adventures with students on the world wide web

Lost in (wiki)space!

Jane ChallinorSchool of Social Sciencesjane.challinor@ntu.ac.uk

aims

• briefly describe the project• why online?• discuss pros and cons of different online

platforms• categorise activities on the module wiki

according to Salmon’s 5 stage model of e-moderation

• present examples of students’ final projects

the project

• form groups• select films or TV characters• analyse using leadership theories• create a digital presentation via an

online platform• reflect on the group process

why online?

why not!

the module wiki

Why a wiki…..? Consideration of other platforms>>

Format Uses Advantages Disadvantages

VLE Content host; discussion boards

Familiar; robust; supported by institution; safe & private

No interaction other than discussion board posts; limited access

Google sites Web page; group work; learner portfolio

Can set up template for students to use; attractive; easy to use

No discussion board but has “blog” module. Could add own comments page?

Wiki spaces Web page; group work

Very versatile; separate team pages for small group work; discussion board for each page. great aesthetics; free upgrade for HE users

Not totally intuitive. Some issues with “joining”, uploading files, navigation

Facebook Discussions; group work

Well known; most students are members; pre-set template for layout; can be made more attractive with photos etc.

Some students hostile. Privacy? Limited flexibility.

Blog Web page; group work; portfolio; discussion forum

Flexible, easy to comment (even without sign in), search by tag; lots of widgets

Linear entries – chronological (although this can be changed to magazine format)

Salmon’s 5 stage model

Originally developed to describe moderator functions in on line communities

Used here (additionally) to differentiate student activities on the wiki

Not necessarily linear or chronological process

http://www.atimod.com/e-moderating/5stage.shtml

stage 1: access

Give instructions and tips

Support learners

Encourage practice

Provide structure

access

Facilitator Function

• Set up wiki & project pages http://leadersincare.wikispaces.com/How+to+use+the+wiki

• Provide audio visual tutorials http://screencast.com/t/HbInO9qXuOg

• ICT suite session• Pre-loaded pages• Discussion board topics

Student Activity

• Using wiki to select teams • Enrol members in project

pages• Division of labour

stage 2: socialisation

introductions

reinforce systematic ways of working encourage practice!

socialisation

Facilitator Function

• Initial ice breaker discussion

• Sandbox page??• Reminder about copyright• Restoring deleted work!!• Notification about

meetings• Make sure links are

functioning and material available

Student Activity• Chat and comments• Humour• Meeting times• Comments &

compliments• Apologies & thanks• Encouragement• Help with uploads

stage 3 information sharing

acknowledge different learning styles

encourage enjoyment

work constantly to summarise information being exchanged and clarify

its relevance to the overall learning programme (weaving)

information sharing

Facilitator Function

• Responding to questions• Clarifying the task• Posting links to resources• Providing lecture material

http://leadersincare.wikispaces.com/Teams%2C+Belbin+%26+Motivation

Student Activity

• Deciding on the project• Sharing ideas• Finding pages and links• Feedback• Notes of meetings• Clarifying tasks and roles

stage 4: knowledge

construction

encourage interaction

make links with overall learning

allow students to generate knowledge without interference from the tutor

knowledge construction

Facilitator Function

• Modelling use of video/application of theory

• Facilitating group discussions

Student Activity

• Posting research & links• Posting video clips• Posting own original work• Responses to tasks,

questions, discussion board posts

• “Off-wiki” activity!

stage 5 development

“The original development of the 5 stage model demonstrated that, as learners gradually increased in confidence, there was generally less intervention by moderators and yet, apparently, more learning occurring from the students groups” Gilly Salmon

development

Facilitator Function

• Be available for questions and tutorials

• Set up peer assessment process (using online poll)

• Evaluate – module feedback

Student Activity

• Final design and content discussions

• Finish and post link/document

• Evaluate – (peer assessment, module evaluation and individual reflective assignment)

A

B

evaluation

Blogging for reflection … as tutor

thevirtualleader.blogspot.com

Students’ reflections…..

1)from their reflective assignments………and

2)from the Survey Monkey evaluation

“we do not learn from experience…we learn from reflecting on experience’ (John Dewey 1933)

Members worked independently on their task; they were able to [assert] their individuality and competencies of each member became apparent. The use of technology such as email, telephone, skype and social networking sites were used to communicate ideas and tasks to other members of the group. […] One member was situated in Australia for the majority of the group work; I took the role of communicating with her, keeping her informed of the task and enabling her to participate .

Brooks (2006) argues that technology influences the pattern of a group’s operations and behaviour. The use of technology was very significant in completing the presentation. As the aim was to show how a team could work together virtually, as well as physically, it sometimes proved to be a hindrance. Some individuals were unable to access the presentation website, so time was lost explaining how to utilise it. Nevertheless, I viewed technology as an advantage as I was able to work independently whilst still allowing the others the option of accessing the work at all times .

Using the Facebook forum allowed for us to undertake virtual group work. This was the first time I had undertaken any group work in this way and this by far proved the best part of the task for me.Gibson and Cohen (2003) identify three enabling conditions for virtual teams to work well:• Shared Understanding• Integration• Mutual trust

I feel that once people had settled into their natural roles within the team and we were working in a cohesive manner we were able to work as a virtual team effectively. Working in a virtual team can lead to motivational issues as you do not have the face to face contact with others that you may need to motivate yourself.

The decision of a remote blog media platform for the task was essential as it allowed individuals to work flexibly. Knowledge in individual IT skills did impact on some members achieving agreed outcomes/tasks by set dates. I enjoyed learning to administrate a Blog, and can see the potential for rapid information sharing and feedback.

Charting the progress on my own blog was cathartic due to challenges and frustration of group interaction.

The use of email and wiki were the main means I used to communicate with group members in order to give my input to the presentation.

Riggio and Orr (2004) inform [us]that virtual teams will become increasingly important in all types of non-profit organisations as these organisations strive for ways to reduce service delivery cost while simultaneously enhancing flexibility and response time. On reflection, I understand the need for me to develop my understanding of virtual teams as McGregor (2011) reports that video conferencing will be used to greater effect in the coming years for Social workers for example to attend child protection conferences .

When working in social care it is important to concentrate on the bigger picture and work collaboratively with others.

[Loughran (2002) believes reflection should] “offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practice through others’ eyes.”

[….]this task has demonstrated having an understanding of people and the role they play is vital for a successful group effort.

I have learnt from this task that even when you believe it may not work, being positive, and an active listener allows for opportunities and success; particularly when working as a group

The most challenging thing about the module

One thing I would change

The best thing about the module