What is an online community?
Humans will always need to communicate and form communities, but the tools we are using are changing.
http://adriennemoylesblog.blogspot.com/2009_08_01_archive.html
Facilitating, moderating, or teaching
There is facilitating a meeting and then there is facilitating in general
http://adriennemoylesblog.blogspot.com/2009/08/from-definitions-i-have-read-in.html
Discussion forums
The Lost forum is really interesting. They are overrun with requests for facilitation services.
http://adriennemoylesblog.blogspot.com/2009/09/i-found-discussion-forum-i-can-read.html
Blog networks
There are lots of different ways to network blogs. They are as varied as the people and the connections they make.
http://adriennemoylesblog.blogspot.com/2009/12/fc09-25-blog-networks.html
Wiki collaborators
These are probably most useful when you have a group which is planning a project of some sort, and you need to collaborate on “paper”.
http://adriennemoylesblog.blogspot.com/2009/12/fc09-26-wiki-collaborators.html
Virtual Worlds
Lots of fun. Amazing potential. A lot like real life, except that everyone looks young.
http://adriennemoylesblog.blogspot.com/2009/10/foc09-first-visit-to-second-life.html
Social networking platforms
Use of these really depends on the community behind it and how active they are.
http://adriennemoylesblog.blogspot.com/2009/12/fc09-28-social-networking-platforms.html
Reflecting on the different kinds of online communities
Online communities are really fluid and adapt to their own context, situation and what they are trying to achieve. Tools support this, facilitators, moderators and teachers support this. Narrow definitions aren’t very useful.
http://adriennemoylesblog.blogspot.com/2009/12/fc09-29-reflect-on-different-kinds-of.html
Facilitate an event for the course mini conference
I planned a great event about Blogging for Pre-Schoolers by Beverly Kaye and Tania Coutts. It was a really interesting and inspiring presentation.
http://adriennemoylesblog.blogspot.com/2009/12/assignment-2-facilitate-online-event.html
Evaluate the facilitation of an online event
Unfortunately I got a bit panicked at the start. The presentation went really well, but the facilitation could have been better.
http://adriennemoylesblog.blogspot.com/2009/12/assignment-3-evaluate-facilitated.html
Feedback to the course
Did you learn new and useful things? Definitely. I saw new worlds.
Was it challenging enough? Personally I would have preferred a more in-depth, academic approach.
What could have been better? Personally I think the use of discussion boards would have promoted more in-depth discussion and been more time efficient than blogging. I would have liked better access to the actual people who make up the communities. We had one Elluminate meeting with the founder of Wikis and that was really interesting. It was hard to get to meet the people behind the tools in one week per topic. I think the course actually needs more time than 5 hours a week. I do think that the course should be re-named Introduction to Web2/Open Access Tools. It is primarily tool focused and there are a whole raft of online communities in LMS’s which are not accessed. I did not enjoy the facilitator who left stereotyping enrolled students as less friendly than open students.
What could you have done better? I would have liked to spend more time on the topics and keep up-to-date.
Did the course facilitator do a good job? Absolutely. Sarah is fantastic.
How will you apply what you have learned? I will use some of the tools in my work.
Who would you recommend to do this course next time? The presenter from my event is quite keen to do the course.
Monday, 21 December 2009
Assignment 3 Evaluate a facilitated online event OR If I had my time again
I have decided to evaluate my own event because I do not think that I have enough experience to critique someone else’s properly.
How the event was organized and promoted.
I worked pretty hard on this and tried to think of what everyone needed to know, what could go wrong and what I would do. I sent new participants information on how to use Elluminate and offered a couple of times to practice with support from me. I made sure that the presenters and I had practice with the software and loading the presentation.
After a discussion with my presenter about security, I would blind copy email addresses from now on.
Managed and conducted smoothly.
I was completely unprepared to arrive in the Elluminate meeting room and find someone else’s presentation loaded on the screen. They said it would disappear if we left the room, but when I came back in it was still there. This really rattled me. I began to panic. Adrenalin rushed through my brain. I couldn’t think straight. All I wanted to do was to get rid of it so that we could load our presentation. Sarah told me we could just leave it there, but it kept popping up when I didn’t want it to. Eventually I deleted it slide-by-slide which took quite a while and cut into the time that I had set aside to introduce newcomers to the Elluminate tools.
Question. What is the etiquette here? Should you wipe the blackboard clean before another presenter comes into the room? I would like to hear some views from people about this.
I didn’t really handle that disruption very well.
Technical Support
I had arranged technical support, and planned to load training up on the screen and go through it half an hour before the presentation started. But I got flustered and ran out of time to take people through the tools and make sure that they were all OK before we started. Most people were OK but one couldn’t see the videos. I had sent out instructions about downloading Quick-time, but forgot to remind her to restart her computer after the download.
Setting the stage, introductions, explaining the aims, managing to remain neutral and facilitatory.
Again, because I was quite rattled and not thinking very clearly, these things were not done that well. They were done, but they could have been done better if I was in a clearer frame of mind. I mostly remained neutral and facilitatory, except for one instance where I became moderatory. I was concerned about showing respect to the presenters. Again, if anyone has any views on this please let me know.
A round up, closure, recordings.
I didn’t do a round-up, but I did make sure that there were opportunities to ask questions, closed the meeting on time and let people know there would be a recording. I forgot to press the record button at the start, and luckily Sarah reminded me. Thanks Sarah!
General
Note to self. Stay calm. Do not suspect sinister plots along the lines of “Wind up your Wife Wednesday” when it is Monday ;).
Thanks to everyone who participated. It was a really interesting presentation from Beverly and Tania. I look forward to working with you again.
How the event was organized and promoted.
I worked pretty hard on this and tried to think of what everyone needed to know, what could go wrong and what I would do. I sent new participants information on how to use Elluminate and offered a couple of times to practice with support from me. I made sure that the presenters and I had practice with the software and loading the presentation.
After a discussion with my presenter about security, I would blind copy email addresses from now on.
Managed and conducted smoothly.
I was completely unprepared to arrive in the Elluminate meeting room and find someone else’s presentation loaded on the screen. They said it would disappear if we left the room, but when I came back in it was still there. This really rattled me. I began to panic. Adrenalin rushed through my brain. I couldn’t think straight. All I wanted to do was to get rid of it so that we could load our presentation. Sarah told me we could just leave it there, but it kept popping up when I didn’t want it to. Eventually I deleted it slide-by-slide which took quite a while and cut into the time that I had set aside to introduce newcomers to the Elluminate tools.
Question. What is the etiquette here? Should you wipe the blackboard clean before another presenter comes into the room? I would like to hear some views from people about this.
I didn’t really handle that disruption very well.
Technical Support
I had arranged technical support, and planned to load training up on the screen and go through it half an hour before the presentation started. But I got flustered and ran out of time to take people through the tools and make sure that they were all OK before we started. Most people were OK but one couldn’t see the videos. I had sent out instructions about downloading Quick-time, but forgot to remind her to restart her computer after the download.
Setting the stage, introductions, explaining the aims, managing to remain neutral and facilitatory.
Again, because I was quite rattled and not thinking very clearly, these things were not done that well. They were done, but they could have been done better if I was in a clearer frame of mind. I mostly remained neutral and facilitatory, except for one instance where I became moderatory. I was concerned about showing respect to the presenters. Again, if anyone has any views on this please let me know.
A round up, closure, recordings.
I didn’t do a round-up, but I did make sure that there were opportunities to ask questions, closed the meeting on time and let people know there would be a recording. I forgot to press the record button at the start, and luckily Sarah reminded me. Thanks Sarah!
General
Note to self. Stay calm. Do not suspect sinister plots along the lines of “Wind up your Wife Wednesday” when it is Monday ;).
Thanks to everyone who participated. It was a really interesting presentation from Beverly and Tania. I look forward to working with you again.
Assignment 2. Facilitate an online event
Title for the session: Blogging for Pre-schoolers
The aims of the session:
1. An opportunity for Beverly Kaye and Tania Coutts to present their action research on blogging at Manaia Kindergarten, and the learning that has occurred through the project.
2. An opportunity to gather pre-school teachers to hear about the project.
3. An opportunity for Adrienne to practice facilitating an online event.
Promotions for the session:
I sent emails to pre-schools and kindergartens that Beverly and Tania wanted to invite. You can view it on Advert for session to email http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF82Y2tqZnd0Y3o&hl=en_GB
I also put up a notice at work http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xMWpwdDdjOGNk&hl=en_GB
and sent an email to the FC09 email group.
I asked people to let me know if they wanted to attend. I then created a participant email list and sent out information and instructions to those attending.
Elluminate web-conference participant fact-sheet http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF83NndkeHRiZm0&hl=en_GB
After the event I emailed everyone invited with the link to the recording. http://elluminate.tekotago.ac.nz/play_recording.html?recordingId=1244766870485_1259552835472
Key links:
Manaia Kindergarten’s blog http://www.manaiakindergarten.blogspot.com/
Beverly Kaye’s blog http://ictece.blogspot.com/
Wiki links http://en.wikiversity.org/wiki/Facilitating_Online/course_mini_conference#Blogging_for_Preschoolers
http://en.wikiversity.org/wiki/Talk:Facilitating_Online/course_mini_conference#Adrienne.27s_Idea
Link to meeting room http://elluminate.tekotago.ac.nz/join_meeting.html?meetingId=1244766870485
Link to back-up meeting room has now expired as it was a 30 day trial.
Technical support:
I made up a page detailing the Elluminate tools and links to Elluminate factsheets and training. http://www.elluminate.com/support/training/. I asked those who were new to Elluminate to arrive at the meeting half an hour early so that I could take them through the tools.
Contingency plan:
I signed up for a free 30 day Elluminate trial so that we would have a back-up meeting room should anything go wrong with Otago’s Elluminate.
Planning and preparation:
I met with Beverly and Tania to view their presentation and work out how to present it in Elluminate ie were the files compatible. We had to convert some video from avi. to mov. files. I met with Sarah in Elluminate and some of the files took an hour to load. Beverly then compressed them so that they would load more quickly.
Beverly and I met with Sarah in Elluminate to practice loading the files, for Beverly to practice using Elluminate and to make sure that everything was working properly.
We had to meet with Sarah each time so that she could make us moderators in Elluminate so that we could load our presentation.
I was aware that some of the participants would not have used Elluminate before, so I wanted to give them some training before the presentation started. I sent out a factsheet and offered practice to them beforehand, and asked them to arrive half an hour early so that I could run them through the tools before the presentation began. I sat down with Sonya from work and showed her how to use the headset and the Elluminate screen to contribute to the meeting.
Things to do for mini-conference http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xMnZ4Z3Q4M2Rq&hl=en_GB
Second list of things to do for mini-conference http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF85ZHdoemR2aGg&hl=en_GB
The aims of the session:
1. An opportunity for Beverly Kaye and Tania Coutts to present their action research on blogging at Manaia Kindergarten, and the learning that has occurred through the project.
2. An opportunity to gather pre-school teachers to hear about the project.
3. An opportunity for Adrienne to practice facilitating an online event.
Promotions for the session:
I sent emails to pre-schools and kindergartens that Beverly and Tania wanted to invite. You can view it on Advert for session to email http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF82Y2tqZnd0Y3o&hl=en_GB
I also put up a notice at work http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xMWpwdDdjOGNk&hl=en_GB
and sent an email to the FC09 email group.
I asked people to let me know if they wanted to attend. I then created a participant email list and sent out information and instructions to those attending.
Elluminate web-conference participant fact-sheet http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF83NndkeHRiZm0&hl=en_GB
After the event I emailed everyone invited with the link to the recording. http://elluminate.tekotago.ac.nz/play_recording.html?recordingId=1244766870485_1259552835472
Key links:
Manaia Kindergarten’s blog http://www.manaiakindergarten.blogspot.com/
Beverly Kaye’s blog http://ictece.blogspot.com/
Wiki links http://en.wikiversity.org/wiki/Facilitating_Online/course_mini_conference#Blogging_for_Preschoolers
http://en.wikiversity.org/wiki/Talk:Facilitating_Online/course_mini_conference#Adrienne.27s_Idea
Link to meeting room http://elluminate.tekotago.ac.nz/join_meeting.html?meetingId=1244766870485
Link to back-up meeting room has now expired as it was a 30 day trial.
Technical support:
I made up a page detailing the Elluminate tools and links to Elluminate factsheets and training. http://www.elluminate.com/support/training/. I asked those who were new to Elluminate to arrive at the meeting half an hour early so that I could take them through the tools.
Contingency plan:
I signed up for a free 30 day Elluminate trial so that we would have a back-up meeting room should anything go wrong with Otago’s Elluminate.
Planning and preparation:
I met with Beverly and Tania to view their presentation and work out how to present it in Elluminate ie were the files compatible. We had to convert some video from avi. to mov. files. I met with Sarah in Elluminate and some of the files took an hour to load. Beverly then compressed them so that they would load more quickly.
Beverly and I met with Sarah in Elluminate to practice loading the files, for Beverly to practice using Elluminate and to make sure that everything was working properly.
We had to meet with Sarah each time so that she could make us moderators in Elluminate so that we could load our presentation.
I was aware that some of the participants would not have used Elluminate before, so I wanted to give them some training before the presentation started. I sent out a factsheet and offered practice to them beforehand, and asked them to arrive half an hour early so that I could run them through the tools before the presentation began. I sat down with Sonya from work and showed her how to use the headset and the Elluminate screen to contribute to the meeting.
Things to do for mini-conference http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xMnZ4Z3Q4M2Rq&hl=en_GB
Second list of things to do for mini-conference http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF85ZHdoemR2aGg&hl=en_GB
FC09 2.9 Reflect on different kinds of online communities
Difference between a community, a group and a team.
A community is founded on a shared interest. It includes a life lived daily, weekly, monthly.
A group is founded on a shared interest, but can be a separate part from the rest of someone’s daily life.
A team is usually founded on a task to complete.
I really think that these definitions are fluid and very dependent on context and situation. A community in one context and situation is a team in another context and situation. We can discuss definitions and examples, but there will always be exception, so I wonder how useful it is to separate and narrow them down?
How teacher, moderator and facilitator differ.
A teacher teaches – there are many ways to do this, you can be an authoritarian teacher, a facilitative teacher, a moderative teacher and a mixture of all three and more.
A moderator is more like a referee or a policeman. They usually only step in if things get out of hand.
A facilitator guides towards something, but doesn’t put in content (except the content of how to guide).
I feel the same way here. We have discussed the finer points but when it comes to the situation, you do what’s required on the day.
What you have learned about different online communities.
There are a lot of different online communities. I have learned a lot about the tools that are used by them. I don’t know that I have really explored online communities as much as I would have liked to, as it was quite difficult to access the communities in much depth in one week. I also missed not learning about communities that function in an LMS.
Roles and skills required of an effective facilitator.
I had a short practice in facilitating an online meeting, and I would like to practice this more.
Skills required for facilitating an online meeting include
· Experience and practice in the tool used to conduct the meeting
· Planning and preparation skills to organize the content and the attendance of the participants
· Quick thinking to know what to do if something goes wrong
· A good memory to remember all of the things you have to do during the meeting
· Skills in conducting and chairing meetings ie introducing participants and presenters, eliciting interesting questions and answers, summing up presentations, keeping an eye on time and keeping things moving.
· Technical knowledge and skills to ensure that participants and presenters can fully participate and use the tools to the best advantage.
Again, I do believe the above to be quite a narrow definition of a facilitator.
My usual definition of a facilitator is someone who facilitates learning. Skills included in this definition include
· Understanding of student’s learning needs, abilities and prior knowledge
· Understanding of subject matter /where to go for expert content
· Understanding of how students’ learn
· Ability to write and assess clear learning objectives
· Experience in facilitating OR colleagues to ask for assistance
· Experience of learning
· Presentation skills
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
· Able to use a range of tools in appropriate contexts to facilitate learning
Feedback to other participants.
I apologise to everyone that I have neglected. I have given some feedback, but not as much as I would have liked to, and I have not had enough time to keep up with everyone’s blogs and comment. I have tended to reply in the email group when I had something to contribute.
A community is founded on a shared interest. It includes a life lived daily, weekly, monthly.
A group is founded on a shared interest, but can be a separate part from the rest of someone’s daily life.
A team is usually founded on a task to complete.
I really think that these definitions are fluid and very dependent on context and situation. A community in one context and situation is a team in another context and situation. We can discuss definitions and examples, but there will always be exception, so I wonder how useful it is to separate and narrow them down?
How teacher, moderator and facilitator differ.
A teacher teaches – there are many ways to do this, you can be an authoritarian teacher, a facilitative teacher, a moderative teacher and a mixture of all three and more.
A moderator is more like a referee or a policeman. They usually only step in if things get out of hand.
A facilitator guides towards something, but doesn’t put in content (except the content of how to guide).
I feel the same way here. We have discussed the finer points but when it comes to the situation, you do what’s required on the day.
What you have learned about different online communities.
There are a lot of different online communities. I have learned a lot about the tools that are used by them. I don’t know that I have really explored online communities as much as I would have liked to, as it was quite difficult to access the communities in much depth in one week. I also missed not learning about communities that function in an LMS.
Roles and skills required of an effective facilitator.
I had a short practice in facilitating an online meeting, and I would like to practice this more.
Skills required for facilitating an online meeting include
· Experience and practice in the tool used to conduct the meeting
· Planning and preparation skills to organize the content and the attendance of the participants
· Quick thinking to know what to do if something goes wrong
· A good memory to remember all of the things you have to do during the meeting
· Skills in conducting and chairing meetings ie introducing participants and presenters, eliciting interesting questions and answers, summing up presentations, keeping an eye on time and keeping things moving.
· Technical knowledge and skills to ensure that participants and presenters can fully participate and use the tools to the best advantage.
Again, I do believe the above to be quite a narrow definition of a facilitator.
My usual definition of a facilitator is someone who facilitates learning. Skills included in this definition include
· Understanding of student’s learning needs, abilities and prior knowledge
· Understanding of subject matter /where to go for expert content
· Understanding of how students’ learn
· Ability to write and assess clear learning objectives
· Experience in facilitating OR colleagues to ask for assistance
· Experience of learning
· Presentation skills
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
· Able to use a range of tools in appropriate contexts to facilitate learning
Feedback to other participants.
I apologise to everyone that I have neglected. I have given some feedback, but not as much as I would have liked to, and I have not had enough time to keep up with everyone’s blogs and comment. I have tended to reply in the email group when I had something to contribute.
Monday, 14 December 2009
FC09 2.8 Social Networking Platforms
I have just set up my page in the Online Facilitators network in Grou.ps. There does not seem to be a lot happening there. I did like the look of the Ning groups that I had visited. There seemed to be some interesting things happening.
My sister and other relatives are very keen on Facebook. She has been contacting old school friends from all over the world and jetting off to catch up. I am a bit hopeless. I think “I will get to that later” and never get around to replying.
My nephew uses Bebo, mostly to communicate with friends. He did hook up with a boy from school that he didn't know that well who started making nuisance phone calls every hour and hanging up when the phone was answered. My sister had to give my nephew the talk about handing out phone numbers.
If I was a teenager I would probably use Bebo too, however my friendships these days don’t require hourly contact ;). I am lucky if I get to see them once a month!
Facilitation on these platforms would depend on who was using them (teenagers or older) and what they were being used for (pleasure, education, business). I can imagine using Facebook to organize a family or school reunion, Bebo to organize a dance party, Ning to organize a professional event.
My sister and other relatives are very keen on Facebook. She has been contacting old school friends from all over the world and jetting off to catch up. I am a bit hopeless. I think “I will get to that later” and never get around to replying.
My nephew uses Bebo, mostly to communicate with friends. He did hook up with a boy from school that he didn't know that well who started making nuisance phone calls every hour and hanging up when the phone was answered. My sister had to give my nephew the talk about handing out phone numbers.
If I was a teenager I would probably use Bebo too, however my friendships these days don’t require hourly contact ;). I am lucky if I get to see them once a month!
Facilitation on these platforms would depend on who was using them (teenagers or older) and what they were being used for (pleasure, education, business). I can imagine using Facebook to organize a family or school reunion, Bebo to organize a dance party, Ning to organize a professional event.
FC09 2.7 Facilitation in Second Life
There are a great many communities in SL, of all sorts and kinds. You could hold meetings for newcomers to introduce them to the communities. You could hold meetings for your own community and get them together in SL. You could take your class into SL. The possibilities are endless.
I did find something strange one time when I teleported somewhere. There were some funny looking creatures with tails and horns. It was a bit scary. I got out of there quite fast. I don’t even want to think about what kind of facilitation this community would require!
I did find something strange one time when I teleported somewhere. There were some funny looking creatures with tails and horns. It was a bit scary. I got out of there quite fast. I don’t even want to think about what kind of facilitation this community would require!
FC09 2.6 Wiki collaborators
Initial ideas for Assignment 2
I plan to run an online meeting with Beverly and Tania from Manaia Kindergarten about their experiences with blogging for pre-schoolers. I would like to use DimDim or Elluminate. I have posted my idea on the Wiki at http://en.wikiversity.org/wiki/Talk:Facilitating_Online/course_mini_conference.
I like this word. It reminds me of Wookie. Mnggrhhh.
I plan to run an online meeting with Beverly and Tania from Manaia Kindergarten about their experiences with blogging for pre-schoolers. I would like to use DimDim or Elluminate. I have posted my idea on the Wiki at http://en.wikiversity.org/wiki/Talk:Facilitating_Online/course_mini_conference.
I like this word. It reminds me of Wookie. Mnggrhhh.
FC09 2.5 Blog Networks
Excuse the delayed nature of this post. I am now writing up what I was doing in September!
What a blogging network is and can be
A blogging network can be a group of bloggers who blog on each other’s blogs - for example us http://en.wikiversity.org/wiki/Facilitating_Online/Participants or http://ictece.blogspot.com/
It can be a group of blogs about a particular topic - for example http://network.nature.com/
It can be an organized and catalogued collection of blogs such as at - http://kiwiology.co.nz/about/ which actually has quite a lot of websites and a few blogs which are no longer active because they have moved to another kind of media.
It can be a get paid for advertising network such as http://www.blogit.com/Blogs/
A blogging network that I have found is centred around Manaia Kindergarten. The teachers there are blogging with the children and with other teachers and schools. The blog also gets comments from parents and grandparents and other members of the community.
I have contacted Beverly Kaye and talked to her about the blog and our course. She and Tania Coutts have been doing an action research project around blogging. It would be useful for them to present their findings to other kindergarten teachers at an online conference.
What a blogging network is and can be
A blogging network can be a group of bloggers who blog on each other’s blogs - for example us http://en.wikiversity.org/wiki/Facilitating_Online/Participants or http://ictece.blogspot.com/
It can be a group of blogs about a particular topic - for example http://network.nature.com/
It can be an organized and catalogued collection of blogs such as at - http://kiwiology.co.nz/about/ which actually has quite a lot of websites and a few blogs which are no longer active because they have moved to another kind of media.
It can be a get paid for advertising network such as http://www.blogit.com/Blogs/
A blogging network that I have found is centred around Manaia Kindergarten. The teachers there are blogging with the children and with other teachers and schools. The blog also gets comments from parents and grandparents and other members of the community.
I have contacted Beverly Kaye and talked to her about the blog and our course. She and Tania Coutts have been doing an action research project around blogging. It would be useful for them to present their findings to other kindergarten teachers at an online conference.
Thursday, 12 November 2009
FOC09 Mini-conference session
Hi everyone,
I have been arranging my mini-conference session with Beverly Kaye from Manaia Kindergarten. She and Tania Coutts are doing amazing things with blogging for pre-schoolers. They are currently undertaking action research in this area and will discuss their findings with us on Monday 30 November at 6pm NZ time.
Their blogs can be found at http://ictece.blogspot.com/, and http://www.manaiakindergarten.blogspot.com/. Questions and discussion are welcome.
I am meeting with Beverly and Tania on Tuesday to pick up copies of the visual material and websites that will be involved for the presentation. On Thursday I will have a practice run in Elluminate with Sarah. After that I will send out email invitations with the meeting room link and user instructions (which I will also post here on the blog). We are going to invite early childhood teachers to attend as well as those interested in online community.
I will be at the meeting half an hour early to help new users get set up and familiarised. Remind me to turn on the record button!
I look forward to seeing you all there.
Adrienne
I have been arranging my mini-conference session with Beverly Kaye from Manaia Kindergarten. She and Tania Coutts are doing amazing things with blogging for pre-schoolers. They are currently undertaking action research in this area and will discuss their findings with us on Monday 30 November at 6pm NZ time.
Their blogs can be found at http://ictece.blogspot.com/, and http://www.manaiakindergarten.blogspot.com/. Questions and discussion are welcome.
I am meeting with Beverly and Tania on Tuesday to pick up copies of the visual material and websites that will be involved for the presentation. On Thursday I will have a practice run in Elluminate with Sarah. After that I will send out email invitations with the meeting room link and user instructions (which I will also post here on the blog). We are going to invite early childhood teachers to attend as well as those interested in online community.
I will be at the meeting half an hour early to help new users get set up and familiarised. Remind me to turn on the record button!
I look forward to seeing you all there.
Adrienne
Thursday, 15 October 2009
FOC09 First visit to Second Life
16 October 2009
Hi there, I have just had my first visit to Second Life.
It was quite eventful.
I loved flying over the sea, went swimming, and was given a boat and a house. I fell off some steps and played a piano.
Someone came up behind me and said Boo! Then later, the same person crashed into me from behind. Someone else blew kisses at me and asked a question in a language I didn’t understand - something about amor. I flew away, but he chased me and then I accidentally crashed into him. I don’t know what happened to him after that!
I devised a startling outfit of sequins and blue gingham, but have not managed to do anything with my hair yet. Oh well, there’s always next time.
Where are all the old wrinkly people? I think I better work out how to get to the educational institutions next.
Adrienne ;)
Hi there, I have just had my first visit to Second Life.
It was quite eventful.
I loved flying over the sea, went swimming, and was given a boat and a house. I fell off some steps and played a piano.
Someone came up behind me and said Boo! Then later, the same person crashed into me from behind. Someone else blew kisses at me and asked a question in a language I didn’t understand - something about amor. I flew away, but he chased me and then I accidentally crashed into him. I don’t know what happened to him after that!
I devised a startling outfit of sequins and blue gingham, but have not managed to do anything with my hair yet. Oh well, there’s always next time.
Where are all the old wrinkly people? I think I better work out how to get to the educational institutions next.
Adrienne ;)
Thursday, 1 October 2009
EBP09. Some results and an interview transcript
Hi everyone, I have some results to share for Evaluation of Best Practice.
Unfortunately Google Docs is losing all the lovely graphs I did. So please let me know by comments - if you want to see the results, with the lovely graphs - I could email them to the forum, or to you.
Click here if you want to see the initial results on Google docs without the lovely graphs.
I have also transcribed my interview with the two facilitators of the course I evaluated. Here is a link to the interview transcript.
Click here for interview transcript
OK, onwards and upwards. Hope you are all well and enjoying work, study, life.
Adrienne
Unfortunately Google Docs is losing all the lovely graphs I did. So please let me know by comments - if you want to see the results, with the lovely graphs - I could email them to the forum, or to you.
Click here if you want to see the initial results on Google docs without the lovely graphs.
I have also transcribed my interview with the two facilitators of the course I evaluated. Here is a link to the interview transcript.
Click here for interview transcript
OK, onwards and upwards. Hope you are all well and enjoying work, study, life.
Adrienne
Wednesday, 16 September 2009
FOC09 I found a discussion forum I can read
17 September 2009
Hi there, after being refused membership and ignored by other forums, I remembered reading about the Lost forum which is a discussion forum about the TV programme Lost. Members discuss the actors, the plot, the sets, all sorts of questions about the show and their responses to it. It has 94,708 members!
It was good to use for this exercise because the discussions are open to the public to read. This is a really large forum and it is very moderated and organized, so I don’t think I will be asking if they need facilitation services. In fact, the official word on asking to become a moderator is “Don’t call us, we’ll call you.”
Their moderators create threads after each episode is aired, to direct discussions and prevent hundreds of duplicate threads. They have mentors for newbie members. These are chosen from long term members. You are rated by how many days you have been a member – from Newbie to Senior Member, and new members first five posts are moderated.
Flaming, spamming, personal attacks etc result in members and posts being removed. Members are asked to report bad posts.
There are creative forums where members create and post Lost-related artwork, writing, music videos and others comment on them. There is also a forum to discuss anything and people ask for help in all sorts of things.
This forum would probably not be very interesting to people who hadn’t watched Lost. TV programmes are a favourite water-cooler topic of conversation, so I would say this is a community and it is well organized.
This is another Lost forum which has 729 members. It looks as though on this one you take on a character and play plot-prediction games. All of the threads seem to be posted by Hollywood Heidi, so it looks as though this one is well-moderated too.
Hi there, after being refused membership and ignored by other forums, I remembered reading about the Lost forum which is a discussion forum about the TV programme Lost. Members discuss the actors, the plot, the sets, all sorts of questions about the show and their responses to it. It has 94,708 members!
It was good to use for this exercise because the discussions are open to the public to read. This is a really large forum and it is very moderated and organized, so I don’t think I will be asking if they need facilitation services. In fact, the official word on asking to become a moderator is “Don’t call us, we’ll call you.”
Their moderators create threads after each episode is aired, to direct discussions and prevent hundreds of duplicate threads. They have mentors for newbie members. These are chosen from long term members. You are rated by how many days you have been a member – from Newbie to Senior Member, and new members first five posts are moderated.
Flaming, spamming, personal attacks etc result in members and posts being removed. Members are asked to report bad posts.
There are creative forums where members create and post Lost-related artwork, writing, music videos and others comment on them. There is also a forum to discuss anything and people ask for help in all sorts of things.
This forum would probably not be very interesting to people who hadn’t watched Lost. TV programmes are a favourite water-cooler topic of conversation, so I would say this is a community and it is well organized.
This is another Lost forum which has 729 members. It looks as though on this one you take on a character and play plot-prediction games. All of the threads seem to be posted by Hollywood Heidi, so it looks as though this one is well-moderated too.
Thursday, 3 September 2009
FOC09 Looking for online community
4 September 2009
This task is aptly named as I do seem to be doing quite a lot of looking. I have spent quite a bit of time over the last week trying to find a suitable discussion forum member to interview. Not quite there yet. Many are members only, or don’t have many members, or have closed due to lack of interest. I have asked to join one but have not had a reply yet.
I have had more luck with the blog task and have someone who is willing to be interviewed. Now I have to think of some good questions to ask.
What are you all asking your people?
Adrienne
This task is aptly named as I do seem to be doing quite a lot of looking. I have spent quite a bit of time over the last week trying to find a suitable discussion forum member to interview. Not quite there yet. Many are members only, or don’t have many members, or have closed due to lack of interest. I have asked to join one but have not had a reply yet.
I have had more luck with the blog task and have someone who is willing to be interviewed. Now I have to think of some good questions to ask.
What are you all asking your people?
Adrienne
Wednesday, 26 August 2009
FOC09 2.3 Facilitating, moderating or teaching
From the definitions I have read in dictionaries and wikipedia it seems that the teacher is the subject expert, the facilitator makes the process of learning smoother and the moderator is the same as a facilitator, but particularly online.
My own definition is that a good teacher will facilitate learning for students and understands that “learning to learn” is a skill that students need to acquire and practice. A good teacher also understands that they are not the only expert in their field and students will learn a lot from each other and other experts.
A good facilitator will assist students to learn and provide resources and links to make the learning journey smoother and more efficient, so that the students are not wandering around in a maze.
A moderator will do these things on line.
A really good teacher/facilitator/moderator will assess the student’s needs and assist them to learn in any way they can – flexibly.
A teacher could undermine facilitation by deciding that they are the only ones that know anything about the subject.
A moderator might undermine facilitation by deciding that they are the only ones that will “control” group interactions.
A facilitator might undermine teaching or moderating by not giving any guidance but just putting up a whole mish mash of information for students to sort through on their own.
Skills required for:
Teaching
· Understanding of students learning needs
· Understanding of student’s abilities and prior knowledge
· Understanding of subject matter
· Understanding of how students learn
· Ability to write and assess clear learning objectives
· Experience in teaching/colleagues to ask for assistance
· Experience of learning
· Presentation skills – in person, written, verbal
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
Facilitating
· Understanding of students learning needs, abilities and prior knowledge
· Understanding of subject matter /where to go for expert content
· Understanding of how students’ learn
· Ability to write and assess clear learning objectives
· Experience in facilitating/colleagues to ask for assistance
· Experience of learning
· Presentation skills
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
Moderating
· Understanding of online students needs, abilities and prior knowledge
· Understanding of online subject matter and where to go for expert content
· Understanding of how students communicate and learn online, and the particular requirements of online learning, including technological requirements
· Experience in teaching online/colleagues to ask for assistance
· Ability to write and assess clear learning objectives
· Experience of learning online
· Online presentation skills – video, CMC, written, verbal, blogs, wikis, elluminate, LMS, Skype etc
· Ability to condense, simplify, expand information – in writing, orally
· Ability to plan course according to learning needs of students – chunking for internet, visual resources, social interaction, technological development
· Willingness to develop professionally
Quite a lot of cross-over and similarities really.
Be good to hear your comments.
Thanks
Adrienne
My own definition is that a good teacher will facilitate learning for students and understands that “learning to learn” is a skill that students need to acquire and practice. A good teacher also understands that they are not the only expert in their field and students will learn a lot from each other and other experts.
A good facilitator will assist students to learn and provide resources and links to make the learning journey smoother and more efficient, so that the students are not wandering around in a maze.
A moderator will do these things on line.
A really good teacher/facilitator/moderator will assess the student’s needs and assist them to learn in any way they can – flexibly.
A teacher could undermine facilitation by deciding that they are the only ones that know anything about the subject.
A moderator might undermine facilitation by deciding that they are the only ones that will “control” group interactions.
A facilitator might undermine teaching or moderating by not giving any guidance but just putting up a whole mish mash of information for students to sort through on their own.
Skills required for:
Teaching
· Understanding of students learning needs
· Understanding of student’s abilities and prior knowledge
· Understanding of subject matter
· Understanding of how students learn
· Ability to write and assess clear learning objectives
· Experience in teaching/colleagues to ask for assistance
· Experience of learning
· Presentation skills – in person, written, verbal
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
Facilitating
· Understanding of students learning needs, abilities and prior knowledge
· Understanding of subject matter /where to go for expert content
· Understanding of how students’ learn
· Ability to write and assess clear learning objectives
· Experience in facilitating/colleagues to ask for assistance
· Experience of learning
· Presentation skills
· Ability to condense, simplify, expand information – in person, in writing, orally
· Ability to plan classes according to learning needs of students
· Willingness to develop professionally
Moderating
· Understanding of online students needs, abilities and prior knowledge
· Understanding of online subject matter and where to go for expert content
· Understanding of how students communicate and learn online, and the particular requirements of online learning, including technological requirements
· Experience in teaching online/colleagues to ask for assistance
· Ability to write and assess clear learning objectives
· Experience of learning online
· Online presentation skills – video, CMC, written, verbal, blogs, wikis, elluminate, LMS, Skype etc
· Ability to condense, simplify, expand information – in writing, orally
· Ability to plan course according to learning needs of students – chunking for internet, visual resources, social interaction, technological development
· Willingness to develop professionally
Quite a lot of cross-over and similarities really.
Be good to hear your comments.
Thanks
Adrienne
Wednesday, 12 August 2009
Evaluating Best Practice
Hi all Evaluating Best Practice participants (FOC09 you don't need to read this),
Have finally completed my draft plan. Cor. It can be viewed on Google Docs at
http://docs.google.com/Edit?docid=djjf4j4_1tz8qm6f2
http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xdHo4cW02ZjI&hl=en
Feedback and comments welcome.
Thankyou
Adrienne
Have finally completed my draft plan. Cor. It can be viewed on Google Docs at
http://docs.google.com/Edit?docid=djjf4j4_1tz8qm6f2
http://docs.google.com/Doc?docid=0AXlH8knGKHHcZGpqZjRqNF8xdHo4cW02ZjI&hl=en
Feedback and comments welcome.
Thankyou
Adrienne
Thursday, 6 August 2009
What is an online community?
Blog Post Week 2, Friday 7 August
I found the anthropological view of YouTube very interesting and discovered a lot about YouTube that I didn’t know. I have looked at YouTube a few times, but haven’t really had a lot of time to spend there and found a lot of the videos not that interesting to me personally.
This video seemed to say that the way we communicate is changing because the tools that we are using to communicate are changing. I don’t know if I agree with that completely. I think that humans will always need to connect and communicate, but the tools/media that we use change the way the communication is delivered. Maybe it’s a chicken and egg situation. It’s constantly evolving, as we are.
I found Stephen Downes interesting, but a bit moralistic. Everything open is good and anything closed is bad. I don’t think I would go that far.
This, that and the other I just flicked through after wasting time watching ½ the first video. Clever gimmick, but not great when you are busy.
Building online communities had some good points re what to expect and I may go back and read it in more detail later for when I set up my online community.
3 forms of evidence that I would look for when determining an online community?
Because I come from and educational background I would be looking for evidence of learning, evidence of interaction between participants, and evidence of regular participation.
It will be interesting to hear what others say.
Bye for now
Adrienne
I found the anthropological view of YouTube very interesting and discovered a lot about YouTube that I didn’t know. I have looked at YouTube a few times, but haven’t really had a lot of time to spend there and found a lot of the videos not that interesting to me personally.
This video seemed to say that the way we communicate is changing because the tools that we are using to communicate are changing. I don’t know if I agree with that completely. I think that humans will always need to connect and communicate, but the tools/media that we use change the way the communication is delivered. Maybe it’s a chicken and egg situation. It’s constantly evolving, as we are.
I found Stephen Downes interesting, but a bit moralistic. Everything open is good and anything closed is bad. I don’t think I would go that far.
This, that and the other I just flicked through after wasting time watching ½ the first video. Clever gimmick, but not great when you are busy.
Building online communities had some good points re what to expect and I may go back and read it in more detail later for when I set up my online community.
3 forms of evidence that I would look for when determining an online community?
Because I come from and educational background I would be looking for evidence of learning, evidence of interaction between participants, and evidence of regular participation.
It will be interesting to hear what others say.
Bye for now
Adrienne
Thursday, 30 July 2009
Hi and thanks for your comments.
Hi Elaine, I live in Whangarei, Northland. My background is in Film, Television and Media Studies. I taught this at tertiary level and worked as an instructional designer. I now work part-time at an early childhood centre, keeping children's portfolios and learning stories up to date, and co-ordinating staff development. I am working through the Grad Cert Applied eLearning to keep current and up-to-date with what's happening. I really enjoy learning online.
I've updated my profile, but don't feel that comfortable about putting too much information on a blog yet.
I've spent most of the afternoon learning about RSS and subscribing to everyone's blogs. Hopefully this will be time-saving later. There were two people's blogs I couldn't subscribe to, and I'm wondering where should I post that information?
Hi Elaine, I live in Whangarei, Northland. My background is in Film, Television and Media Studies. I taught this at tertiary level and worked as an instructional designer. I now work part-time at an early childhood centre, keeping children's portfolios and learning stories up to date, and co-ordinating staff development. I am working through the Grad Cert Applied eLearning to keep current and up-to-date with what's happening. I really enjoy learning online.
I've updated my profile, but don't feel that comfortable about putting too much information on a blog yet.
I've spent most of the afternoon learning about RSS and subscribing to everyone's blogs. Hopefully this will be time-saving later. There were two people's blogs I couldn't subscribe to, and I'm wondering where should I post that information?
Thursday, 16 July 2009
Hi to Facilitating Online Communities course participants
Hi there, this post is to introduce myself to the Facilitating Online Communities course participants. I am taking this course to learn about how to better facilitate online courses. It is part of my Graduate Diploma in Applied eLearning. I look forward to meeting and working and learning with you all.
Bye for now, Adrienne.
Bye for now, Adrienne.
Wednesday, 1 July 2009
Hi everyone,
I have just completed the interview with the Flexible Learning Course facilitators Bronwyn and Leigh. It was very interesting to hear their ideas on interaction, open access, blogs and forums.
I have emailed the participant survey to the Flexible Learning Course google groups email forum and hope to collect responses soon.
If any of you would like to view the survey you can click on the link below.
Click Here to view survey
Please don't complete it unless you are a Flexible Learning Course participant! However, you can let me know what you think of the survey questions. I would be interested to have your feedback.
I'll be in touch about the responses as soon as I get some!
Cheers, Adrienne
I have just completed the interview with the Flexible Learning Course facilitators Bronwyn and Leigh. It was very interesting to hear their ideas on interaction, open access, blogs and forums.
I have emailed the participant survey to the Flexible Learning Course google groups email forum and hope to collect responses soon.
If any of you would like to view the survey you can click on the link below.
Click Here to view survey
Please don't complete it unless you are a Flexible Learning Course participant! However, you can let me know what you think of the survey questions. I would be interested to have your feedback.
I'll be in touch about the responses as soon as I get some!
Cheers, Adrienne
Wednesday, 24 June 2009
Hi everyone, I have posted my plan draft two, including questions on Google docs http://docs.google.com/Edit?docid=djjf4j4_0dpr8pxcf. It includes interview questions, student survey and explanation of interaction analysis. Please let me know if it is confusing and needs to be explained better.
This week I feel like everything is coming together. I did a lot of reading about discussion forums and then had to go back and find information on blogs, but couldn't find evaluation studies about interaction using blogs, so have had to do some more reading, thinking and adapting which has taken a lot of time. Now I'm ready to implement my evaluation (hopefully) as soon as I get feedback from Bronwyn.
I thought I would also ask you guys what you think constitutes an effective and meaningful online interaction. Let me know.
Thanks
Adrienne
This week I feel like everything is coming together. I did a lot of reading about discussion forums and then had to go back and find information on blogs, but couldn't find evaluation studies about interaction using blogs, so have had to do some more reading, thinking and adapting which has taken a lot of time. Now I'm ready to implement my evaluation (hopefully) as soon as I get feedback from Bronwyn.
I thought I would also ask you guys what you think constitutes an effective and meaningful online interaction. Let me know.
Thanks
Adrienne
Thursday, 21 May 2009
Thursday, 30 April 2009
Bron's feedback on my draft plan
Hi everybody, if you would like to see Bronwyn's feedback on my draft plan follow this link http://docs.google.com/Doc?id=dgg6nrz2_155fxpfbmdx. It's really useful.
Cheers
Adrienne
Cheers
Adrienne
Tuesday, 21 April 2009
Draft evaluation plan
Hi all, this is the draft plan. It is still quite vague. I think the next thing I need to do is think very carefully about my questions, then all should become clearer. Feedback, questions and requests for clarification much appreciated.
Thanks, Adrienne
Draft Evaluation Plan
Introduction:
This evaluation investigates online discussion and the ways in which communities can be used to improve learning and construct knowledge. The evaluation is for assessment for the Evaluation of eLearning for Best Practice course. The primary evaluator is Adrienne Moyle.
Background:
The media that is being evaluated is an online course called Flexible Learning Course run by Bronwyn Hegarty and Leigh Blackall at Otago University. The course makes can be accessed at http://flexible-learning-course.blogspot.com/ and makes use of wiki educator, google groups and email.
Participants have set up individual blogs on which they post their thoughts and writings.
This course is a level 7 course registered with the New Zealand Qualifications Authority. It has been developed by staff in the Educational Development Centre of Otago Polytechnic and is designed to help you access and interpret information about flexible learning, as well as engage in professional dialog about flexible learning, and present a plan for developing flexible learning options in a course of your choosing.How do you join this course? This course follows a schedule and can be undertaken self paced, or with others in 15 weeks facilitated (5 hrs per week). The next facilitated course starts 16 March 2009 ends on 5 July 2009. To join the facilitated session click the "join" tab at the top of this website.Facilitators: Guidance, assessment and certification services are available at any time by contacting the course facilitators:
Purposes:
The purpose of my evaluation is to look at the effectiveness of the online interaction in this course.
I will be using the following elearning guidelines which have been taken from http://elg.massey.ac.nz.
TD4 What makes an effective online discussion?
TD9 What strategies in online discussions will build rapport with students?
TO11 Are methods in place to measure staff and student perceptions of the online discussions?
Audiences:
The primary and secondary audiences of this evaluation will be the staff and students involved in the Flexible Learning Course. A tertiary audience will be the staff and students of the Evaluation of eLearning for Best Practice course, to which the evaluation will be submitted for assessment. If required the evaluation will be available to other staff and students of Otago University and Manukau Institute of Technology.
Decisions:
Decisions will be made as to the quality of the evaluation undertaken when it is assessed for the Evaluation course. Decisions will be made as to the design of online interaction in the Flexible Learning course once the effectiveness of the interactions has been evaluated.
Questions:
Methods:
Mixed Method, Eclectic Pragmatic
Interviews
Questionnaires
Confidence Log
Focus Group
Discussion content analysis
Sample:
Ideally all staff and students in the Flexible Learning course will participate in the evaluation. It is quite likely that some will choose not to for various reasons.
Instrumentation:
Gunawardena method – content analysis
Survey monkey – online questionnaires, online confidence log
Elluminate – focus group
Limitations:
This is my first evaluation. The sample size may be small. The questionnaires may not be that sound. I would have liked to have organized the evaluation before the course started.
Logistics:
It will all be done by me.
Implementation – questionnaires – online, content analysis – online, focus group – illuminate, confidence log – online, interviews – telephone/online
Time Line:
Implementation
The Flexible Learning course runs from 16 March to 5 July. The Evaluation course runs until June 29 with implementation scheduled for May 11-26, analysis scheduled for May 25 – June 8 and reporting scheduled for June 8 – 29.
That schedule has been set in accordance with the assessment requirements for the Evaluation course.
I may need a longer implementation time as I want to try out a variety of methods, plus a summative assessment will need to be done at the end of the FL course. It looks as though I may need to ask for an extension for my Eval course!
Focus groups and confidence log – May 11
Interviews
Questionnaires
Content analysis – up to 5 July
Reporting – 10 July
Budget:
My time: $25 hour
Approx 25 hours total
Things to do next:
Questions for Focus Group
Questions for Questionnaire
Format for Confidence Log
Format for Content Analysis
Thanks, Adrienne
Draft Evaluation Plan
Introduction:
This evaluation investigates online discussion and the ways in which communities can be used to improve learning and construct knowledge. The evaluation is for assessment for the Evaluation of eLearning for Best Practice course. The primary evaluator is Adrienne Moyle.
Background:
The media that is being evaluated is an online course called Flexible Learning Course run by Bronwyn Hegarty and Leigh Blackall at Otago University. The course makes can be accessed at http://flexible-learning-course.blogspot.com/ and makes use of wiki educator, google groups and email.
Participants have set up individual blogs on which they post their thoughts and writings.
This course is a level 7 course registered with the New Zealand Qualifications Authority. It has been developed by staff in the Educational Development Centre of Otago Polytechnic and is designed to help you access and interpret information about flexible learning, as well as engage in professional dialog about flexible learning, and present a plan for developing flexible learning options in a course of your choosing.How do you join this course? This course follows a schedule and can be undertaken self paced, or with others in 15 weeks facilitated (5 hrs per week). The next facilitated course starts 16 March 2009 ends on 5 July 2009. To join the facilitated session click the "join" tab at the top of this website.Facilitators: Guidance, assessment and certification services are available at any time by contacting the course facilitators:
Purposes:
The purpose of my evaluation is to look at the effectiveness of the online interaction in this course.
I will be using the following elearning guidelines which have been taken from http://elg.massey.ac.nz.
TD4 What makes an effective online discussion?
TD9 What strategies in online discussions will build rapport with students?
TO11 Are methods in place to measure staff and student perceptions of the online discussions?
Audiences:
The primary and secondary audiences of this evaluation will be the staff and students involved in the Flexible Learning Course. A tertiary audience will be the staff and students of the Evaluation of eLearning for Best Practice course, to which the evaluation will be submitted for assessment. If required the evaluation will be available to other staff and students of Otago University and Manukau Institute of Technology.
Decisions:
Decisions will be made as to the quality of the evaluation undertaken when it is assessed for the Evaluation course. Decisions will be made as to the design of online interaction in the Flexible Learning course once the effectiveness of the interactions has been evaluated.
Questions:
Methods:
Mixed Method, Eclectic Pragmatic
Interviews
Questionnaires
Confidence Log
Focus Group
Discussion content analysis
Sample:
Ideally all staff and students in the Flexible Learning course will participate in the evaluation. It is quite likely that some will choose not to for various reasons.
Instrumentation:
Gunawardena method – content analysis
Survey monkey – online questionnaires, online confidence log
Elluminate – focus group
Limitations:
This is my first evaluation. The sample size may be small. The questionnaires may not be that sound. I would have liked to have organized the evaluation before the course started.
Logistics:
It will all be done by me.
Implementation – questionnaires – online, content analysis – online, focus group – illuminate, confidence log – online, interviews – telephone/online
Time Line:
Implementation
The Flexible Learning course runs from 16 March to 5 July. The Evaluation course runs until June 29 with implementation scheduled for May 11-26, analysis scheduled for May 25 – June 8 and reporting scheduled for June 8 – 29.
That schedule has been set in accordance with the assessment requirements for the Evaluation course.
I may need a longer implementation time as I want to try out a variety of methods, plus a summative assessment will need to be done at the end of the FL course. It looks as though I may need to ask for an extension for my Eval course!
Focus groups and confidence log – May 11
Interviews
Questionnaires
Content analysis – up to 5 July
Reporting – 10 July
Budget:
My time: $25 hour
Approx 25 hours total
Things to do next:
Questions for Focus Group
Questions for Questionnaire
Format for Confidence Log
Format for Content Analysis
Monday, 20 April 2009
Catch up
Catch up
Hi everyone, I’ve decided to write a bit more about where I’m at now because my posts so far have been a bit rushed and I hadn’t really done all of the reading I needed to understand the content.
Week 3 Guidelines
Have finally had some time to really sit and look at the guidelines. I looked through the PDF (the cube hides a lot!) and have decided that what I am really interested in is online interaction. With this topic in mind I have narrowed it down to 3 guideline questions. TD4 What makes for an effective online discussion? TD9 What strategies in online discussions will build rapport with students?, and TO11 Are methods in place to measure staff and student perceptions of the online discussions?
Week 4 Paradigms
Have had another look at Reeves and he is actually really onto it and quite wry once you figure out what he is talking about. Basically there are different ways in which people have approached educational research and evaluation (paradigms). Paradigm 1 is quite analytical and scientific and relies on quantitative methods such as those used in statistical evaluation. This type of evaluation is probably done on a large scale where you have large amounts of data to analyse mathematically.
Paradigm 2 is more qualititative, meaning that human variance is taken into account, and takes into account how humans construct “reality”. Using this type of paradigm involves being an anthropologist or a human researcher. Paradigm 3 looks at deconstruction, or uncovering “hidden” structures and assumptions in education. Paradigm 4 is a mix of the other paradigms, where you use what you think will be useful for your particular context.
I will be using Paradigm 4 for my evaluation. I suspect I may have constructivist leanings as I am interested in how students collaborate and construct knowledge through online discussion. The methods I use will be mainly qualitative – questionnaires and interviews, with some quantitative evaluation of the number of interactions undertaken. I think deconstruction would be very interesting, but it is probably beyond the scope of this assignment for me.
Weeks 5&6 Methods
The purpose of my evaluation will be to investigate how to improve online discussions for better learning. I will be using the Eclectic-Mixed Methods-Pragmatic Paradigm, and conducting a summative, effectiveness evaluation. In line with the multiple methods evaluation (Shotland) model, I would like to use questionnaires, confidence logs and focus groups. The variety of methods will provide triangulation to test adequacy. The questions will need to be designed with bracketing in mind to measure range. I will also use quantitative information about the number of interactions that take place online.
One thing I am a bit concerned about is that I have not planned my evaluation before the course started, so have not introduced myself to the students yet …
Chapter 8 of Interactive Learning Systems Evaluation has provided me with some good questions about learner reactions to online discussions. What knowledge, skills and attitudes do learners derive from online discussions? It suggests using a data collection matrix and very specific and carefully worded evaluation questions, so I will have to put a lot of thought into those.
I read Interaction online:Above and beyond requirements of assessment by Meg O’Reilly and Diane Newton. This article used action research, which fits well with the iterative process of refining a course as you go. They analysed how students used the discussion forums ie for planning, encouraging, clarifying, summarizing, and the percentages were quite interesting. They found that students valued the online learning environment and used the discussions to assist them with their learning.
In Knowledge Building Community: Keys for using online forums, Quing Li found that “successful employment of online forums can foster knowledge building community in which desired student qualities are cultivated”. While a deconstructivist would probably look at “what are desired student qualities?”, I will be looking at what knowledge is constructed.
The students and course that Tuncay Saritas studied in The construction of knowledge through social interaction via computer mediated communication, was similar to mine in that they were studying the learning principles, technologies and techniques for teaching and learning in a distance education system.
Saritas investigated interaction patterns; did the interaction support the construction of knowledge?; and factors that influenced the level of knowledge construction.
Saritas used an online survey, an interview with the instructor and content analysis of the discussions. He found that the quality and quantity of interaction was influenced by the structuring of the discussions. He recommends establishing common rules for discussions, and that instructors are active participants in the discussions as they play a significant role in guiding students towards higher levels of learning.
Saritas study explored the dynamics of learning community. It used the Interaction Analysis Model of Gunawardena et al (1997) to investigate an evidence of knowledge construction. I want to find out more about this model as it may be useful for my evaluation. Has anyone ever heard of it, or used it? http://www.alnresearch.org/HTML/AssessmentTutorial/ExampleResearch/GunawardenaLoweAnderson.html
http://www.alnresearch.org/HTML/AssessmentTutorial/Measures/GunawardenaLA_Measure1.html
OK, now I have updated where I am at, it is now time to start on the negotiation and writing of an evaluation plan for Wk 7. Catch you soon.
Adrienne
Hi everyone, I’ve decided to write a bit more about where I’m at now because my posts so far have been a bit rushed and I hadn’t really done all of the reading I needed to understand the content.
Week 3 Guidelines
Have finally had some time to really sit and look at the guidelines. I looked through the PDF (the cube hides a lot!) and have decided that what I am really interested in is online interaction. With this topic in mind I have narrowed it down to 3 guideline questions. TD4 What makes for an effective online discussion? TD9 What strategies in online discussions will build rapport with students?, and TO11 Are methods in place to measure staff and student perceptions of the online discussions?
Week 4 Paradigms
Have had another look at Reeves and he is actually really onto it and quite wry once you figure out what he is talking about. Basically there are different ways in which people have approached educational research and evaluation (paradigms). Paradigm 1 is quite analytical and scientific and relies on quantitative methods such as those used in statistical evaluation. This type of evaluation is probably done on a large scale where you have large amounts of data to analyse mathematically.
Paradigm 2 is more qualititative, meaning that human variance is taken into account, and takes into account how humans construct “reality”. Using this type of paradigm involves being an anthropologist or a human researcher. Paradigm 3 looks at deconstruction, or uncovering “hidden” structures and assumptions in education. Paradigm 4 is a mix of the other paradigms, where you use what you think will be useful for your particular context.
I will be using Paradigm 4 for my evaluation. I suspect I may have constructivist leanings as I am interested in how students collaborate and construct knowledge through online discussion. The methods I use will be mainly qualitative – questionnaires and interviews, with some quantitative evaluation of the number of interactions undertaken. I think deconstruction would be very interesting, but it is probably beyond the scope of this assignment for me.
Weeks 5&6 Methods
The purpose of my evaluation will be to investigate how to improve online discussions for better learning. I will be using the Eclectic-Mixed Methods-Pragmatic Paradigm, and conducting a summative, effectiveness evaluation. In line with the multiple methods evaluation (Shotland) model, I would like to use questionnaires, confidence logs and focus groups. The variety of methods will provide triangulation to test adequacy. The questions will need to be designed with bracketing in mind to measure range. I will also use quantitative information about the number of interactions that take place online.
One thing I am a bit concerned about is that I have not planned my evaluation before the course started, so have not introduced myself to the students yet …
Chapter 8 of Interactive Learning Systems Evaluation has provided me with some good questions about learner reactions to online discussions. What knowledge, skills and attitudes do learners derive from online discussions? It suggests using a data collection matrix and very specific and carefully worded evaluation questions, so I will have to put a lot of thought into those.
I read Interaction online:Above and beyond requirements of assessment by Meg O’Reilly and Diane Newton. This article used action research, which fits well with the iterative process of refining a course as you go. They analysed how students used the discussion forums ie for planning, encouraging, clarifying, summarizing, and the percentages were quite interesting. They found that students valued the online learning environment and used the discussions to assist them with their learning.
In Knowledge Building Community: Keys for using online forums, Quing Li found that “successful employment of online forums can foster knowledge building community in which desired student qualities are cultivated”. While a deconstructivist would probably look at “what are desired student qualities?”, I will be looking at what knowledge is constructed.
The students and course that Tuncay Saritas studied in The construction of knowledge through social interaction via computer mediated communication, was similar to mine in that they were studying the learning principles, technologies and techniques for teaching and learning in a distance education system.
Saritas investigated interaction patterns; did the interaction support the construction of knowledge?; and factors that influenced the level of knowledge construction.
Saritas used an online survey, an interview with the instructor and content analysis of the discussions. He found that the quality and quantity of interaction was influenced by the structuring of the discussions. He recommends establishing common rules for discussions, and that instructors are active participants in the discussions as they play a significant role in guiding students towards higher levels of learning.
Saritas study explored the dynamics of learning community. It used the Interaction Analysis Model of Gunawardena et al (1997) to investigate an evidence of knowledge construction. I want to find out more about this model as it may be useful for my evaluation. Has anyone ever heard of it, or used it? http://www.alnresearch.org/HTML/AssessmentTutorial/ExampleResearch/GunawardenaLoweAnderson.html
http://www.alnresearch.org/HTML/AssessmentTutorial/Measures/GunawardenaLA_Measure1.html
OK, now I have updated where I am at, it is now time to start on the negotiation and writing of an evaluation plan for Wk 7. Catch you soon.
Adrienne
Tuesday, 7 April 2009
Type of evaluation best suited to my project
Week 6
I’ve been reading abstracts about studies of interaction online, but haven’t really connected up to evaluation paradigms yet.
I’ve looked at enhancing learning through student-centred social learning environments[1], and how interaction promotes critical thinking and knowledge construction[2][3][4]. One study considers Gilly Salmon’s work and some unintended consequences of a practical (pragmatic?) approach.[5]
One study that looked at ways of recording and studying online interactions was useful as a reminder that how you study or analyse interactions can influence your results.[6]
I had a discussion with Bronwyn and we decided that an eclectic mixed-method pragmatic evaluation is probably what I am looking at. This will allow me to pick and choose a variety of research methods based on what will fit in with what I want to study.
I need to find some time to do more reading and thinking before I start on my plan. I will be doing a summative evaluation of the Flexible Learning course http://flexible-learning-course.blogspot.com/. Bronwyn is including some student-centred learning outcomes/goals in the course. I will probably use surveys, focus groups and some type of analysis of the interactions between students, teachers and content. I was thinking of looking at technological difficulties, but maybe I should just leave that and not let this get too big.
[1] Interaction online: Above and beyond requirements of assessment Meg O'Reilly and Diane Newton Australian Journal of Educational Technology2002, 18(1), 57-70.
[2] Investigating critical thinking and knowledge construction in an interactive learning environment.Wang, Qiyun, Woo, Huay Lit, Zhao, Jianhua. Interactive Learning Environments; Apr2009, Vol. 17 Issue 1, p95-104.
[3] Knowledge Building in an Online Environment: A Design-Based Research Study.
Qing Li, Journal of Educational Technology Systems; 2008-2009, Vol. 37 Issue 2, p195-216.
[4] The construction of knowledge through social interaction via computer-mediated communication. Saritas, Tuncay. Quarterly Review of Distance Education; Spring2008, Vol. 9 Issue 1, p35-49.
[5] E-learning and the transformation of social interaction in higher education.
Slevin, James, Learning, Media, & Technology; Jun2008, Vol. 33 Issue 2, p115-126.
[6] Coding procedures to analyse interaction patterns in educational web forums.Manca, S.,Delfino, M.,Mazzoni, E. Journal of Computer Assisted Learning; Apr2009, Vol. 25 Issue 2, p189-200.
I’ve been reading abstracts about studies of interaction online, but haven’t really connected up to evaluation paradigms yet.
I’ve looked at enhancing learning through student-centred social learning environments[1], and how interaction promotes critical thinking and knowledge construction[2][3][4]. One study considers Gilly Salmon’s work and some unintended consequences of a practical (pragmatic?) approach.[5]
One study that looked at ways of recording and studying online interactions was useful as a reminder that how you study or analyse interactions can influence your results.[6]
I had a discussion with Bronwyn and we decided that an eclectic mixed-method pragmatic evaluation is probably what I am looking at. This will allow me to pick and choose a variety of research methods based on what will fit in with what I want to study.
I need to find some time to do more reading and thinking before I start on my plan. I will be doing a summative evaluation of the Flexible Learning course http://flexible-learning-course.blogspot.com/. Bronwyn is including some student-centred learning outcomes/goals in the course. I will probably use surveys, focus groups and some type of analysis of the interactions between students, teachers and content. I was thinking of looking at technological difficulties, but maybe I should just leave that and not let this get too big.
[1] Interaction online: Above and beyond requirements of assessment Meg O'Reilly and Diane Newton Australian Journal of Educational Technology2002, 18(1), 57-70.
[2] Investigating critical thinking and knowledge construction in an interactive learning environment.Wang, Qiyun, Woo, Huay Lit, Zhao, Jianhua. Interactive Learning Environments; Apr2009, Vol. 17 Issue 1, p95-104.
[3] Knowledge Building in an Online Environment: A Design-Based Research Study.
Qing Li, Journal of Educational Technology Systems; 2008-2009, Vol. 37 Issue 2, p195-216.
[4] The construction of knowledge through social interaction via computer-mediated communication. Saritas, Tuncay. Quarterly Review of Distance Education; Spring2008, Vol. 9 Issue 1, p35-49.
[5] E-learning and the transformation of social interaction in higher education.
Slevin, James, Learning, Media, & Technology; Jun2008, Vol. 33 Issue 2, p115-126.
[6] Coding procedures to analyse interaction patterns in educational web forums.Manca, S.,Delfino, M.,Mazzoni, E. Journal of Computer Assisted Learning; Apr2009, Vol. 25 Issue 2, p189-200.
Sunday, 22 March 2009
newfound info
Hi everyone, I have just realised that we can post comments on each other's blogs, and that you guys have posted comments on mine! Thankyou! I will get back to you soon.
Hi all, have been computerless for a few weeks, so catching up with you all now, reading the emails and blogs. Lots of interesting comments.
Thanks Bronwyn for your comments on using role-play and offer of a course to evaluate from Otago.
Week 3
I am interested in the elearning guidelines around students/staff/learner-centred design.
The questions from the guidelines are as follows:
Students/learning design/learner-centred:
· Are students able to agree some or all of their learning goals in negotiation with teaching staff?
· Do students have any choice in terms of either: what they learn, the particular resources they will study and/or the learning activities they will engage in?
Staff/learning design/learner centred:
· Is the use of e-learning appropriate to the intended learning outcomes?
· Do students get clearly defined learning objectives that assist them in focussing on their learning activities?
· Does the e-learning encourage a realistic progression towards self direction and recognises varied starting points in levels of confidence and motivation?
· What makes an effective online discussion?
· Have a representative sample of students tested the e-learning materials, and any necessary modifications been made?
Two issues:
I am interested in exploring the following issues:
· Interaction – are they interacting? How do we design activities that foster interaction?
· Technological difficulties – student support
As I have not yet settled on a course to evaluate, that is about all I can really say for now ;). Will post more soon.
Thanks Bronwyn for your comments on using role-play and offer of a course to evaluate from Otago.
Week 3
I am interested in the elearning guidelines around students/staff/learner-centred design.
The questions from the guidelines are as follows:
Students/learning design/learner-centred:
· Are students able to agree some or all of their learning goals in negotiation with teaching staff?
· Do students have any choice in terms of either: what they learn, the particular resources they will study and/or the learning activities they will engage in?
Staff/learning design/learner centred:
· Is the use of e-learning appropriate to the intended learning outcomes?
· Do students get clearly defined learning objectives that assist them in focussing on their learning activities?
· Does the e-learning encourage a realistic progression towards self direction and recognises varied starting points in levels of confidence and motivation?
· What makes an effective online discussion?
· Have a representative sample of students tested the e-learning materials, and any necessary modifications been made?
Two issues:
I am interested in exploring the following issues:
· Interaction – are they interacting? How do we design activities that foster interaction?
· Technological difficulties – student support
As I have not yet settled on a course to evaluate, that is about all I can really say for now ;). Will post more soon.
Tuesday, 24 February 2009
Hi everybody, sorry this is early and a bit rushed. Am having computer problems and will be without it for a while (Aaargh.), so thought I would try to get a bit ahead this week.
Week 2 Blog
· Why is evaluation important to you and how do you define it?
· What sort of evaluations mentioned on the presentation are familiar to you already and why?
· Why is quality important in eLearning?
Evaluation is important to me because I want students to have good learning experiences. I define it as thinking carefully about your course, how it will be used, who will use it, what will they learn, how will they learn it, how useful will the learning be. I define it as a whole lot of questions really!
As the presentation said, I am familiar with summative evaluation. I think I do some formative evaluation instinctively, but not formally, and I can see that it would be better to ask more questions at the beginning and throughout the process.
This is a resource I use to run through a checklist of what I should be considering. I think it is useful as a quick guide. I would welcome other people’s thoughts on it.
http://elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdf
Quality is important in eLearning for a number of reasons. If our courses are not good quality we lose students, students don’t pass, they get discouraged, we get discouraged, a lot of money and time and effort gets wasted. It is much better to have quality courses which satisfy learning needs and create positive teaching and learning experiences.
Catch you again soon.
Adrienne
Week 2 Blog
· Why is evaluation important to you and how do you define it?
· What sort of evaluations mentioned on the presentation are familiar to you already and why?
· Why is quality important in eLearning?
Evaluation is important to me because I want students to have good learning experiences. I define it as thinking carefully about your course, how it will be used, who will use it, what will they learn, how will they learn it, how useful will the learning be. I define it as a whole lot of questions really!
As the presentation said, I am familiar with summative evaluation. I think I do some formative evaluation instinctively, but not formally, and I can see that it would be better to ask more questions at the beginning and throughout the process.
This is a resource I use to run through a checklist of what I should be considering. I think it is useful as a quick guide. I would welcome other people’s thoughts on it.
http://elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdf
Quality is important in eLearning for a number of reasons. If our courses are not good quality we lose students, students don’t pass, they get discouraged, we get discouraged, a lot of money and time and effort gets wasted. It is much better to have quality courses which satisfy learning needs and create positive teaching and learning experiences.
Catch you again soon.
Adrienne
Monday, 23 February 2009
Who am I?
Hi everyone,
My name is Adrienne. My main work at the moment is caring for and educating my 2 year old daughter. Before I had her I worked as an Instructional Designer at SIT in Invercargill. Prior to this I studied and taught Film, Television and Media Studies.
I am interested in evaluation because it improves your practice and helps you to know that you are on the right track. What I know already? Hmmm. I found a useful list of guidelines once. I will find the address and publish it on this blog. It is probably not a lot compared to what there is to know ;).
What I hope to get out of this course is to learn about useful processes for evaluating courses, creating courses and making sure that they give the best possible learning experience for students.
I don't have ideas for an evaluation project yet. Because I am not working at the moment, Bronwyn has kindly offered to let me evaluate one from Otago. Watch this space.
My name is Adrienne. My main work at the moment is caring for and educating my 2 year old daughter. Before I had her I worked as an Instructional Designer at SIT in Invercargill. Prior to this I studied and taught Film, Television and Media Studies.
I am interested in evaluation because it improves your practice and helps you to know that you are on the right track. What I know already? Hmmm. I found a useful list of guidelines once. I will find the address and publish it on this blog. It is probably not a lot compared to what there is to know ;).
What I hope to get out of this course is to learn about useful processes for evaluating courses, creating courses and making sure that they give the best possible learning experience for students.
I don't have ideas for an evaluation project yet. Because I am not working at the moment, Bronwyn has kindly offered to let me evaluate one from Otago. Watch this space.
First Blog
Hi everyone, this is the first blog that I have done. It was quite easy. Thanks for taking me through it. Adrienne
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