d eveloping learner-led knowledge generating online communities based on engaging the online learner...
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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)
What Does Being What Does Being Empowered Mean?Empowered Mean?
Webster: to give power to; Webster: to give power to; authorize; enableauthorize; enable
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???
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)
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
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
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
The Phases of EngagementThe Phases of Engagement
(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
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
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
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.
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
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
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.
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.
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
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?
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
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?
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)
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
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?