Information Clues in Topical Web Searches: Is the Web Message Getting Through?

This article discusses the construct of learning ‘community’ for educators and proceeds to examine fundamental issues around the theory and practice of constructing learning communities using communication technologies (virtual learning communities). This concept of community asks the reader to ponder some possible shapes virtual learning communities could take in the future, and the contribution that communication technologies c a n make to designing powerful learning environments. Résumé: Cet article débute avec une discussion de la notion d’une «communauté» d’apprentissage pour les enseignants, pour ensuite passer a l’examen de questions fondamentales entourant la théorie et la pratique de la construction de communautés d’apprentissage reposant sur la technologie des commumcations (des communautés virtuelles technologtsées) Ce concept dc communauté pousse le lecteur à réfléchir aux formes possibles que pourraient adopter ces communautés virtuelles technologtsées a l’avenu. ainsi qu’a la contribution que la technologie des communications pourrait apporter à la conception de milieux d‘apprentissage fertiles. A Definition of Learning Community Communities are collections of individuals who are bound together by shared ideologies and will, SO a learning community emerges when people are drawn together to learn. Although learning communities emphasize outcomes in education, their power resides in their ability to take advantage of, and in some cases, invent a process for learning. In Nichomachean Ethics, Aristotle explains that community is not SO much about unity as it is about harmony (Aristotle cited in Porter, 1997, p. 135). Harmony can exist within social, religious, political and moral frameworks, and as a result, communities can emphasize one or more of these dimensions. This definition of a learning community is partly woven from Kantian principles emphasizing that people operate from a rational, autonomous will, both as individuals and within groups. Individuals within a learning community (including students, teachers and administrators) have a will to do what is “right” and “good” in accordance with agreed values and ethical principles. For example, if a shared principle is to respect individuals, members of learning communities might attack ideas vigorously, but avoid personal attacks. These relationships exemplify moral reasoning, not instrumental reason. Kantian principles suggest that a learning community emerges when the "I" considers the “We” (Honderich, 1995, p. 439) and this is dependent on open discourse among participants and underlying principles (e.g.freedom to take risks, unconditional acceptance, shared Canadian Journal of Educational Communication, VOL 26, NO. 1, PAGES I12, ISSN 0710-4340