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

Clara, Marc and Kelly, Nick and Mauri, Teresa and Danaher, P. A. (2017) Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education, 45 (1). pp. 86-98. ISSN 1359-866X

Abstract

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 support 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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Australian Digital Futures Institute
Date Deposited: 02 Jun 2016 06:08
Last Modified: 19 Dec 2017 00:00
Uncontrolled Keywords: collaborative reflection; fractal design; massive communities of teachers; novice teachers; teacher support; virtual communities of teachers; teacher knowledge; teacher emotion; reflection; digital technologies
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Identification Number or DOI: 10.1080/1359866X.2015.1095280
URI: http://eprints.usq.edu.au/id/eprint/28639

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