Evgeny D. Patarakin is head of the Learning Communication Laboratory (Uchcom), Program Systems Institute Russian Academy of Science, Pereslavl-Zalessky.
Coordinate national project Letopisi.ru
Coordinate scientific project "Education in Regional Network Communities".
Coordinated IMUTE, RAT-1, RAT-2 international projects between Arts, Science and Education
Selected Publications
Patarakin E., 2002, Network communities and education, Journal of Eurasian Research, Winter 2002, Vol. 1, No. 1, pp. 40 - 43.
Patarakin E., Local community of practice. 2004 Community Networks and Community Informatics: Prospects. Approaches. Instruments. Part 2: Current Situation and Perspectives for the CIS region.
Abstract
This paper has been created on the basis of learning materials of Russian educational network community of K-12 teachers and pre-service teachers. The key project that participants of the network community develop is creation and investigation of usage of school encyclopedia – http://letopisi.ru based on WikiWiki technology - MediaWiki. In new environment an organizer of joint network projects ever oftener plays the role of school adviser that observes students group behavior, and not an officer who controls everybody's actions. Joint actions of participants of today's network communities often have gregarious character. Just like a form of bird flock is made as a result of each bird fulfilling simple operations complicated behavior of network community is formed as a result of individual behavior of its members. No one directs actions of individual players, but their simple behavior is the basis to form complex collective behavior. As a rule, the simpler individual behaviors guidelines are, the more complex character collective behavior has. In new environment an organizer of joint network projects ever oftener plays the role of school adviser that observes children group behavior, and not an officer who controls everybody's actions. We have introduced “flock adviser” term to emphasize gregarious character of modern network communities. Such adviser, first of all, extends students' field of vision, helps them trace each others' activity lines. The further students can see, the more they know of actions of other group members, the clearer they understand directions, in which other participants move, and the sooner overall direction is formed. School adviser must see all group members. He must tell the group of what he sees. To do this, a teacher as an adviser can use direct communication forms, indirect communication forms inside social services, and special services that allow to see connection between pages, key words and photos.
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