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Can massive communities of teachers facilitate collaborative reflection? : Fractal design as a possible answer

journal contribution
posted on 06.12.2017, 00:00 by M Clara, N Kelly, T Mauri, Patrick Danaher
This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massification can dilute what some authors have called social presence or engagement. It is argued that this dilution, among other problems, very much hinders collaborative reflection among members of the community. Collaborative reflection is argued to be a crucial part of the sup- port that novice teachers need in their first years in the profession. Therefore, a challenge is envisioned for massive communities of teachers to avoid the dilution of social presence or engagement. The authors argue that this dilution can be overcome by the use of multiple layers within a platform, referred to as fractal design.

History

Issue

2015

Start Page

1

End Page

13

Number of Pages

13

eISSN

1469-2945

ISSN

1359-866X

Location

Australia

Publisher

Routledge

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

School of Education and the Arts (2013- ); TBA Research Institute; Universidad de Barcelona; Universitat de Lleida; University of Southern Queensland;

Era Eligible

No

Journal

Asia-Pacific journal of teacher education.

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