Hybrid/distributed formats zFace-to-face instruction zOn-line elements zOff-line elements

15 Viability of online communities of practice zAccess (++) zAsynchronous (+) zArchived (+) zNonthreatening (+) zDisconnected (-) =======> lack of community


17 East-West Cafe La Tour Eiffel meets Diamond Head








25 Nurturing CoPs online Share opinions and feelings Group knowledge developed Cohesion - Wenger –reference to other postings –low redundancy

26 Pedagogy of online communities zTask: relevant/personally important zTask: clearly defined with clear outcome zTeacher: prime the pump zTeacher: share responsibility/management

27 Goals for using technology in teaching and learning zSlow down the learning experience zMake thinking visible zCreate a culture and context of reflective practice Bass

28 Project considerations Overall goalsMode Participant cohortsMotivation Level of language abilityRole of eacher Language(s) of exchange Timeframe

29 East-West Café students








37 East-West Cafe students

38 East West Café students


40 Bass, R. (2000). Hyper activity and under construction: Learning Culture in a Wired World. Duffy, D & Jonassen, D.H. (1992). Constructivism and the Technology of Instruction: A Conversation. NJ: Lawrence Erlbaum Associates. Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a voice to the Silent Language of Culture: The Cultura Project. Language Learning & Technology, 5(1), 55-102. Gredler, M. E. (1997). Learning and Instruction: Theory and Practice (3 rd ed). Upper Saddle River, NJ: Merrill. Lave, J & Wenger E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press. Papert, S. (1980s). Mindstorms. Children, Computers and Powerful Ideas. New York: Basic Books. Piaget, Jean. (1950). The Psychology of Intelligence. New York. Routledge. Proust, M. (1932). La Prisionnière. Paris: Gallimard. Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Cambridge MA: Harvard University Press. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Bibliography

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