Keynote Presentation
 

"Braided igatherings in a Third Space: Social Networking or Professional Knowledge Creation?" By Christina Preston, MirandaNet Founder, UK

 

Abstract

Cultures of learning are changing world-wide in this digital age. As result web-based communities of practice are mastering a range of new tools that are mediated by emerging Web 2 tools. This kind of learning within web-based communities can be called mobile learning: a useful term for digitally-mediated, multimodal learning (http://www.londonmobilelearning.net/). Understanding is usually framed in terms of devices that are not tied to specific physical locations: laptops; data loggers; PDAs, smart phones; netbooks and an increasing range of products that link learning within communities of practice. Multimodality in this context means meaning-making through signs that include sound, gestures, animation, graphics, body language and so on.

Whilst learning remotely and informally is largely is what has been understood about mobile learning, we can now extend the concept to include the informal spaces in which learning takes place – the liminal spaces that those who push the boundaries of digital possibilities now inhabit intellectually. In discussing educators, Zeichner speaks of the Third Space to denote democratic sharing of professional resources and practices (Zeichner and Liston 2006; Zeichner 2008). This is a useful term to denote liminal spaces where educators think collaboratively in their web-based communities.

The value of developing a web-based Third Space in a ‘community of practice (CoP)’(Lave and Wenger 1991) is examined through the lens of an emergent model called Braided Learning. This model is highlighting the ways in which members of professional CoPs are developing the affordances of mobile learning for themselves (Cuthell 2005; Haythornthwaite 2007; Preston 2008). The braided metaphor describes processes of building collaborative knowledge using Web 2.0. The framework reveals a three–dimensional process of learning and practice that entails coming to understand and participate in a creative, progressive ‘braiding’ of text, opinions, and ideas. These processes reveal how learning by professionals, for the purpose of strengthening both the profession and individual understanding, unfolds in the online context.

Increasingly, these members of CoPs are shaping liminal spaces to fulfil their own professional needs. Most recently Braided Learning theory is being applied to emerging ‘unconferencing’. Wikipedia defines the term "unconference" as applied, or self-applied, to a wide range of gatherings that try to avoid one or more aspects of a conventional conference, such as high fees, travel costs, sponsored presentations.
The wiki-based format, with streamed webcasts, chat facilities and linked Twitter streams, mean that there is an international dimension to these events. Like wikis, blogs, chat and email, this online multimodal communication is unlike previous modes of knowledge construction because remote participation reduces time and cost commitments.

This instant communication between work-based experts is a valuable mode of professional learning, where all the participants define the agenda during the event. Unlike a more formal event, innovation can be reported as it happens even though it is not, perhaps, fully worked out. This gives a chance for other members of the CoP to comment whilst new developments are in progress. It also gives publication value to the kind of expert knowledge that professionals’ are unlikely to commit to a full academic paper. The hope is that these new modes of learning can be implemented explicitly within work-based Continuing Professional Development programmes. This will provide more professionals with access to processes of knowledge creation in web-based communities through the application of mobile learning affordances.
 

Bio

Christina Preston advocates the application of digital technologies as a catalyst for enriching teaching and learning (www.mirandanet.ac.uk). She established the MirandaNet Fellowhips in (www.mirandanet.ac.uk), an international professional organisation for teachers, teacher educators and researchers that. She is also an associate in the Education School at Brunel University and at the WLE Centre, at the Institute of Education, University of Education as well as Chair of Trustees of World Ecitizens charity (www.worldecitizens.net). This publication website for students, was founded by the MirandaNet Fellows in 2002 after the events of 9/11 in New York. Other partners in research projects have included Becta other government agencies and the EU, as well as international universities and governments. MirandaNet partners companies who support digital technologies research, development, dissemination and as well as Continuing Professional Development projects in schools. These companies include: Microsoft, Isis, Inspiration, Promethean, Oracle, Serco, Steljes and Tribal. Research and mentoring teams of MirandaNet practitioners have worked in Bulgaria, China, Chile, Czech Republic, Friesland, Norway, Mexico and South Africa.
A key aspect of Christina’s work is innovative designs for Continuing Professional Development programmes in digital technologies called iCatalyst. These programmes are accredited up to Masters level with multimodal work-based assignments to support a school staff as they promote collaborative digital learning in developing their teaching and learning practices. Related to this programme is Braided Learning - the theory and practice of collaborative knowledge creation with the purpose of influencing professional theory and practice. Braided Learning is particularly appropriate for educators who want to make effective professional use of virtual learning platforms.
Christina has won three awards from Bulgaria, the Czech Republic and the European Union for her innovative continuing professional programmes designed to promote teachers communities of practice across national boundaries. Christina’s professional memberships include the British Computer Society, the Society of Authors, the National Association of Advisers in Computers and Education (NAACE) and Information Technology Teachers in Education (ITTE). She is on the judging panel of the annual BETT exhibition education awards and an advisor to the annual Hand-Held conference. She has fifteen years experience of teaching in school in English, Drama and Information Technology, followed by four years as an English and Information and Communications technology advisor in Croydon LA and ILLEC.