Title: Telecommunications%20in%20Education:%20Examining%20Distributed%20Teaching%20and%20Learning%20Environments%20(EDER%20677%20L.91)%20%20%20%20Online%20Team%20Building:%20Leadership%20Issues%20%20for%20the%20Asynchronous%20Class%20and%20for%20the%20Web%20Site%20on%20October%2024%20from%20Calgary
1Telecommunications in Education Examining
Distributed Teaching and Learning Environments
(EDER 677 L.91)Online Team
BuildingLeadership Issuesfor the
Asynchronous Class andfor the Web Siteon
October 24from Calgary
2Housekeeping
Housekeeping
Housekeeping
Housekeeping
- Some pointers for
- Your DL Portfolio (Web Site)
- Online Discussion Thread Summaries
- Online Conference Summaries
- The (Online) Teaching Project
3Your Personal Distributed Learning (DL) Portfolio
Housekeeping.
4Housekeeping
- Some Personal DL Portfolio Evaluation Criteria -
(from the course outline and our discussions) - 1. Contains information about you and your
distributed learning interests (can have links to
your other classes too). - 3. Has a designer determined background and
graphic look (per our screen design fundamentals
class material). - 4. Demonstrates a good, logical layout and
navigation structure which complements and/or
enhances your web site. Has a look and feel
that you like. - 5. Contains one or more images.
- 6. Contains your Discussion Thread Summary and a
narrative about that leadership event from a DL /
677 perspective. - 7. Contains your Centra Session Outline (or
session) and a narrative about that leadership
event from a DL / 677 perspective. - 8. Contains your 677 paper as a publishable
document - 9. Contains an overall narrative stating your
perspective on DL and telecom - (this is likely the first part of the Portfolio).
5What your personal DL portfolio might look like..
(these are just ideas folks, not prescriptions
.. This is your story -))
Housekeeping
- An introduction space that is your narrative on
Distributed Learning and Telecommunication in
Education. (You could use the session themes as
titles and present your perspective on each
theme.). - A Resource Centre (web page -) organized by
categories representing what you feel are
important categories or ideas about DL and online
learning. Consider this a library for others that
represents the best of what you would like others
to know on the topics of interest to you, from
the course. - A Project Centre where you have (1) a narrative
or analysis of the important (pros and cons) of
leading (a) an online discussion thread and (b)
an online audio graphic conference and (2)
artifacts from those online creations. - A Research Centre where you publish your paper.
Live links in the paper add a useful online
feature, pictures can be put in, etc.. Have fun
with it. - A Teaching Centre where your online project
exists, perhaps with a preamble or lesson plan
to help pedagogues understand your intent. - A look and feel that represents you. If you are
experienced with the web publishing technologies
- spread your wings and do your art. If you are
new to web publishing, remember that online text,
organized well among logical web site
architecture is just as meaningful to the
surfer. - You taught us, in one discussion thread, that
Simplicity is King online. This is not a
course in design or instructional design, so this
online DL scrapbookl can be very simple and it
can achieve the criteria designed to guide you to
a representation of your ideas on DL. Have some
fun with it!
6Housekeeping
- Online Discussion Forum Summary Guide (from the
home page) - Criteria
- 1. The highlights and key points of the weekly
online discussion - 2. Integrative ideas about the related class
session discussion - 3. Critical comments linked to on the readings
assigned for the week - 4. Links to further readings on the web
(the beach pictures are because it was -14C
in Calgary last night.. And we are trying to
ignore winter Knocking, knocking..!)
7Housekeeping
- Major Project (Your Online Teaching Resource)
- In an introduction space, define the project
(using project proposal as a guide can help you
organize the introduction - giving the
browser/learner and advance organizer). Recall
the format where you state - the intended audience
- the learning goals
- project specifications
- related research and resources
- Quite simply, the project is one lesson with one
learning objective. Again, simplicity is king.
For example (Because you cant get evaluative
feedback to the learner, you can leave
instructions in the introduction about how this
will be done for the learner). - This is really an exercise in developing a simple
web based learning project because we cant
integrate multiple CMC modes and media in the
scope of just one online class with current
technology (imagine.. In 10 years!). For now,
Imagine that you can define a target learner
(age, ability), and then offer them a lesson --
using a web site -- where the learner
accomplishes a clear learning outcome. (take this
opportunity to demonstrate your knowledge of the
CMC topics that are applicable for your learning
event.)
8Objectives for this Class
Models
- Explore models of team (group) and community
development in an online course environment. - Compare and Contrast strategies for building
community online. - Investigate the ideas of community surrounding
online course design, delivery with a smidgen of
thought here about leadership in the whole
Distributed Learning process. - The idea of leadership, including human resource
development, etc.. within the DL or larger
Edtech field context is an emerging idea today
if you are interested in this topic for your
Masters Thesis, I can help.
94 Models from the Educational Technology Field
Literature about Online Group Development
Models
- Tuckman Jensen (1977) Linear model
- McClure (1998) Seven Stage model
- McGrath Hollingshead (1994) Impact of
Technology on Group Development - Schopler, Abell, Galinsky (1998) System
Levels
101. A Linear Model for Online Group Development
Models
- The Five distinct Stages of Online Group
Development - 1. Forming - students discuss framework for the
class with the instructor - 2. Storming - conflict arising from uncertainty,
different knowings - 3. Norming - group construction of modes of
conduct, ideologies, knowings - 4. Performing - feeling comfortable with one
another, working together, trusting - 5. Adjourning - formal good-byes and the
necessity of that in human interaction - (Tuckman Jensen (1977) see Paloff, p. 126.)
112. Seven Stage (Harmony) Model for Online Group
Development
Models
A Possible Descent into conflict
- 1. Pre-forming - introductions, email
- 2. Unity - leading/following online events
- 3. Disunity - risk taking shows student
comfort - 4. Conflict-confrontation - instructor
interventions required to mediate ideas - 5. Disharmony - a student is uncomfortable
in the group - 6. Harmony - re-engagement with support
- 7. Performing - group or individual work in
consultation with others in the class - (After McClure, 1998)
Possible Ascent out of conflict
Question Are these stages of development that
can occur in a different order? (Answer Yes,
some groups never conflict and still Engage in
highly expressive discourse. McClure still
provides a conceptual frame that allows us to
contextualize conflict in an online process)
123. McGrath Model Factors and Functions
AffectingOnline Groups
Models
- A. The Three Main Factors leading to successful/
unsuccessful online groups (gee, Im glad they
have included people (says Gene -).. - People
- Tasks
- Technology
-
- B. Three functions that characterize online
groups - Production the achievement of the ability to
complete a tangible task - Well-being the achievement sense of individual
satisfaction - (needs are being met within the group)
- 3. Member support a sense of safe space has
been achieved - (McGrath Hollingshead, 1994)
-
133. McGrath Model Factors and Functions
AffectingOnline Groups
Models
- C. 3 modes of operation used by groups to achieve
the 3 functions - Inception group members start to work together
to understand a common task. - Problem Solving the main reason why groups come
together online - a search for understandings or
learning solutions. - Conflict Resolution the search for agreement in
our understanding - Execution The completion of a task.
- (McGrath Hollingshead, 1994)
-
- If this is sounding a little behaviorist well
it is. The field needs to build upon these models.
144. The System Levels Model for Online Groups
Models
- There are three system levels - (observations of
online groups made by noting the differences
between online and face to face groups as a
defining characteristic for online groups). - Individual as online group members, our
electronic personality has many parts, and
members can use the relative anonymity of online
work, with the absence of physical cues to
manifest these personalities at will. - Group we can pace responses and create time
gaps that require groups to meet online in their
own time and space. - Environmental the technology that ensures
clear, unfettered connection for the individuals
and the group. - (Schopler, Abell, Galinsky, 1998)
- See a Gestalt of these models in Paloff and
Pratt, page 138. -
15Online Communities A Wider View of Groups and
Collaboration
Communities
16Online Communities
Communities
- Foundational Issues (Kowch Schwier, 1998).
- Community should be aesthetically appealing
(Sergiovanni, 1996) - Moral connections should be considered (Sackney
Walker, 1996) - Constructivist principles are the pillars of this
kind of community. - Four types of Learning Communities
- Communities of relationship - where concerns and
knowledge is shared (ie online womens support
groups) - Communities of Place - where members enjoy a
common locale (ie fishers of the Atlantic Salmon
online) - Communities of Mind - Shared interests are the
reason for this community (ie students or
academics working on a paper) - Communities of Memory - a collection of people
who could otherwise be alone, where a memory is a
focal point for interaction (ie Holocaust
survivors online)
17Communities
(Kowch Schwier, 1998)
18Combining Educational Technology (DL) and
Organization theoryExploring a new kind of
Leadership for successful, DL-
EngagedOrganizations of the Future
Communities
19Questions about Learning Communities Contexts
for DL
Sustainable DL Communities
- Ask yourself
- When you plan to provide or purchase Distributed
Learning, do you consider the nature of the
organisation that is providing the education? Is
that a factor in your design? - Do you consider or the nature of the
organization in which the learner is situated as
part of the design and distribution of the
distance education event(s)? - Recall our discussions so far on collaboration
and codependency between people developing and
delivering distance education in schools,
companies or higher education institutions. We
are codependent in DL. - Distributed learning is a disruptive technology,
it changes education institutions. As such, we
need to understand how we change the institution
too. That is the study of a learning community.
20?
Sustainable DL Communities
- As instructional designers or distance learning
architects, you will have a varying role in the
reconfiguration of institutions that are
preparing to excel in the knowledge era. - By definition, that puts you in a leadership
role, inevitably working with teams of
professionals (Maxcy, 1995). - Do you want your organization to have a high
capacity for creating online learning
communities? As a distributed learning graduate
in todays economy, You need leadership skills to
complement your educational technology and DL
skills.
21Creating Sustainable Learning Communities for
the Knowledge Era A Challenge for New Kinds of
Leaders
Sustainable DL Communities
- Premises
- There is a shift away from critical social models
of education within education administration and
education specialty areas (Bates, 1994). - There is a shift from functionalist to post
stucturalist models of education leadership at
all levels of education today (Cibulka, 1999). - There is a shift from behaviorist to
constructivist or post constructivist models for
instruction and design (Wilson, 1996).
(Kowch after Pace-Marshall, 1995 Drucker,
1997).
22Assumptions about new knowledge environments for
the successful organisation of the future
Sustainable DL Communities
- Leadership in sustainable learning communities
must - Be personalized, flexible and coherent
- Be individually and externally networked
(socially and in a telecom sense), not bounded by
geography or temporal space. - Accountable to the learner, to provide adaptive
institutional learning environments. - Provide open and generative learning
environments. - Provide education/training focused on inquiry.
- Learning environs must be playful, trusting and
responsible.
(Pace-Marshall, 1997).
23The Conditions for such Leadership
Sustainable DL Communities
- Identity Development in the Organization
- Information Architectural design in the
Organization - Relationship Building in the Organization
24The Conditions The Leader as Identity Builder
Sustainable DL Communities
- Bring the system together to think about itself
and to make decisions about DL, as an
organization. - Include the expertise and experience of everyone
in the system in realizing the organizations
fundamental beliefs and values. - Clearly and continuously identify patterns in the
organizations emerging goals, and recognize how
each individual is committed to that reality. - Make decisions at the local level, based upon a
strong sense of mutually understood
organizational identity (this is who we are and
this is what we do). - Promote individual and organizational freedom and
efficacy.
25The Conditions The Leader as Information
Architect
Sustainable DL Communities
- Allow information of all kinds to be a flow of
energy, not an energy sink. - Create open and multiple pathways for
connectiveness. - Bring the environments voice into the
information system. - Continuously generate and share new knowledge.
- Promote honest dialogue and feedback, (async and
sync modes). - Encourage frequent and rapid experimentation.
- Seek our complex, ambiguous and paradoxical
information and make it public.
26The Conditions The Leader as Relationship Builder
Sustainable DL Communities
- Create an maintain a network, not structure, of
relations between codependent people who - Create and maintain fluid webs of dialog and
interaction. - Establish open access to people in the network.
- Promote diversity of all kinds.
- Establish power sharing by mutually respected
influence trust. - Build a capacity for reflective inquiry so that
- Permeable, flexible organisation boundaries allow
DL adjustment for continuous change (social,
technological, pedagogical, demographic). - Tolerate messiness and allow overlapping
relations in the network.
27Works Cited
- Cibulka, J. G. (1996). The reform and survival of
American public schools an institutional
perspective. In R. L. Crowson, W. L. Boyd and H.
B. Mawhinney (Eds.), The politics of education
and the new institutionalism (pp. 7-21). London,
UK Falmer Press. - Drucker, P. (1997). How generational shifts will
transform organizational life. In F. Hesselbein
(Ed.), Organizations of the Future (pp. 71-86).
San Francisco, CA. Jossey-Bass. - Kowch, E and Schwier, R. (1998). Considerations
in the construction of technology-based virtual
learning communities. Canadian Journal of
Educational Communication, 26(1), 1-12. - McClure, B. Putting a New Spin on Groups.
Hillsdale, N.J. Erlbaum, 1998. - McGrath, J., and Hollingshead, A. Groups
Interacting with Technology. Thousand Oaks,
Calif. Sage, 1994. - Sackney, L., Walker, K., Mitchell, C. (1996).
Postmodernism and power in school organizations
Heat, hassles, and hurdles Harvard Education
Review. - Schopler, J., Abell, M., and Galinsky, M.
Technology-Based Groups A Review and
Conceptual Framework for Practice. Social Work,
May 1998, 4(3), 254-269. - Sergiovanni, T. (1996). Leadership for the
schoolhouse How is it different? San Francisco,
CA Jossey-Bass. - Tuckman, B., and Jensen, M. Stages of Small
Group Development Revisited. Group and
Organizational Studies, 1977, 2(4), 419-427. - Wilson, B. (2001). Trends and futures of
education Implications for distance education.
Retrieved December, 2001, from Colorado State
University, Instructional Technology Web site
http//carbon.cudenver.edu/bwilson/TrendsAndFutur
es.html
28For next session
- Contribute to this weeks discussion forum.
- Check out the Web Site Home Page for further
instructions (core readings). - Work on your Online Project and
- Start conceptualizing the overall shape of your
Personal DL portfolio web site.
Adieu from Calgary..