Supporting Online Learners & Moving Towards Communities of Practice

1. Supporting Online Learners & Moving Towards Communities of Practice Fiona Quigley, Director of Learning & Innovation, Aurion Learning http://www.aurion.co.uk

2. Course Structure • Defining & Understanding eTutoring: • Critique of eSessions & Lessons Learned: • Learning Theory & Good Practice: • Exploring & Understanding Fronter Tools: • Reviewing Internet Course for Collaboration Points:

3. Understanding eTutoring “ Its Teaching Jim, But Not as We Know it ” (Gilly Salmon, Professor of learning, University of Leicester, 2006)

4. Definition of an eTutor • Role of eTutor varies – what is the NCTE definition? • Example Competencies: (http://www.iitt.org.uk/public/standards/etutorcomp.asp) • Plan how eTutoring will be employed • Establish the technical facilities necessary to support eTutoring • Establish relationships with new learners • Communicate appropriately with learners • Provide administrative support • Provide learners with technical and subject matter expertise • Initiate activities that will facilitate learning • Provide learners with support and encouragement • Assess learners' performance • Use Web pages for communication with and between learners • Use e-mail for communication with learners • Use bulletin boards & discussion forums for communication with & between learners • Use text, audio and video conferencing for communication with and between learners • Evaluate and continuously improve e-tutoring support • Plan how eTutoring will be employed • Establish the technical facilities necessary to support eTutoring • Establish relationships with new learners • Communicate appropriately with learners • Provide administrative support • Provide learners with technical and subject matter expertise • Initiate activities that will facilitate learning • Provide learners with support and encouragement • Assess learners' performance • Use Web pages for communication with and between learners • Use e-mail for communication with learners • Use bulletin boards & discussion forums for communication with & between learners • Use text, audio and video conferencing for communication with and between learners • Evaluate and continuously improve e-tutoring support

5. eTutor – Jack[ie] of all Trades! Technical / Usability Support (Online) Learning Facilitator Subject MaterExpert ??? Question: Which one of the three is most important?

6. eTutor – Jack[ie] of all Trades! • ??? Answer: • All three are important, but at different stages of the online course • Why, Where, How? Technical / Usability Support (Online) Learning Facilitator Subject MaterExpert

7. 1 Access & Motivation 2 Online Socialisation 3 Information Exchange 4 Knowledge Construction 5 Development Conferencing Use of Learning Environment Providing External Links Setup & Access Send & Receive Messages Supporting use of content Welcome & Encourage Familiarisation & Bridging Supporting & Responding Facilitating Learning Model of Online CommunicationGilly Salmon, eModerating eTutoring / Moderating Technical Support Level of Interactivity

8. Tasks for eTutors ??? Question: Using Gilly Salmon’s Model, what could be useful tasks for eTutors to do at each stage, using a 6 week timeframe? Wk? Personalised Welcoming email PC Setup Checklist Check first access 1 Ice Breakers, Introductions, Expectations Post Online Messages Check Who is Online 2 Posting/Negotiating Learning Plan & Collaboration Overview of Learning Environment Tools 3-5 Facilitating Discussions – Summarising & “Netweaving” Support in Using CollaborationTools 3-5 Supporting, Responding & Communities of Practice Links to external websites 6

9. Facilitation Skills for eTutors • Initiating learning • Negotiating learning • Summarising learning • “Netweaving” – keeping the learning going • Encouraging non-participants (“lurkers”) or people reluctant to participate • Making use of higher contributors • Deliberately provoking controversy? • ??? Question: Let’s look at the Transcripts of the two Esessions to see if we can find evidence of these? Can you think of any others? Is there anything you would do better?

10. Example of Facilitation Skills for eTutors

11. Challenges for eTutors • Time Commitment – eTutor Contract • Getting to know / getting the best from the Learning Environment • Encouraging non-participants or “lurkers” • Sorting out Technical Problems ??? Question: Can you think of any others?

12. Summary: Understanding eTutoring • Role can be varied – helpful for tutors to work with NCTE to fully define commitment • eTutor contract a useful starting point & reviewing the Institute of IT Training Standards eTutor Competencies • Understand two main dimensions to eTutoring; Technical & Learning Support (Content & Learning Tasks) • Gilly Salmon’s five stage Model helps to support learner progress & keep both aspects of eTutor role in mind • Tips & Tricks: • PC Set up Checklist to all learners • Initial Welcoming Email • Negotiate Learning Plan & Collaboration Points with Group • Accept that some Lurkers are inevitable!

13. Critique of two eSessions • How did you feel as a learner? Scared, Anxious, Excited, Slightly Disoriented! • Did you understand what you were supposed to do? Clearer in eSession2, had some technical problems in eSession1 • Did you learn anything useful? I think so! • How did this online “first meeting compare to meeting people in a face-to-face session for the first time? Easier for me! • Where you surprised by anyone’s online behaviour? Yes – cliques formed and jumping out to another room • How did you feel about posting information? OK – but I am used to this task – just worried about my spelling! Some time delay problems made posting difficult • Where there any differences between eSession1 & eSession2 More structure & less people • How did you feel as a learner? • Did you understand what you were supposed to do? • Did you learn anything useful? • How did this online “first meeting compare to meeting people in a face-to-face session for the first time? • Where you surprised by anyone’s online behaviour? • How did you feel about posting information? • What about the eTutor – did they do as you expected? If not, what did you expect? • Where there any differences between eSession1 & eSession2

14. Online Collaboration Theory & Good Practice • We will touch upon these theories: • Pedagogy & Andragogy • Instructivism & Constructivism • Bloom’s Taxonomy • Adult Motivation • Engagement Theory • Problem-Based Learning • Critical Thinking • Reflective Practice Why? eTutoring is as much about teaching people how to learn as it is about the content!

15. Learning Theory & Good Practice “ Its Teaching Jim, But Not as We Know it ” (Gilly Salmon, Professor of eLearning, University of Leicester, 2006) “ Its Learning Jim, But Not as We Know it ” (Fiona Quigley, AurionLearning, 2007) Learning is what most adults will do for a living in the 21st century(S.J. Perelman)

16. Teaching Students how to Learn Changing Roles in Online Learning Environments – Instructor Role: • Face-to-Face • From passive receptacles… • From memorization of facts… • From passive learning…, • Online • To constructors of their own knowledge • To problem solvers • To active learners

17. Teaching Students how to Learn Changing Roles in Online Learning Environments – Learner Role: • Face-to-Face • From lecturer… • From provider of answers…. • From provider of content…. • From total control of the teaching/learning environment… • From teacher directed…. • Online • To Guide and resource provider • To expert questioner • To designer of student learning experiences • To sharing with the student as a fellow learner • To learner centred

18. Adult Learning Theory Definition of Pedagogy The art and science of teaching [children]? Definition of Andragogy Andragogy is the art and science of helping adults learn. (Malcom Knowles 1970) ??? Question: What are the characteristics of children as learners v’s adults? Should teaching adults mean a different teaching focus?

19. Andragogic model • This Model asserts that five issues be considered and addressed in formal learning: (1) Letting learners know why something is important to learn (2) Showing learners how to direct themselves through information (3) Relating the topic to the learners' experiences (4) People will not learn until they are ready and motivated to learn. (5) Requires helping them overcome inhibitions, behaviours, and beliefs about learning.

20. What does this mean in an Online Context? • We need to use learning strategies to keep adult motivated & engaged • Letting learners know why something is important to learn Good Course Orientation (2) Showing learners how to direct themselves through information Good Course Orientation (3) Relating the topic to the learners' experiences. Asking about their experiences – Profiles, Critical Thinking & Reflection (4) People will not learn until they are ready and motivated to learn Problem-Based Learning, Realism, Authenticity – not learning for learning’s sake! (5) Requires helping them overcome inhibitions, behaviors, and beliefs about learning. Support & Encouragement – adult baggage!

21. Online Student Interaction model Fronter Virtual Learning Environment NCTE Internet Teaching & Learning Course 7 Modules • Collaboration Tools • Discussion • Chat • Stickies / Email • Links Student Basic Understanding, Knowledge & Comprehension (Bloom Level 1 & 2) Promote Higher Level Thinking, Critical Thinking & Reflection) (Bloom Levels 3-6)

22. Online Teaching Model – Managed Constructivism! • Online course collaboration tools enable students to interact with course content, the tutor & their peers • Students can negotiate meaning of course content through these interactions – creating the potential for deeper and longer lasting learning • Constructivist view of learning: (Learners have ideas!) • Learning =active process of constructing rather than acquiring knowledge • People learn through interaction with their world • People develop knowledge through social interaction

23. Helping to Motivate Adults to Learn • Motivating busy adults to learn is the single biggest challenge in promoting & sustaining use of online collaboration tools ??? Question: What would motivate you to learn? What would put you off? • Interesting statistic: • 25% of a group usually post • 10% of the group post 80% of the responses

24. Adult Motivation Theory – Keller’s ARCs Model • John Keller synthesized existing research on psychological motivation and created the ARCS model (Keller, Educational Psychologist, 1987) • Attention: Catching & keeping the learners’ attention • Relevance: Attention & motivation is not normally maintained, so need to answer “what’s in it for me” at an early stage in a course! • Confidence: learners must be confident that they will be able to achieve course objectives & that they won’t take too much time or effort • Satisfaction: learners need some sort of satisfaction or reward for their learning! The success or failure of any e-learning initiative can be closely correlated to learner motivation

25. Adult Motivation – What can eTutors Do? Asking thought provoking questions & variety of stimulus Stating tangible, work-related benefits Estimates of learning times & learning progress reports Something real that can be used e.g. CPD points or a prize! The success or failure of any e-learning initiative can be closely correlated to learner motivation – Drop outs need to be analysed!

26. Engagement Theory A framework for technology-based teaching & learning: Students must be meaningfully engaged in learning activities through worthwhile tasks and interaction with others. (Greg Kearsely & Ben Shneiderman) 1. Relate 2. Create 2. Donate Project-based Have an outside (authentic) focus Occur in a group context & are collaborative

27. Problem/Project Based Learning How can I get my students to think? An instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. • Basic Principles: • Has a real-world component – solve an authentic problem! • Students must identify what they know, what they don’t know and work to fill the gaps! • Students must go beyond course material • Tutor must not provide answers, but merely facilitate the group process (e.g. provide links to resources to help) • Sometimes competition helps! ??? Question: What are the challenges with Problem-Based Learning? Are there any disadvantages?

28. Problem Based Learning - Challenges • Difficult to come up with truly real problems within the context of the course • Timeframe issues – is a 6 week timeframe long enough? • Takes a lot of preparation & research from the eTutor • Challenges the traditional role of the student • Challenges the traditional role of the tutor

29. Surface Learning Deeper Learning Critical & Reflective Thinking Or, Learning how to Learn! Reflection turns experience into meaningful learning, helps us to make sense of the world around us and to learn from previous experience. • Stages of Critical & Reflective Thinking: • Learn something new & accept basic facts • Revisit basic facts – what do you recall? • What other facts are behind the facts? • What do these facts mean to me in my life / work? • How can I use these facts in my life / work?

30. Promoting Reflection with Questioning Critical & Reflective thinking – teasing out learning • Q. What did Jack do when he got to the giant's castle?" • A. Jack hid from the giant, found the goose that lays the golden eggs, was discovered by the giant, fled, reached the bottom of the vine, and then chopped it down. The giant, of course, tumbles down, breaks his neck, and Jack lives happily every after with his mother and his newly found wealth. • Q. Did Jack trespass illegally? • A. Yes! • Q. Did Jack steal the goose that lays golden eggs?" • A. Yes! • Q. Did Jack, then, refuse to give back what did not belong to him? • A. Yes! • Q. Then did Jack escape down the bean vine and cause the giant to be killed?" • A. Yes! • Q. If Jack trespassed, stole, and murdered the giant, why is the giant the villain of this story?

31. Exploring Fronter Tools • Discussion – a number of types: • Discussion - Traditional threaded discussion, replies under Topics • Conversation - One Threaded discussion, all replies listed in chronological order. • Debate - Unthreaded discussion, like Conversation, with option for the user to take a position from a predefined list. • Questions and Answers - Any user can post a contribution/question, but only a selected user or group of users are allowed to reply/answer. • Brainstorm - All postings are placed as notes onto the page, side by side. • Chat – some technical issues? • Stickies • See Who’s Online • Bulletin Board • Links • Any other tools?

32. Exploring Fronter Tools – best way to use? • Asynchronous versus Synchronous learning • Using the Different Discussion Types • (Discussion, Conversation, Debate, Questions & Answers & Brainstorm) • Chat – good for online socialisation • Stickies? • See Who’s Online – check for lurkers! • Bulletin Board? • Links – different type of contribution

33. Reviewing Internet Course • What we’d said so far – Understanding eTutoring & Learning Theory: • eTutor as a facilitator of learning • eTutor as technical support • Motivation and drop out can be a problem for adults • Adults need meaning, authenticity & always ask “what’s in for me?” • Adults bring baggage – have their own ideas on learning – important to • extract these & perhaps negotiate learning • Theory of engagement – relate, create & donate – outside focus for tasks important • Problem-based learning – adults like to solve problems • Critical and Reflective thinking – the basis of learning, so should be encouraged & explained, if required (see handout)

34. Looking for Support & Collaboration Points • Gilly Salmon’s Model for Online Communication • Portfolio Activities • Reflection & Text input questions in Modules • How can we use the results of collaboration – remember outside focus is important! • Any other ideas?