1 / 23

D eveloping Learner-led Knowledge Generating Online Communities

D eveloping Learner-led Knowledge Generating Online Communities. Based on Engaging the Online Learner (Conrad and Donaldson, 2004). What Does Being Empowered Mean?. Webster: to give power to; authorize; enable.

tnorman
Télécharger la présentation

D eveloping Learner-led Knowledge Generating Online Communities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing Learner-led Knowledge Generating Online Communities Based on Engaging the Online Learner (Conrad and Donaldson, 2004)

  2. What Does Being Empowered Mean? Webster: to give power to; authorize; enable

  3. Reflection Question #3:What could be learned if the instructor got out of the way???

  4. Power Sharing • Shared not “transferred wholesale” • Faculty make key decisions – not all • Decisions have student input • Gradual process (Weimer, 2002)

  5. What Should Learners Have the Power to Do? • Expand outcomes • Develop new insights • Help others develop knowledge • Share their knowledge • Lead knowledge generation

  6. Instructor “permission” Tone of the course Clear guidelines Base outcomes Ideas for activities Few restrictions Adequate planning time Checkpoints Supportive Peers Consequences for lack of support Process to evaluate support Modeling of activities by instructor Reason to do it Application / relevance to their lives What Do Learners Need to Lead?

  7. Key Activity Elements • Timing • Determiner (instructor or learner?) • Degree of “open-ness” and creativity • Level of authenticity • Ability to discuss more than “the” answer

  8. The Phases of Engagement (Conrad and Donaldson, 2004)

  9. Learner - Newcomer Instructor - Coordinator of Interactions (Social) Activities are social / orientation-like Examples: Icebreakers, individual introductions, discussions concerning community issues such as Netiquette rules and Emoticons Learner - Cooperator Instructor - Structural Engineer Forms dyads of learners in anticipation of larger group formation Activities require critical thinking, reflection and sharing of ideas Examples: Peer reviews, activity critiques, case studies Phase 1 Phase 2

  10. Learner - Collaborator Instructor - Facilitator Activities require small groups to collaborate, problem solve, reflect upon experiences Examples: content discussions, role plays, debates, jigsaws, etc. Learner - Initiator of interactivity Instructor - Community Member Activities are learner-designed and/or learner-led Examples: Group presentations and projects, learner-facilitated discussions Phase 3 Phase 4

  11. Individual vs. Team-led • Safety in numbers • Helps build confidence • Provides multiple perspectives for activity development • Small Teams • 3 to 5 members • minimizes learners opting out of the activity or TOO many voices. • Peer accountability • peers evaluate the participation and activity quality

  12. Activity - 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.

  13. Activity Outcomes • Convey basic outcomes in syllabus • Communicate that learners could develop additional ones for the activity • Learners should communicate outcomes to instructor

  14. Choosing Activity Type • Appropriate to type of outcome • Simple • Technologically • Pedagogically • Examples: • Presentations • Discussions • Role-plays • Debates • Games

  15. Orientation and Planning • Concept of learner-led activities introduced at the beginning • Syllabus: detailed description of the activity & learner responsibilities • Begin thinking about the activities after the first 25% of completed course • Time to begin planning at least 5 weeks before activity. • Instructor-team discussion time 3 weeks before the activity. • The instructor is counselor and consultant.

  16. Example of Learner-led Activity Hi Everyone! Our project is simple and straightforward. There are just a few steps involved. Step #1 Read 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 #2 On 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.

  17. Example of Learner-led Activity Step #3 Select 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 #4 We 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

  18. The Ugly Side of Empowerment What do you do if they try to give the power back?

  19. The Ugly Side of Empowerment • Free Rider Effect • member opts out / leaves it to others to complete • Sucker Effect • enthusiastic member is “allowed” to do it all • Status Sensitivity Effect • high ability members take charge Salomon, 1995

  20. Assessment • Peer Evaluation • Did all team mates participate? • Community Evaluation • Was this a meaningful activity? • Self Assessment • What knowledge was generated? • How will it be applied? • Instructor Evaluation • Were outcomes achieved?

  21. Rubric • Defines performance levels • Clearly specifies expectations for the activity and effort required for a particular score • Could have 2 rubrics • 1 for team • 1 for participants (team can develop)

  22. Checklist for Learner-Led Activity • Learner engagement planned in phases • Objectives clearly stated in syllabus • Rubric for grading of the activity • Concept of learner-led activity introduced at beginning of course • Several weeks provided for learner planning of activity • Creative opportunity in choice and implementation of activity • Course participation grade includes learner-led activities

  23. Activity - Learner-led Knowledge Generating Activity • With your group, develop a Learner-led Knowledge Generating activity using the Community Development Plan. • You will have 20 minutes for discussion and planning • The final 15 minutes will provide you with a chance to implement your activity at another table • Be ready to discuss: • what were the AHAs you experienced? • what were the challenges you faced? • how would this work in your own instructional session?

More Related