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D D eveloping Learner-led eveloping Learner-led Knowledge Generating Knowledge Generating Online Communities Online Communities Based on Based on Engaging the Online Learner Engaging the Online Learner (Conrad and Donaldson, (Conrad and Donaldson, 2004) 2004)

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Page 1: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

DDeveloping Learner-led eveloping Learner-led Knowledge Generating Knowledge Generating Online CommunitiesOnline Communities

Based on Based on Engaging the Online Learner Engaging the Online Learner (Conrad and Donaldson, 2004)(Conrad and Donaldson, 2004)

Page 2: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

What Does Being What Does Being Empowered Mean?Empowered Mean?

Webster: to give power to; Webster: to give power to; authorize; enableauthorize; enable

Page 3: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Reflection Question #3:Reflection Question #3:

WWhat could be learned if the hat could be learned if the instructor got out of the way???instructor got out of the way???

Page 4: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Power Sharing Power Sharing

Shared not “transferred wholesale”Shared not “transferred wholesale”

Faculty make key decisions – not allFaculty make key decisions – not all

Decisions have student inputDecisions have student input

Gradual processGradual process

(Weimer, 2002)

Page 5: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

What Should Learners Have the What Should Learners Have the Power to Do?Power to Do?

Expand outcomesExpand outcomes

Develop new insightsDevelop new insights

Help others develop knowledgeHelp others develop knowledge

Share their knowledge Share their knowledge

Lead knowledge generationLead knowledge generation

Page 6: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

What Do Learners Need to Lead?What Do Learners Need to Lead?

Instructor “permission”Instructor “permission”– Tone of the courseTone of the course

Clear guidelinesClear guidelines

Base outcomes Base outcomes

Ideas for activitiesIdeas for activities

Few restrictionsFew restrictions

Adequate planning timeAdequate planning time

CheckpointsCheckpoints

Supportive PeersSupportive Peers– Consequences for lack Consequences for lack

of supportof support– Process to evaluate Process to evaluate

supportsupport

Modeling of activities Modeling of activities by instructorby instructor

Reason to do itReason to do it– Application / relevance Application / relevance

to their livesto their lives

Page 7: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Key Activity ElementsKey Activity Elements

TimingTiming

Determiner (instructor or learner?)Determiner (instructor or learner?)

Degree of “open-ness” and creativity Degree of “open-ness” and creativity

Level of authenticityLevel of authenticity

Ability to discuss more than “the” answerAbility to discuss more than “the” answer

Page 8: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

The Phases of EngagementThe Phases of Engagement

(Conrad and Donaldson, 2004)

Page 9: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Learner - NewcomerLearner - NewcomerInstructor - Coordinator Instructor - Coordinator of Interactions (Social)of Interactions (Social)Activities are social / Activities are social / orientation-likeorientation-likeExamples: Icebreakers, Examples: Icebreakers, individual individual introductions, introductions, discussions concerning discussions concerning community issues such community issues such as Netiquette rules and as Netiquette rules and EmoticonsEmoticons

Learner - CooperatorLearner - Cooperator

Instructor - Structural Instructor - Structural EngineerEngineer– Forms dyads of learners in Forms dyads of learners in

anticipation of larger anticipation of larger group formationgroup formation

Activities require critical Activities require critical thinking, reflection and thinking, reflection and sharing of ideassharing of ideas

Examples: Peer reviews, Examples: Peer reviews, activity critiques, case activity critiques, case studiesstudies

Phase 1 Phase 2

Page 10: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Learner - CollaboratorLearner - Collaborator

Instructor - FacilitatorInstructor - Facilitator

Activities require small Activities require small groups to collaborate, groups to collaborate, problem solve, reflect problem solve, reflect upon experiencesupon experiences

Examples: content Examples: content discussions, role plays, discussions, role plays, debates, jigsaws, etc.debates, jigsaws, etc.

Learner - Initiator of Learner - Initiator of interactivityinteractivity

Instructor - Community Instructor - Community MemberMember

Activities are learner-Activities are learner-designed and/or designed and/or learner-ledlearner-led

Examples: Group Examples: Group presentations and presentations and projects, learner-projects, learner-facilitated discussionsfacilitated discussions

Phase 3 Phase 4

Page 11: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Individual vs. Team-ledIndividual vs. Team-led

Safety in numbersSafety in numbers– Helps build confidenceHelps build confidence– Provides multiple perspectives for activity Provides multiple perspectives for activity

developmentdevelopment

Small TeamsSmall Teams– 3 to 5 members3 to 5 members

minimizes learners opting out of the activity or minimizes learners opting out of the activity or TOO many voices. TOO many voices.

– Peer accountability Peer accountability peers evaluate the participation and activity qualitypeers evaluate the participation and activity quality

Page 12: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Activity - Team BuildingActivity - Team Building

You are with a group of fellow students in a hot air balloon. It has been a delightful journey until you notice that you are quickly descending for no aparent reason. Dangerous power lines are below the balloon and quick action is necessary. One of you will need to be sacrificed over the side so that the rest will live.

Explain to the group at your table why you should be chosen to survive. Your explanation should include what you will offer to the team as a project member. Remember, your life and the survival of the team will depend on the strength of the members chosen.

Page 13: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Activity OutcomesActivity Outcomes

Convey basic outcomes in syllabusConvey basic outcomes in syllabus

Communicate that learners could develop Communicate that learners could develop additional ones for the activityadditional ones for the activity

Learners should communicate outcomes Learners should communicate outcomes to instructorto instructor

Page 14: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Choosing Activity TypeChoosing Activity Type

Appropriate to type of outcomeAppropriate to type of outcomeSimple Simple – TechnologicallyTechnologically– PedagogicallyPedagogically

Examples:Examples:– PresentationsPresentations– DiscussionsDiscussions– Role-playsRole-plays– DebatesDebates– GamesGames

Page 15: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Orientation and PlanningOrientation and Planning

Concept of learner-led activities introduced at Concept of learner-led activities introduced at the beginning the beginning Syllabus: detailed description of the activity & Syllabus: detailed description of the activity & learner responsibilities learner responsibilities Begin thinking about the activities after the first Begin thinking about the activities after the first 25% of completed course 25% of completed course Time to begin planning at least 5 weeks before Time to begin planning at least 5 weeks before activity. activity. Instructor-team discussion time 3 weeks before Instructor-team discussion time 3 weeks before the activity. the activity. – The instructor is counselor and consultant.The instructor is counselor and consultant.

Page 16: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Example of Learner-led ActivityExample of Learner-led ActivityHi Everyone! Our project is simple and straightforward. There are just a few steps involved.

Step #1Read our scenario prior to the class session. It is posted on the General Class Discussion board. You will need to come to class ready to discuss possible solutions to our scenario. Be sure to finish the assigned readings for the week.

Step #2On the night of our class presentation, we will ask you to go to the color chat room to which you were assigned at the beginning of the course. There are separate chat areas for red, blue, green and white color rooms.

Page 17: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Example of Learner-led ActivityExample of Learner-led Activity

Step #3Select one representative from your color group to present your responses during the last 30 minutes of class discussion. We will visit the color chat rooms throughout your discussion.

Step #4We ask that each group meet for the first 30 minutes of class, then return to the Main Room for a class presentation. One representative from each color group needs to be prepared to present their collective responses.

If you have any questions, please post them in the General Class Discussion area. Thanks, Team One

Page 18: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

The Ugly Side of The Ugly Side of EmpowermentEmpowerment

What do you do What do you do if they try to give if they try to give the power back?the power back?

Page 19: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

The Ugly Side of EmpowermentThe Ugly Side of Empowerment

Free Rider EffectFree Rider Effect– member opts out / leaves it to others to member opts out / leaves it to others to

completecomplete

Sucker EffectSucker Effect– enthusiastic member is “allowed” to do it allenthusiastic member is “allowed” to do it all

Status Sensitivity EffectStatus Sensitivity Effect– high ability members take chargehigh ability members take charge

Salomon, 1995Salomon, 1995

Page 20: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

AssessmentAssessment

Peer EvaluationPeer Evaluation– Did all team mates participate?Did all team mates participate?

Community EvaluationCommunity Evaluation– Was this a meaningful activity?Was this a meaningful activity?

Self AssessmentSelf Assessment– What knowledge was generated?What knowledge was generated?– How will it be applied?How will it be applied?

Instructor EvaluationInstructor Evaluation– Were outcomes achieved?Were outcomes achieved?

Page 21: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

RubricRubric

Defines performance levels Defines performance levels

Clearly specifies expectations for the Clearly specifies expectations for the activity and effort required for a particular activity and effort required for a particular scorescore

Could have 2 rubrics Could have 2 rubrics – 1 for team1 for team– 1 for participants (team can develop)1 for participants (team can develop)

Page 22: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Checklist for Learner-Led ActivityChecklist for Learner-Led Activity

Learner engagement planned in phasesLearner engagement planned in phasesObjectives clearly stated in syllabusObjectives clearly stated in syllabusRubric for grading of the activityRubric for grading of the activityConcept of learner-led activity introduced at Concept of learner-led activity introduced at beginning of course beginning of course Several weeks provided for learner planning of Several weeks provided for learner planning of activityactivityCreative opportunity in choice and Creative opportunity in choice and implementation of activity implementation of activity Course participation grade includes learner-led Course participation grade includes learner-led activitiesactivities

Page 23: D eveloping Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

Activity - Activity - Learner-led Knowledge Learner-led Knowledge Generating ActivityGenerating Activity

With your group, develop a Learner-led Knowledge Generating activity using the Community Development Plan.You will have 20 minutes for discussion and planningThe final 15 minutes will provide you with a chance to implement your activity at another tableBe ready to discuss:

– what were the AHAs you experienced? – what were the challenges you faced?– how would this work in your own instructional

session?