02.04.07
Network Theory and Learning Communities
For the past couple of years, I have spent most of my research time and travel funds presenting webiners, conference sessions, and workshops on network theory and learning communities. In a nutshell, my philosophy is that social networking can be leveraged by teachers to supplement “traditional” instruction. In order to do this, the social network in a classroom has to be jump-started. That’s where technology comes in. Blogs, wikis, forums, podcasts, and the like can be used to fertilize a learning community that has natural roots to begin with. Even though I present and speak on this all the time, I haven’t (to date) posted a blog entry about it.
In higher education it is even more critical for the instructor to push-start the community, since the community isn’t as naturally formed as it might be in a group that meets 5 hours a week (high school) or even 30 hours a week (elementary school). 150 minutes per week isn’t, under normal circumstances, enough time for a community to sprout and begin to grow. Accordingly, if the instructor isn’t actively involved in fertilizing the community, it will not sprout, or sprout and quickly die.
The results of this are clearly seen when we apply network theory. Network theory tells us that in a class of 30 we have a potential 870 connections (the formula is n(n-1)). Chances are, if the collaborative network is not allowed to grow, we have only 29 connections (the teacher to all 29 students). Consider the difference that takes place when even a portion of the potential network connections are used by students in peer-to-peer interaction: A geometric increase in connections.
As an example, I have created a network diagram of a class in which there are 19 students and a teacher. Very few of the students interact. In a second example, each of the 19 students has a relationship with approximately half of the other students (a relationship would be incoming, i.e. the student gains information, or content, from the other student). Take a look at the second network diagram and then consider the amount of learning that is likely taking place in the second network versus the first. The instructor is still the central connection, but the addition of dozens of additional network connections augments the content, varies the type of learning (appealing to different learning styles), and results in a more dynamic and richer learning environment.
I am finishing work on a website for the Illinois Online Conference 2007, which takes place on Feb. 14th and 15th. Here is a link to the site if you want a preview.
