discourse of community formation at a distance tesl ca uncovering discourse moncton, may 29-31 2008...

Discourse of community formation at a distance Discourse of community formation at a distance

TESL Ca

Uncovering discourse

Moncton, May 29-31 2008

TESL Ca

Uncovering discourse

Moncton, May 29-31 2008

Contacts & LinksContacts & Links

http://athabascauteslca.wikispaces.com/

http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/

http://lifentheuniverse.blogspot.com

debrah@athabascau.ca

http://athabascauteslca.wikispaces.com/

http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/

http://lifentheuniverse.blogspot.com

debrah@athabascau.ca

Previously …Previously …

Community formation … Across semesters Across cultures From novice to expert From receiver to reflector From learner to practitioner to mentor

Community formation … Across semesters Across cultures From novice to expert From receiver to reflector From learner to practitioner to mentor

Experiences of pedagogyExperiences of pedagogy

Experiential learning Task/project-based learning Collaborative learning

Community of mutually-supportive reflective inquirers

Extended community of experts-novices Community of learner-practitioners

Experiential learning Task/project-based learning Collaborative learning

Community of mutually-supportive reflective inquirers

Extended community of experts-novices Community of learner-practitioners

Social constructivism & teacher change

Social constructivism & teacher change

Self-reflection on beliefs & values Exposure to choice Experience of affordances Consciousness of conflict/dysjuncture

• Exposure to modelling of effective uses of technology• Experience & practice in a range of applications facilitating change in attitudes/beliefs

(Richardson & Placier, 2001; King, 2002; Bird & Rosaen, 2005; Brook & Oliver, 2005; Hughes, 2005)

Self-reflection on beliefs & values Exposure to choice Experience of affordances Consciousness of conflict/dysjuncture

• Exposure to modelling of effective uses of technology• Experience & practice in a range of applications facilitating change in attitudes/beliefs

(Richardson & Placier, 2001; King, 2002; Bird & Rosaen, 2005; Brook & Oliver, 2005; Hughes, 2005)

Attitudes towards technology & effective

use of it

Attitudes towards technology & effective

use of it entwined with teacher learning, comprising:

subject matter knowledge pedagogical knowledge, and pedagogical content knowledge

In other words … teachers will only embrace change and innovation when

they can see positive benefits in terms of: direct relevance to their content area usefulness from a practical task perspective, and increased effectiveness for their day to day classroom teaching.

(Hughes, 2005)

entwined with teacher learning, comprising: subject matter knowledge pedagogical knowledge, and pedagogical content knowledge

In other words … teachers will only embrace change and innovation when

they can see positive benefits in terms of: direct relevance to their content area usefulness from a practical task perspective, and increased effectiveness for their day to day classroom teaching.

(Hughes, 2005)

Tools usedTools used Webquests using SDSU portal

<http://www.webquest.org/> Dreamweaver + online media & resources

Hot Potatoes + various other online templating tools + media

Social communication/networking: Wiki – MediaWiki hosted on university server (www-

viewable) Individual blogs – Blogger (www-viewable) IM Discussion forum Chat e-Portfolios

Webquests using SDSU portal <http://www.webquest.org/> Dreamweaver + online media & resources

Hot Potatoes + various other online templating tools + media

Social communication/networking: Wiki – MediaWiki hosted on university server (www-

viewable) Individual blogs – Blogger (www-viewable) IM Discussion forum Chat e-Portfolios

Expectations vs Use of SN Tools 1 .../2 Expectations vs Use of SN Tools 1 .../2

ExpectationsWiki

for internal-remote collaboration

ownership easily accessible from

everywhere (where my students were located)

Blogs ownership reflective space flexible (& re-purpose-

able) space extensible outside

timelines of course

ExpectationsWiki

for internal-remote collaboration

ownership easily accessible from

everywhere (where my students were located)

Blogs ownership reflective space flexible (& re-purpose-

able) space extensible outside

timelines of course

UsesWiki

Experimenting with the interface Group organization: sharing &

collaboration Hints & tips (Q & A, quick fixes) Interesting articles/sites Posting projects

Blogs Reflection

self-reflection peer evaluation

Communication mutual support & feedback

Community formation & maintenance Interaction

Among members of single cohort

Across continents & oceans Across semesters Across cultural & social

dysjunctures

UsesWiki

Experimenting with the interface Group organization: sharing &

collaboration Hints & tips (Q & A, quick fixes) Interesting articles/sites Posting projects

Blogs Reflection

self-reflection peer evaluation

Communication mutual support & feedback

Community formation & maintenance Interaction

Among members of single cohort

Across continents & oceans Across semesters Across cultural & social

dysjunctures

Expectations vs Use of SN Tools 2 .../2 Expectations vs Use of SN Tools 2 .../2

ExpectationsIM

for quick changes of plan to check if online

Discussion forum formal course-related

theoretical Qs & responses

Chat synchronous local &

international coordination

e-Portfolios formal annotated

electronic record of program documents, artefacts, achievements

ExpectationsIM

for quick changes of plan to check if online

Discussion forum formal course-related

theoretical Qs & responses

Chat synchronous local &

international coordination

e-Portfolios formal annotated

electronic record of program documents, artefacts, achievements

UsesIM

• Notification of: • Lateness• chat entry• new posts

Discussion Forum Formal course evaluation Formal comments on the course &

projects… in response to instructor’s postings

Chat• synchronous remote/ internal

communication on: • Discussion• catch-up• Socializing• course-related transactions

E-Portfolios– Created but hardly (yet) used– Possibly because of formal

nature cf digital stories

UsesIM

• Notification of: • Lateness• chat entry• new posts

Discussion Forum Formal course evaluation Formal comments on the course &

projects… in response to instructor’s postings

Chat• synchronous remote/ internal

communication on: • Discussion• catch-up• Socializing• course-related transactions

E-Portfolios– Created but hardly (yet) used– Possibly because of formal

nature cf digital stories

Course outcomes:Course outcomes: Processes

Self-reflection Self-evaluation Self-efficacy Independent

inquiry Self-initiation Self-motivation Peer evaluation Realization of

usefulness of formation of community network

Processes Self-reflection Self-evaluation Self-efficacy Independent

inquiry Self-initiation Self-motivation Peer evaluation Realization of

usefulness of formation of community network

Products Webquests Online media-

supported teaching module

Wiki sites Blogs

Course-related Personal Travel Post-course/

practitioner

Products Webquests Online media-

supported teaching module

Wiki sites Blogs

Course-related Personal Travel Post-course/

practitioner

Social presence: effective interaction & learning community formation

Social presence: effective interaction & learning community formation

No. & frequency of interactions initiated No. & frequency of responses to others Cultural effects on interactions ** Types of communication actions **

No. & frequency of interactions initiated No. & frequency of responses to others Cultural effects on interactions ** Types of communication actions **

Classification of postingsClassification of postings

Postings by category

Supp

Refl

Trans

Org

Supportive

Supporting

Compliment

Empathy

Advice

Information

Thanks

Reflective

Musing

Complaint

Photo

Transactional

Help Request

Help giving

Query

Organizational

Announcement

Features emerging from classification

Features emerging from classification

High incidence of supportive comments (1/3): Complimenting, supporting, giving advice,

thanking, empathizing High incidence of reflective comments:

Musing, photographs, complaints Much less transactional:

Asking & answering Qs, requesting & receiving help

Smallest category: organizational

High incidence of supportive comments (1/3): Complimenting, supporting, giving advice,

thanking, empathizing High incidence of reflective comments:

Musing, photographs, complaints Much less transactional:

Asking & answering Qs, requesting & receiving help

Smallest category: organizational

Persistence of post-course blog usePersistence of post-course blog use All but 1 posted on their blogs post-course >50% maintained & expanded theirs, creating

others, & using with own classes >30% maintained blog contact & mentored

subsequent cohorts Similar patterns across subsequent semesters

show Experience of being mentored seems to engender

willingness to mentor Experience of becoming reflective, independent &

interdependent members of a community promotes willingness to support emerging independence

All but 1 posted on their blogs post-course >50% maintained & expanded theirs, creating

others, & using with own classes >30% maintained blog contact & mentored

subsequent cohorts Similar patterns across subsequent semesters

show Experience of being mentored seems to engender

willingness to mentor Experience of becoming reflective, independent &

interdependent members of a community promotes willingness to support emerging independence

And now the story continues …

And now the story continues …

In fully online mode …

… or is it a different story??

In fully online mode …

… or is it a different story??

New context, similar approachNew context, similar approach In transition from

f2f CALL Teacher Ed to … Blended/hybrid CALL Teacher Ed to … Fully online mix of CALL & general DE to … Fully online DE Language Teacher

Education

In transition from f2f CALL Teacher Ed to … Blended/hybrid CALL Teacher Ed to … Fully online mix of CALL & general DE to … Fully online DE Language Teacher

Education

Online constraints & considerationsOnline constraints & considerations

Intercultural aspects Geography & access Timezones Appropriate technology

Intercultural aspects Geography & access Timezones Appropriate technology

Tools made available 1 … /2

Tools made available 1 … /2

Synchronous & asynchronous CMC: Moodle:

Discussion forums IM near-synchronous chat Wikis Blogs (not used)

Email VoIP (Skype) Elluminate Live Elluminate vRooms

Synchronous & asynchronous CMC: Moodle:

Discussion forums IM near-synchronous chat Wikis Blogs (not used)

Email VoIP (Skype) Elluminate Live Elluminate vRooms

Tools made available 2 … /2Tools made available 2 … /2

Instructional technologies Discovery/exploratory technologies Community-facilitating technologies

(Facebook, Me2U, Flickr, tagging applications, RSS etc)

Instructional technologies Discovery/exploratory technologies Community-facilitating technologies

(Facebook, Me2U, Flickr, tagging applications, RSS etc)

Beginning with a tale of 2 wikis

… & 2 Moodles …

Beginning with a tale of 2 wikis

… & 2 Moodles …

Exploratory learning - using the available tools for purposes that seem appropriate …

Learning together …

Exploratory learning - using the available tools for purposes that seem appropriate …

Learning together …

Choices & constraints 1 …/2

Choices & constraints 1 …/2

Individual vs community “traditional” personality of DE students Role of academic dialogue at Masters level Propensity of language teachers to seek

tools that facilitate communicationFacilitation in DE environment?

Individual vs community “traditional” personality of DE students Role of academic dialogue at Masters level Propensity of language teachers to seek

tools that facilitate communicationFacilitation in DE environment?

Choices & constraints 2 …/2

Choices & constraints 2 …/2

Mismatch between: Requirements Expectations (teacher & learners) Teaching & learning approaches

(including intercultural aspects) Assessment criteria Assessment process (in transition)

Mismatch between: Requirements Expectations (teacher & learners) Teaching & learning approaches

(including intercultural aspects) Assessment criteria Assessment process (in transition)

What constitutes PARTICIPATION??

Collaborative Moodle wiki sites

Collaborative Moodle wiki sites

CDE Moodle & wiki Internal to course Password protected Locked down by university admin Unable to add guests or students

CDE Moodle & wiki Internal to course Password protected Locked down by university admin Unable to add guests or students

CDE Moodle wiki siteCDE Moodle wiki site

CDE Moodle wiki siteCDE Moodle wiki site

Collaborative Moodle & wiki sites

Collaborative Moodle & wiki sites

Education University of Iceland Open Moodle Password protected Guests & students added manuallyhttp://moodle.khi.is/course/category.php?id=8 Wikispaces sites for student-student, student-

teacher & teacher-teacher collaborationhttp://athabascakhi.wikispaces.com/Athabasca

Education University of Iceland Open Moodle Password protected Guests & students added manuallyhttp://moodle.khi.is/course/category.php?id=8 Wikispaces sites for student-student, student-

teacher & teacher-teacher collaborationhttp://athabascakhi.wikispaces.com/Athabasca

External wiki siteExternal wiki site

External wiki siteExternal wiki site

Communications TechnologiesCommunications Technologies

Elluminate Livehttp://www.elluminate.com/ Elluminate vRoomshttp://www.elluminate.com/vroom/ Skypehttp://skype.com/ WiZiQhttp://www.wiziq.com/ DimDimhttp://www.dimdim.com/

Elluminate Livehttp://www.elluminate.com/ Elluminate vRoomshttp://www.elluminate.com/vroom/ Skypehttp://skype.com/ WiZiQhttp://www.wiziq.com/ DimDimhttp://www.dimdim.com/

Changing rolesChanging roles

Reflective practice Modelling processes & practices Openness Collaboration Negotiation Changing assessment practices:

e-Portfolios

Reflective practice Modelling processes & practices Openness Collaboration Negotiation Changing assessment practices:

e-Portfolios

Some advice from my students

Some advice from my students

Critical differences in DE 1 …/2Critical differences in DE 1 …/2

a necessity for lifelong learning “green”-er (x4) Accessibility & openness (x5) centrality of CMC Flexibility

importance for lifestyle & commitments freedom to design your own program & courses according

to interest Accessibility, breaking down barriers & reaching remote

locations autonomy in experience & direction (x4)

Of both experience of learner & direction of studies i.e. Self-motivation Self-designed courses & program

Keeping up with advancements in technology (x3)

a necessity for lifelong learning “green”-er (x4) Accessibility & openness (x5) centrality of CMC Flexibility

importance for lifestyle & commitments freedom to design your own program & courses according

to interest Accessibility, breaking down barriers & reaching remote

locations autonomy in experience & direction (x4)

Of both experience of learner & direction of studies i.e. Self-motivation Self-designed courses & program

Keeping up with advancements in technology (x3)

Critical differences in DE 2 …/2Critical differences in DE 2 …/2

multi-modal techniques to cultivate engagement (x2) Move from “compensation model” to “celebration model” (x3) DRAGONS:

Diverse (many and different; distinct and unalike) Requisites (anything indispensable) Accessing (obtain or retrieve from a storage device like

information on a computer Global (not limited or provincial in scope Opportunities (a possibility due to a favourable combination

of circumstances) Non-traditionally (not conforming or in accord with the

considered norm) Sustained (supply with necessities and support)

multi-modal techniques to cultivate engagement (x2) Move from “compensation model” to “celebration model” (x3) DRAGONS:

Diverse (many and different; distinct and unalike) Requisites (anything indispensable) Accessing (obtain or retrieve from a storage device like

information on a computer Global (not limited or provincial in scope Opportunities (a possibility due to a favourable combination

of circumstances) Non-traditionally (not conforming or in accord with the

considered norm) Sustained (supply with necessities and support)

Questions? Comments? Suggestions? Advice?

Questions? Comments? Suggestions? Advice?

Debra HovenCentre for Distance Education,

Athabasca University

Debra HovenCentre for Distance Education,

Athabasca University

http://athabascauteslca.wikispaces.com/

http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/

http://lifentheuniverse.blogspot.com

debrah@athabascau.ca

http://athabascauteslca.wikispaces.com/

http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/

http://lifentheuniverse.blogspot.com

debrah@athabascau.ca