discourse of community formation at a distance tesl ca uncovering discourse moncton, may 29-31 2008...
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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
http://athabascauteslca.wikispaces.com/
http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/
http://lifentheuniverse.blogspot.com
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
http://athabascauteslca.wikispaces.com/
http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/
http://lifentheuniverse.blogspot.com