community online & offline… talent university. of hawaii 2005

Community Community online online & offline… & offline…

TALENT University. of Hawaii 2005

What’s he thinking?

Community

Number 1 complaint of online students: not enough peer interaction…Distance Education at One Alaskan University: A Case Study (Schrum, Ohler, 2003)

Comm-unityWhere we:

• Live

• Learn

• Work

• Play

• Tell stories

Comm-unityWe feel:

• Safe

• Connected

• Integrated• Synergized

• Normed

Comm-unityTheory:

•solidary•neighbor-hoods

•personal networks

Wellman, 1988

Comm-unityTheory:

•solidary•neighbor-hoods

•personal networks

•embedded-expanded

•virtual•of interest

Welcome to Cyburbia-

- home of the online experience -

We use the new to do

the work of the old…

before new art &

communi-cation forms

emerge…McLuhan

Seeing technology...

New Media

Offer new ways of interacting, learning, creating, socializing, being…

Orientation to online venue…

Expands/limits what we do, who we are…


New media tries to regain what’s lost, expand what’s gained…

Expands/limits what we do, who we are…

Redefines taboo vs. tradition (behaviors, relationships)


Interlational communication



Interlational communication


Hierarchy adhocracy



Lack of meta-info

20 indistinguish- able ways to say “coffee”

Lack of meta-info


20 indistinguish- able ways to say “coffee”

Lack of meta-info

When we read online text, we read ourselves


Community is the product not just the process…


Community is the product not just the process…

Stories hold communities together, make us who we are…


Building Online CommunityTips for creating online learning communities

And teaching effectively online…

- 1 - Teach un-familiar in terms of the familiar; use metaphors


Conference metaphor:

-cooperative classroom?

-quiet seminar (with lake view?)

-tavern? hallway?

Result: Situates socially … erases mind void…


Conference metaphor:

-cooperative classroom?

-quiet seminar (with lake view)?

-tavern? hallway?

capture formal & informal com.

- Seminar AND hallway

- 2 - Use many social setting metaphors

- capture formal AND informal

- seminar AND hallway



- teacher-free zone (hallway)





- office hours?





- office hours? - small groups- encourage 1-to-1 (email)


- make expecta-tions clear

- use checkpoints

- 3 - Clarify structure, expectations


- use checkpoints

- assignments due every week? incompletes ok?

- min /max online involvement?



- use checkpoints

- assignments due every week? incompletes ok?

- min /max online involvement?

- authentication required?


- assign roles: note taker, discussion coordinator, researcher, etc.

- 4 - Delegate roles & responsibility

- assign roles: note taker, discussion coordinator, researcher, etc.

- 4 - Delegate roles & responsibility

- identify external help: advising, registration, getting materials, etc.

- use peer review, jigsawing, methods of interdependence

- 5 - Require collaboration interaction

- use peer review, jigsawing, methods of interdependence

- support this technologically (chat, phone conferencing, email…

- 5 - Require collaboration interaction

- journaling

- require reflection on content, process

- 6 - Require reflection, evidence

- journaling

- require reflection on content, process

- proof of content “mastery”

- use “copy&paste proof” assign-ments

- 6 - Require reflection, evidence

- coach, cheer-leader, referee - 7 - Teacher

assumes many roles

- coach, cheer-leader, referee

- attendance taker, task master

- 7 - Teacher assumes many roles



- guide on side (sage on stage)





- observer, partic-ipant observer






- tech, training support






- tech, training support

- quality control chief/copyright enforcement


- students post picts, video/sound clips

- you post metaphor pict, video…

- 8 - Blend media & personalize space



- audio/video con-ference if possible

- meet once? at beginning? great!






- use common meta-reference points (news, web sites)






- use common meta-reference points (news, web sites)

- extend campus electronically (UATV)


- we forget lectures

- we remember stories

- 9 - Practice storytelling



- stories in context of content




- stories in context of content

- students as heroes of their “learning stories”

- transformation as the key to learning


Education is now a buyer’s (rather than a

seller’s) market.

Distance + education + accounting

1. Local & e-learning merge; virtual & physical space merge

EDUCATION MARKETPLACE

Implications


2. Vast, varied market


Implications



3. Adding value becomes everything


Implications



3. Adding value becomes everything

How do you add value??


Implications

Community Community online online & offline… & offline…

TALENT University. of Hawaii 2005

community online & offline… talent university. of hawaii 2005

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