Learning Communities and Learning Communities and Social CapitalSocial Capital
Duncan Timms, Philip Crompton, Sara Ferlander, Liz TimmsDuncan Timms, Philip Crompton, Sara Ferlander, Liz Timms
Project SCHEMAProject SCHEMA
University of Stirling, UKUniversity of Stirling, UK
Project SCHEMAProject SCHEMA
Social Cohesion through Higher Education in Social Cohesion through Higher Education in Marginal AreasMarginal Areas
Funded under EU 4th framework fundingFunded under EU 4th framework funding
Development of continuing professional Development of continuing professional development courses for online delivery to health development courses for online delivery to health and welfare workersand welfare workers
Social constructivist approach emphasising Social constructivist approach emphasising interaction, collaboration and learning interaction, collaboration and learning communitiescommunities
SCHEMA ModulesSCHEMA Modules
Community PortraitsCommunity Portraits Quality Management in care service provisionQuality Management in care service provision A person-centred approach to the care of dementiaA person-centred approach to the care of dementia Approaches to the control of drug and alcohol abuseApproaches to the control of drug and alcohol abuse A virtual tour of housing areas in GlasgowA virtual tour of housing areas in Glasgow Developing care services in marginal communitiesDeveloping care services in marginal communities The social implications of the InternetThe social implications of the Internet Applied social research methodsApplied social research methods
Community Portraits ModuleCommunity Portraits Module
The community as a context for health and The community as a context for health and welfare practicewelfare practice
Collaboration as a method for working and Collaboration as a method for working and learninglearning
The Internet as an enabler of collaborative The Internet as an enabler of collaborative learninglearning
Delivery Delivery (trial run Spring 1999)(trial run Spring 1999)
Course required students (professional workers) to Course required students (professional workers) to work collaborativelywork collaboratively
Participants from Scotland, Germany & FinlandParticipants from Scotland, Germany & Finland
Organised in three groups of threeOrganised in three groups of three
Course objective: the development of community Course objective: the development of community portraitsportraits
ProgrammeProgramme Weeks 1-5: Introductory PhaseWeeks 1-5: Introductory Phase
Week 1: Week 1: Introductions Introductions Weeks 2-3: Develop protocol for collaborative workingWeeks 2-3: Develop protocol for collaborative working Week 4: Week 4: Consider notion of community Consider notion of community Week 5: Introduce communitiesWeek 5: Introduce communities
Weeks 6-16: Project WorkWeeks 6-16: Project Work Weeks 6 - 8: Groups work independently of each other Weeks 6 - 8: Groups work independently of each other
monitored by tutor monitored by tutor Week 9: Groups review their progress Week 9: Groups review their progress Weeks 10 -12: work on portraitsWeeks 10 -12: work on portraits Week 13: Group presentationsWeek 13: Group presentations Weeks 14 -15: Group assessments of portraitsWeeks 14 -15: Group assessments of portraits Week 16: Reflection on collaboration onlineWeek 16: Reflection on collaboration online
OrganisationOrganisation
Group 1: Group 1: Scotland - maleScotland - maleGermany - femaleGermany - femaleNorthern Finland - femaleNorthern Finland - female
Group 2: Group 2: Scotland - maleScotland - maleGermany - maleGermany - maleMid Finland - femaleMid Finland - female
Group 3: Group 3: Scotland - maleScotland - maleNorthern Finland - femaleNorthern Finland - femaleMid Finland - femaleMid Finland - female
TELSIpro - TELSIpro - the systemthe system
TELSIpro - TELSIpro - online evaluationonline evaluation
EvaluationEvaluation
Three levelsThree levels Level 1: TechnologyLevel 1: Technology Level 2: PedagogyLevel 2: Pedagogy Level 3: Learning CultureLevel 3: Learning Culture
ToolsTools System statisticsSystem statistics QuestionnairesQuestionnaires EmoticonsEmoticons InterviewsInterviews
Questionnaire - Questionnaire - TELSIproTELSIpro
Problems with TELSIpro
0 1 2 3 4 5
Opening documents
Creating documents
Modifying documents
Moving documents
Searching for documents
Giving access to documents
Using chat button
Sending Emails
Reading Emails
Searching Emails
Using help button
Access to tutor
Communicating
Other difficulties
CollaborationCollaboration
Technological issues:Technological issues: Chat button failed to workChat button failed to work Use of group emailing and individual mailing confusingUse of group emailing and individual mailing confusing
Polite behaviourPolite behaviour Behaviour governed by rules of social engagementBehaviour governed by rules of social engagement Determined culturally and applied generallyDetermined culturally and applied generally Failure to recognise interpersonal differencesFailure to recognise interpersonal differences
Significance of triviaSignificance of trivia Legitimising irrelevant exchanges vs. task and time onlineLegitimising irrelevant exchanges vs. task and time online
ConclusionConclusion
Social constructivist approach - challengingSocial constructivist approach - challenging
Much to be learned about processes and Much to be learned about processes and dynamics of collaborationdynamics of collaboration
Visibility of collaborative relationships onlineVisibility of collaborative relationships online
Online collaboration may reflect its face-to-face Online collaboration may reflect its face-to-face counterpart - but in slow motioncounterpart - but in slow motion
Process benefits from being guidedProcess benefits from being guided
Where Next?Where Next?
Bringing in members of the communityBringing in members of the community Local nets and learning communitiesLocal nets and learning communities Lone parents and seniors in Stockholm and Lone parents and seniors in Stockholm and
GlasgowGlasgow Future extensionsFuture extensions Learning communities, local communities and Learning communities, local communities and
social capitalsocial capital
ContactContact
Duncan Timms Duncan Timms ([email protected])([email protected])
Philip Crompton Philip Crompton ([email protected])([email protected])
Sara Ferlander Sara Ferlander ([email protected])([email protected])
Liz Timms Liz Timms ([email protected])([email protected])
SCHEMASCHEMA
http://www.stir.ac.uk/schema/http://www.stir.ac.uk/schema/