Transcript Online Mentoring of Preservice Teachers in COW

Developing Online Communities:
New Roles for Instructors, New
Roles for Students
Dr. Curtis J. Bonk
Indiana University
CourseShare.com
http://php.indiana.edu/~cjbonk
[email protected]
Are You Ready???
Administrators and faculty members
at the Massachusetts Institute of
Technology are debating what could
become a $100-million effort to
create extensive World Wide Web
pages for nearly every course the
university offers.
Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed
Faculty Entrepreneurship
Douglas Rowlett has turned his Englishdepartment office into a virtual radio
station that broadcasts continuously on
the Internet, offering a mix of poetry
readings, lectures, and popular music. He
plans to deliver entire courses over the
Internet radio station.
Jeffrey R. Young (Jan 8., 2001). Chronicle of Higher Ed.
What if you are on
too much?
When unable to access the Internet or
forbidden to go online, do you feel:
A. Anxiety
B. Depression
C. Mood swings
D. Irritability
E. Insomnia
F. Panic attacks
G. Restlessness
How many hours per week do
you currently spend online
(for nonessential purposes)?
1. Do you feel preoccupied with the
Internet?
2. Have you ever used the Internet to
escape situational difficulties?
3. Does Internet use disrupt your work
or job-related performance?
Contact the Center
for On-Line
Addictions
Netaddiction.com
Dr. Kimberly Young, Univ of Pittsburgh
Caught in the Net (1998), John Wiley and Sons
What Other Supports Do You Need?
David Greenfield, Founder of the Center for
Internet Studies (www.virtual-addiction.com)
To Cope with the Explosion, We
Need Instructor E-Learning
Support!!!
Problems Faced
Administrative:
Pedagogical:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand
the time needed.”
• “Lack
of
system
support.”
• “Little recognition that
this is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear univ. policies
concerning int property.”
• “Difficulty in performing
lab experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
Training
Outside Support
•
•
•
•
•
•
Training (FacultyTraining.net)
Courses & Certificates (JIU, e-education)
Reports, Newsletters, & Pubs
Aggregators of Info (CourseShare, Merlot)
Global Forums (FacultyOnline.com; GEN)
Resources, Guides/Tips, Link Collections,
Online Journals, Library Resources
Certified Online Instructor Program
• Walden Institute—12 Week
Online Certification (Cost
= $995)
• 2 tracks: one for higher ed
and one for online
corporate trainer
– Online tools and purpose
– Instructional design theory
& techniques
– Distance ed evaluation
– Quality assurance
– Collab learning communities
Inside Support…
•
•
•
•
•
•
•
Instructional Consulting
Mentoring (strategic planning $)
Small Pots of Funding
Help desks, institutes, 1:1, tutorials
Summer and Year Round Workshops
Office of Distributed Learning
Colloquiums, Tech Showcases, Guest Speakers
– Newsletters, guides, active learning grants, annual
reports, faculty development, brown bags, other
professional development
Technology Professional
Development workshop
participants practice their
new skills.
Four Key Hats of Instructors:
– Technical—do students have basics? Does their
equipment work? Passwords work?
– Managerial—Do students understand the
assignments and course structure?
– Pedagogical—How are students interacting,
summarizing, debating, thinking?
– Social—What is the general tone? Is there a
human side to this course? Joking allowed?
Study of Four Classes
(Bonk, Kirkley, Hara, & Dennen, 2001)
• Technical—Train, early tasks, be flexible,
orientation task
• Managerial—Initial meeting, FAQs, detailed
syllabus, calendar, post administrivia, assign email pals, gradebooks, email updates
• Pedagogical—Peer feedback, debates, PBL, cases,
structured controversy, field reflections, portfolios,
teams, inquiry, portfolios
• Social—Café, humor, interactivity, profiles,
foreign guests, digital pics, conversations, guests
How to Combine
these Roles?
E-Moderator
• Refers to online teaching and facilitation role.
Moderating used to mean to preside over a
meeting or a discussion, but in the electronic
world, it means more than that. It is all roles
combined—to hold meetings, to encourage, to
provide information, to question, to
summarize, etc. (Collins & Berge, 1997; Gilly
Salmon, 2000); see
http://www.emoderators.com/moderators.shtml.
Other Hats
Online Concierge
• To provide support and information
on request (perhaps a map of the
area…) (Gilly Salmon, 2000).
Personal Learning Trainer
• Learners need a personal trainer to
lead them through materials and
networks, identify relevant materials
and advisors and ways to move
forward (Mason, 1998; Salmon,
2000).
E-Police
• While one hopes you will not call
yourself this nor find the need to
make laws and enforce them, you
will need some Code of Practice or
set procedures, and protocols for emoderators (Gilly Salmon, 2000).
Other Hats
•
•
•
•
•
•
•
Weaver—linking comments/threads
Tutor—individualized attention
Participant—joint learner
Provocateur—stir the pot (& calm flames)
Observer—watch ideas and events unfold
Mentor—personally apprentice students
Community Organizer—keep system going
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
Sure…but Cat Herder???
Activity: Pick a Online Instruction
Metaphor from 40 Options
Reality:
Ideal World:
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
So You want to Be A Flexible
Learning Consultant or an
E-Moderator???
– Berge Collins Associates
– Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
You Must Understand
How to Build Online
Communities
Survey Finds Concern on
Administrative Computing
Chronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young
“Campus-technology
leaders say they worry
more about administrativecomputing systems than
about anything else related
to their jobs.”
(survey by Educause—an academictechnology consortium)
Who else am I Mad At???
•
•
•
•
•
•
Administrators
Colleagues
The Registrar’s Office
Students
Textbook Companies
Bookstores
=============================
• Courseware Companies
• The Media
“Colleges and universities
ought to be concerned not
with how fast they can ‘put
their courses up on the
Web,’ but with finding out
how this technology can be
used to build and sustain
learning communities”
Hiltz (1998, p. 7)
How form a
community…???
A learning community is a group of
individuals interested in a common
topic or area, who engage in
knowledge related transactions as well
as transformations within it. They
take advantage of the opportunity to
exchange ideas and learn collectively.
(Bonk & Wisher, 2000;
Fulton & Riel, 1999)
A learning community as defined by
Kowch & Schwier (1997 pp.1) ‘is a
group of individuals engaged
intentionally and collectively in the
transaction, or transformation of
knowledge’. Communities are not
built they grow through
personalisation, member
participation, contribution and most
importantly ownership (van der
Kuyl, 2001).
(Stuckey, Hedberg, & Lockyer, in press)
Factors in Creating any Community
(Stuckey, Hedberg, & Lockyer, in press)
A community of practice is a
refinement of the concept of
community defined by Amy Jo Kim
as ‘a group of people with shared
interest, purpose, or goal, who get to
know each other better over time.’
(Kim, 2000 p.28).
Building Community in Schools
(Thomas J. Sergiovanni, 1994)
“Communities are socially
organized around relationships
and the felt interdependence that
nurture them…In communities
we create our social lives with
others who have intentions
similar to ours.” (p. 4)
Building Community in Schools
(Thomas J. Sergiovanni, 1994)
“But instead of relying on external
control measures, communities
rely more on norms, purposes,
values, professional socialization
collegiality, and natural
interdependence.” (p. 4)
Building Community in Schools
(Thomas J. Sergiovanni, 1994)
“There is no recipe for community
building—no correlates, no
workshop agenda, no training
package. Community cannot be
borrowed or bought.” (p. 5)
Rena Palloff of The
Fielding Institute
and Keith Pratt of
Ottawa University in
Kansas
Palloff, Rena M., & Pratt, Keith (1999).
Building Learning Communities in
Cyberpsace: Effective Strategies for the
Online Classroom. San Francisco, CA:
Jossey-Bass Inc.
Building Learning Communities in Cyberspace
(Palloff & Pratt, 1999)
“In some respects these educational
communities may be more
stimulating and interesting for those
involved with education because they
bring together people with similar
interests and objectives, not just
people who casually connect, as we
find in other areas of cyberspace.”
(p. 23)
Steps in Building an Electronic Community
(Palloff & Pratt, 1999)
• Clearly define the purpose of the group.
• Create a distinctive gathering place for the
group.
• Promote effective leadership from within.
• Define norms and a clear code of conduct.
• Allow for a range of member roles.
• Allow for and facilitate subgroups.
• Allow members to resolve their own disputes.
Indicators Online Community is Forming
(Palloff & Pratt, 1999)
• Active interaction involving both course content and
personal communication.
• Collaborative learning evidenced by comments directed
primarily student to student rather than student to
instructor.
• Socially constructed meaning evidenced by agreement
or questioning, with the intent to achieve agreement on
issues of meaning.
• Sharing of resources among students.
• Expressions of support and encouragement exchanged
between students, as well as willingness to critically
evaluate the work of others.
Building Learning Communities in Cyberspace
(Palloff & Pratt, 1999)
“In the online learning community,
conflict not only contributes to group
cohesion but to the quality of the
learning outcome. Therefore,
instructors in the online
environment need to feel
comfortable with conflict...” (p. 28)
Factors in Creating a Community
• Goals and Milestones for the Group
– (Kulp, 1999)
• Synchronous provides conversational space
– (Colomb & Simutis (1996)
• Collab tasks/sharing build camaraderie &
empathy
– Rice-Lively (1994)
• Groups need shared frustrations and
celebrations, implicit rules for communication,
courteous and helpful behaviors, self-disclosures,
openness, less isolation, simple tasks, general
collab spirit.
Interaction Research Findings
• High level of mutual support
– including acknowledgments, encouragement,
– personal information and feelings,
– metainteraction. In effect, these online conferences
blended both cognitive and interactive acts,
• Avoid peer controversy & critical
attitudes
• Need intersubjectivity online wherein
participants agree, disagree, challenge,
& negotiate. Bakardjieva and Harasim (1999)
Interactivity Defined
“The extent to which messages in a
sequence relate to each other,
and especially the extent to
which later messages recount the
relatedness of earlier messages.”
Rafaeli and Sudweeks (1997)
(Herring, 1997)
Collaborative Behaviors
(Curtis and Lawson, 1999)
• Most common were: (1) Planning, (2)
Contributing, and (3) Seeking Input.
• Other common events were:
(4) Initiating activities,
(5) Providing feedback,
(6) Sharing knowledge
• Few students challenge others or attempt to
explain or elaborate
• Recommend: using debates and modeling
appropriate ways to challenge others
Linda Harasim
(June 4, 2002, Global Educators’ Network)
“Findings indicate that collaboration facilitates
higher developmental levels in learners than
accomplished by the same individuals working
alone (Stodolski; Webb, 1986; Johnson,
Maryuma, 1983). Conversation, argument, and
multiple perspectives that arise in groups
contribute to such cognitive processes as
verbalization, cognitive restructuring, and
conflict resolution.”
Linda Harasim
(June 4, 2002, Global Educators’ Network)
“There are also critical social or
motivational factors involved
in collaborative learning, such as the
reduction of uncertainty as learners find
their way through complex activities
(Webb, 1983, 1986) and increased
engagement with the learning process as
a result of peer interaction (Cohen,
1984).”
Linda Harasim
(June 4, 2002, Global Educators’ Network)
“Bruffee (1999) argues that knowledge is a
construct of the community’s form of
discourse, maintained by local consensus and
subject to endless conversation. Learning is a
social, negotiated, consensual
process. Discourse is key…students collaborate
in small groups, then in larger or plenary
groups to increasingly come to intellectual
convergence.”
Linda Harasim’s Model of
Online Collaborative Learning
1. Idea Generating: implies divergent thinking,
2.
3.
brainstorming, verbalization and thus sharing of
ideas and positions.
Idea Linking: involves evidence of conceptual
change, intellectual progress and the beginning of
convergence as new or different ideas become
clarified and identified and clustered into various
positions.
Intellectual Convergence: is typically reflected in
shared understanding (including agreeing to
disagree) and is especially evident in co-production,
whether a theory, a publication, an assignment, a
work of art, or some similar output.
Linda Harasim’s Model of
Online Collaborative Learning
1. Idea Generating:
 Both quantity and quality of messages should
be considered indicators of success; i.e.,
participants who post at least three messages
and log in at least five times a week.
 Introducing ideas and understandings: new
ideas, beginnings of threads, new topics;
 Personal examples are used to illustrate their
position, a particular point, start a debate.
Linda Harasim’s Model of
Online Collaborative Learning
2. Idea Linking:





Increased number of reply messages
Increased number of references to previous messages
Increased number of name referencing
Our research is demonstrating that name referencing
is an excellent strategy for identifying dialogue.
Qualitative changes in the nature of the discourse:
For example,
Agree/Disagreements: often accompanied by the use
of a name, example: "Michelle, I have to respectfully
disagree with such and such".
Harasim’s Model Continued
2. Idea Linking continued:





Enhanced individual understanding: Exemplified by
such comments as "now I understand",…an
elaboration of an existing idea, with an example.
Shared understandings: Exemplified by comments
such as "the main themes addressed so far….."?
Elaboration on the ideas of others or own ideas (see
Enhanced individual understanding)
Quoting, then commenting: Provide a small short
quote, then elaborate. I.e. "Bill, you said that "such
and such"? "but I think that such and such"?
Directed questioning: "James, what did you mean
when you said…..?"
Harasim’s Model Continued
3. Intellectual Convergence:



Phase 3 communication is indicated by an increased
level of density of the first two. For example, this
includes an increased number of substantive
contributions, e.g., messages that compare, structure,
extend, and synthesize ideas.
There are also an increased number of conclusive
supported position statements.
Most typically, Phase 3 communication is
characterized by some joint initiatives: team projects,
joint writing, panel presentations, co-production of
an active or artifact.
Social Construction of Knowledge
(Gunawardena, Lowe, & Anderson, 1997)
• Five Stage Model
1. Share ideas,
2. Discovery of Idea Inconsistencies,
3. Negotiate Meaning/Areas Agree,
4. Test and Modify,
5. Phrase Agreements
• In global debate, students very task driven.
• Dialogue remained at Phase I with the sharing of info, not
negotiating, constructing, of knowledge
• Replicated in follow-up study of 25 managers
– (Kanuka & Anderson, 1998).
Social Constructivism and Learning
Communities Online (SCALCO) Scale.
(Bonk & Wisher, 2000)
___ 1. The topics discussed online had real world
relevance.
___ 2. The online environment encouraged me to question
ideas and perspectives.
___ 3. I received useful feedback and mentoring from
others.
___ 4. There was a sense of membership in the learning
here.
___ 5. Instructors provided useful advice and feedback
online.
___ 6. I had some personal control over course activities
and discussion.
Portal/Hub
(Stuckey, Hedberg, & Lockyer, in press)
1. Users are passive consumers
2. Varied membership
3. May not need to register
4. No ties between members
5. No access to other members
6. Links to resources and indexed sites
7. Database driven
8. Users as consumers.
9. Success = # of hits
Community
(Stuckey, Hedberg, & Lockyer, in press)
1. Users are producers, consumers, and builders
2. Multi-dimensional communication
3. Strong reciprocal ties – real names used
4. Shared or team projects/activities; Develop joint
artefacts
5. Access to experts and mentoring
6. Level of sustained commitment from developers and
members
7. Varied roles for members
8. Moderation from members (Facilitators, mentors, etc.)
9. Success = engagement, ideas, development, trends
10. Members seek or establish f2f contact
How Facilitate Online Community?
•
•
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•
•
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•
•
Safety: Establish safe environment
Tone: Flexible, inviting, positive, respect
Personal: Self-disclosures, open, stories telling
Sharing: Share frustrations, celebrations, etc
Collaboration: Camaraderie/empathy
Common language: conversational chat space
Task completion: set milestones & grp goals
Other: Meaningful, choice, simple, purpose...
Factors in Creating any
Community
(1) membership/identity
(2) influence
(3) fulfill of indiv needs/rewards
(4) shared events & emotional
connections
(McMillan & Chavis, 1986).
(History, stories, expression, identity, participation,
respect, autonomy, celebration, team building, shape
group, Schwier, 1999)
Why “Community”?
(Chin-chi Chao, 2002)
“the forging of social bonds has important
socio-affective and cognitive benefits for the
learning activities.”
(Harasim, et al., 1995, p. 137)
Social Hat
• Create community, set tone, motivate
• Welcome, thank, invite, reinforce
positives
• Foster shared knowledge
• Support humor and conversational tone
• Use tools such as cafes, profiles, pictures
• Invite to be candid
Factors in Creating any Community
(Stuckey, Hedberg, & Lockyer, in press)
“Communities require member
participation and contribution,
ownership, quality support and
facilitation, shared direction,
goals and projects (Wellman &
Gulia, 1997; Palloff & Pratt,
1999; Kim, 2000).”
Student Social Interaction Comment
“I know it may sound weird, but in the
online class, I felt like I knew the people
better than I did in a real class. We felt
like we knew everyone just because we had
to interact so often. It was very cool. I still
feel like when I see these people in the hall,
I know who they are. I feel like I know
them ten times better than anyone else I
had classes with.”
The Problem (Chin-chi Chao, 2002)
The prevailing assumption that
• A sense of community would have been
helpful to those who dropped out of
online courses (Wegerif, 1998; Eastmond,
1995)
• An online course is more desirable with a
community atmosphere (McDonald,
1998; Harasim, et al., 1995)
Some Reasons to Question
(Chin-chi Chao, 2002)
• Teachers were found de-emphasize
learning when community building was
the focus (Schaps, 1998; Shouse, 1996)
• Value conflicts in the community could
cause counter effects on learning
(Fingeret, 1982; 1983)
Community-Level Analysis
(Chin-chi Chao, 2002)
• Frequency of interaction: Number of
postings
• Patterns of interaction: Message maps
and Clustered conversations
• Content Analysis: “Giving” and “Taking”
ratio (Inter-rater agreement .85)
• Interpreting community episodes
Keiko (Chin-chi Chao, 2002)
• Most active member
• Experienced cold responses at first
• Adjusted personal goals for the
community
• Missed personal goals
• Theme: Adjusting to the community
How are Sense of Community (SoC) &
Meaningful Learning (ML) related?
(Chin-chi Chao, 2002)
• Learning community involvement can
expand and deepen meaningful learning
• Some limited meaningful learning can
occur without learning community
involvement at all
• Community bonding events are not
necessarily a reliable indicator for
learning
Ten Sample
Communities?
Four Projects at the Center for Research
on Learning and Technology, Indiana University
Quest Atlantis
•
•
•
•
•
•
Atlantis is facing impending disaster
Disaster is a result of lost values and corrupt
leadership
A Council of Elders opened a portal to find help
Children of the Earth can use this portal to save
Atlantis
Centers have been created to access the portal
Children must save Atlantis and avoid our
common fate
2. Inquiry Learning Forum
3. The TICKIT Project
TICKIT: Teacher Institute for Curriculum
Knowledge about the Integration of Technology
(http://www.indiana.edu/~tickit)
TICKIT Training and Projects:
• Web: Web quests, Web search, Web
editing/publishing.
• Write: Electronic newsletters.
• Tools: Photoshop, Inspiration, PPt.
• Telecom: e-mail with Key pals.
• Computer conferencing: Nicenet.
• Web Course: HighWired, MyClass,
Lightspan, eBoard
• Digitizing: using camera, scanning.
Technology Integration Ideas
• Collab with students in other countries
• Make Web resources accessible
• Experts via computer conferencing (or interview
using e-mail)
• Reflect & Discuss on ideas on the Web.
• Put lesson plans on Web.
• Peer mentoring, role play, etc.
• Scavenger hunts.
4. Learning to Teach with
Technology Studio
Plus Six other Projects…Is this
an online learning community?
5. BobWeb Videoconferencing Support
Tool (optional use)
6. The TITLE Project:
International Cases on Web
7. TAPPED IN
(www.tappedin.sri.com; growing community of
over 6,000 K-16 teachers, researchers, and staff)
•
•
•
•
•
•
•
Hold real-time meetings and discussions
Conduct Inquiries
Meet colleagues
Browse Web sites together,
Explore professional development options,
Find useful materials and resources
Post items, share and create documents
8. MERLOT.org and
the World Lecture Hall
http://merlot.org
http://www.utexas.edu/world/lecture/
9. The Global Educators’ Network (GEN)
10. TrainingSuperSite
So, what should instructors
and students do in these
communities???
Online Mentoring and
Assistance Online
Twelve forms of electronic learning
mentoring and assistance
(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)
1. Social (and cognitive)
Acknowledgement: "Hello...," "I
agree with everything said so far...,"
"Wow, what a case," "This case
certainly has provoked a lot of
discussion...," "Glad you could join
us..."
2. Questioning: "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?,"
"How might the teacher..?." "What is the real
problem here...?," "How is this related to...?,“,
"Can you justify this?"
3. Direct Instruction: "I think
in class we mentioned that...,"
Chapter ‘X’ talks about...,"
"Remember back to the first week of
the semester when we went over ‘X’
which indicated that..."
4. Modeling/Examples: "I think I
solved this sort of problem once when
I...," "Remember that video we saw on
‘X’ wherein ‘Y’ decided to...," "Doesn't
‘X’ give insight into this problem in case
‘Z’ when he/she said..."
5. Feedback/Praise: "Wow, I'm
impressed...," "That shows real insight
into...," "Are you sure you have
considered...," "Thanks for responding
to ‘X’...," "I have yet to see you or
anyone mention..."
6. Cognitive Task Structuring:
"You know, the task asks you to do...,"
"Ok, as was required, you should now
summarize the peer responses that you
have received...," "How might the
textbook authors have solved this case."
7. Cognitive
Elaborations/Explanations:
"Provide more information here that explains
your rationale," "Please clarify what you
mean by...," "I'm just not sure what you mean
by...," "Please evaluate this solution a little
more carefully."
8. Push to Explore: "You might
want to write to Dr. ‘XYZ’ for...,"
"You might want to do an ERIC
search on this topic...," "Perhaps
there is a URL on the Web that
addresses this topic..."
9. Fostering Reflection/Self Awareness:
"Restate again what the teacher did here,"
"How have you seen this before?," "When
you took over this class, what was the first
thing you did?," "Describe how your teaching
philosophy will vary from this...," "How
might an expert teacher handle this situation?"
10. Encouraging Articulation/Dialogue
Prompting: "What was the problem solving
process the teacher faced here?," "Does
anyone have a counterpoint or alternative to
this situation?," "Can someone give me three
good reasons why...," "It still seems like
something is missing here, I just can't put my
finger on it."
11. General
Advice/Scaffolding/Suggestions:
"If I were in her shoes, I would...," "Perhaps
I would think twice about putting these
people into...," "I know that I would first...,"
"How totally ridiculous this all is; certainly
the “person” should be able to provide
some..."
12. Management (via private e-mail or
discussion): "Don't just criticize....please be
sincere when you respond to your peers," "If
you had put your case in on time, you would
have gotten more feedback." "If you do this
again, we will have to take away your
privileges."
What About
Student Roles???
Participant Categories
•
•
•
•
•
•
•
•
•
Web Resource Finder
Starter-Wrapper
Researcher
Online Journal Editor
Expert Resource Gatherer
Technology Reviewer
Mentor/Expert
Instructor
Seeker/Questioner
Role 1: Starter/Mediator
Reporter/Commentator
• Summarizes the key terms, ideas, and issues
in the chapters, supplemental instructor
notes, journal articles, and other assigned
readings and asks thought provoking
questions typically before one’s peers read or
discuss the concepts and ideas. In effect,
he/she points out what to expect in the
upcoming readings or activities. Once the
“start” is posted, this student acts as a
mediator or facilitator of discussion for the
week.
Role 2: Wrapper/Summarizer
Synthesizer/Connector/Reviewer
• Connects ideas, synthesizes discussion,
interrelates comments, and links both
explicit and implicit ideas posed in online
discussion or other activities. The learner
looks for themes in online coursework
while weaving information together. The
wrapping or summarizing is done at least
at the end of the week or unit, but
preferably two or more times depending
on the length of activity.
Role 3: Conqueror or
Debater/Arguer/Bloodletter
• Takes ideas into action, debates with
others, persists in arguments and
never surrenders or compromises
nomatter what the casualties are
when addressing any problem or
issue.
Role 4: Devil's Advocate or
Critic/Censor/Confederate
• Takes opposite points of view for
the sake of an argument and is an
antagonist when addressing any
problem posed. This might be a
weekly role that is secretly
assigned.
Role 5: Idea
Squelcher/Biased/Preconceiver
• Squelches good and bad ideas of
others and submits your own
prejudiced or biased ideas during
online discussions and other
situations. Forces others to think.
Is that person you really hate to
work with.
Role 6: Optimist/Openminded/Idealist
• In this role, the student notes what
appears to be feasible, profitable,
ideal, and "sunny" ideas when
addressing this problem. Always sees
the bright or positive side of the
situation.
Role 7:
Emotional/Sensitive/Intuitive
• Comments with the fire and
warmth of emotions, feelings,
hunches, and intuitions when
interacting with others, posting
comments, or addressing problems.
Role 8: Idea Generator Creative
Energy/Inventor
• Brings endless energy to
online conversations and
generates lots of fresh
ideas and new perspectives
to the conference when
addressing issues and
problems.
Who do you think invented the
Internet???
Alt Role: Connector/Relator/Linker/Synthesizer
Funny thing is that Al thinks he
invented e-learning as well!!!
INFORMATION TECHNOLOGY
(June 26, 2002) *AL GORE IS TEACHING a distance-education
course on the role of families in discussions about community
development. Videotapes of the two-semester course, made this
past year, are available for other institutions to use.
SEE http://chronicle.com/free/2002/06/2002062601t.htm
Role 9:
Questioner/Ponderer/Protester
• Role is to question, ponder,
and protest the ideas of others
and the problem presented
itself. Might assume a radical
or ultra-liberal tone.
Role 10: Coach
Facilitator/Inspirer/Trainer
• Offers hints, clues, supports,
and highly motivational
speeches to get everyone firedup or at least one lost individual
back on track when addressing
a problem or situation.
Role 11: Controller/Executive
Director/CEO/Leader
• In this role, the
student oversees the
process, reports
overall findings and
opinions, and
attempts to control
the flow of
information,
findings, suggestions,
and general problem
solving.
Role 12:
Slacker/Slough/Slug/Surfer Dude
• In this role, the student does
little or nothing to help
him/herself or his/her peers
learn. Here, one can only sit
back quietly and listen, make
others do all the work for you,
and generally have a laid back
attitude (i.e., go to the beach)
when addressing this problem.
Role 12:
Slacker/Slough/Slug/Surfer Dude
• In this role, the student does little or
nothing to help him/herself or his/her
peers learn. Here, one can only sit
back quietly and listen, make others do
all the work for you, and generally
have a laid back attitude (i.e., go to the
beach) when addressing this problem.
How about political
roles in Australia?
So,
who is
the prime
minister?