Learning theory [re]considered

I've been spending a lot of time thinking about the extent to which my theoretical framework fits with the work on blogs and portfolio. For a number of years now, I have been building on a framework that integrates theories of learning as being social, situated and distributed to make sense of my work in teacher education. This has been productive in that it guides my pedagogical decisions and informs my research (questions, design, data collection, analysis and interpretations of data). Social perspectives on learning (Driver, Asoko, Leach, Mortimer & Scott, 1994; Lave & Wenger, 1991; Resnick, 1998, 1991) emphasize the role of interactions in learning and the significance of discourse communities. This keeps my focus on crafting experiences in which students negotiate meaning through relevant social experiences and professional discourse (as opposed to me telling them the one right way of doing things). Situative perspectives on learning (Brown, Collins & Duguid, 1989; Greeno, 2003, 1997; Greeno, Collins & Resnick, 1996; Lave & Wenger, 1991) suggest that learning is by nature intertwined with the contexts in which it occurs. In light of this, the need to create authentic learning activities is essential. Another important element is the connection between knowledge and participation in social practices. Finally, distributed perspectives on learning (Pea, 1993; Resnick, 1987) suggest that knowledge and learning (and expertise) does not reside in the individual, but rather the discourse community (or community of practice -- see Scott McDonald's work here). Please excuse my gross oversimplification of some very complex theories.

I am also a big fan of John Dewey -- "Reflection is the hallmark of intelligent action." "It is not from our experiences that we learn, but from reflecting upon them." [Quotes are from memory. Don't take them too seriously.] Point of clarification: I am not referring to the warm and fuzzy brand of reflection here, but rather Dewey's notion of reasoned interactions within a problem space that have a generative impact on conceptions that guide the interactions. For this to apply, in my work teaching is approached as a complex, problem-solving activity. 

So what does all of this mean in terms of blogs as portfolio? I am still working on that, but the connections appear to be strong. How do we make the most effective use of social features of blogs, such as commenting and trackbacks, in ways that support and advance the discourse community, as well as novices' enculturation into that community? In what ways does engaging students in publishing artifacts that were developed in authentic contexts (and considering their relevance to professional standards) influence their development as professionals? What approaches are most successful in terms of creating norms for engaging in professional discourse through/around blogging? There are many more questions and ideas swimming around in my head. It is exciting to have dedicated time as a TLT faculty fellow to consider them.