Transcript mentoring - TrainingShare

4. Community Building,
Facilitation, Mentoring, and
Role Play Online
Dr. Curtis J. Bonk
Indiana University
CourseShare.com
http://php.indiana.edu/~cjbonk
[email protected]
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
The Good Net
• “There’s an astonishing amount of
warmth and human kindness from total
strangers on the Net.”
– Psychologist Patricia Wallace, Univ of Maryland
• E-mail has led me to correspond fairly regularly
with cousins I’d otherwise only see at funerals...Email has knit me more tightly into the fabric of my
circle, not torn me out of it.
– Elizabeth Weise, USA Today, Feb 22nd, 2000
The Bad Net...
Greater Internet use:
– lowered participation in family
– Lower communication
– Greater feelings of loneliness
and depression
– (Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay,
& Scherlis, 1998, American Psychologist).
“The Internet is unlike anything we’ve
seen before. It’s a socially connecting
device that’s socially isolating at the
same time.”
David Greenfield, Founder of the Center for Internet Studies
(www.virtual-addiction.com), April 2000, The APA
Monitor
The Ugly Net
• “Now we have Net abuse treatment centers
springing up around the country”
– Kimberly Young, USA Today, Feb., 21, 2000
• Web is heavily spiced with “role-plays,
deceptions, half-truths & exaggerations.”
– Patricia Wallace, USA Today, Feb 21st, 2000 (The Psychology of
the Internet, Cambridge Univ Press, $24.95)
• “The more people use the Internet, the less time
they spend with real people. And that situation
has its problems.”
– Marilyn Elias, USA Today, 5D, Feb. 21st, 2000
Time For:
Two Quiz Questions…
If Stranded on a Island,
Would you want the
Net, Phone, or Tube?
Stranded--Need Net, Phone, or
Tube?
What adults would choose if stranded on an island
and could only have one of the following? (USA
Today, March 6th, 2000) Source: Roper Starch Worldwide for America Online
TV
Phone
PC with Web
Phone
TV
Don't Know
Computer
connected to the
Web
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
Online Depression
“Either the Internet has changed,
or people have learned to use it
more constructively, or both.”
(per Robert Kraut, Psychologist, Carnegie
Mellon)
Web Use Not Always a Downer: A Study Disputes
the Link to Depression
Marilyn Elias, USA Today, Monday July 23rd, 2001, Section D. p. 1.
I’m mad as
hell and I’m
not going to
take this
anymore!!!
“Network”, 1976,
shouted by Howard
Beale (Peter Finch)
• Howard Beale: We'll
tell you anything you want
to hear, we lie like [hec].
• Howard Beale: You're beginning to believe the
illusions we're spinning here, you're beginning to
believe that the Web is reality and your own lives
are unreal! You do! Why, whatever the Web tells
you: you dress like the Web, you eat like the Web,
you raise your children like the Web, you even
think like the Web! This is mass madness, you
maniacs! ..., you people are the real thing, WE
are the illusion!
• Howard Beale: Right now, there is a whole, an
entire generation that never knew anything
that didn't come out of this Web! This Web is
the gospel, the ultimate revelation; this Web can
make or break presidents, popes, prime
ministers; this Web is the most awesome [darn]
propaganda force in the whole godless world,
and woe is us if it ever falls into the hands of
the wrong people...And when the 12th largest
company in the world controls the most
awesome [darn] propaganda force in the whole
godless world, who knows what [stuff] will be
peddled for truth on this network!?
Who am I Mad At???
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Administrators
Colleagues
The Registrar’s Office
Students
Textbook Companies
Bookstores
=============================
• Courseware Companies
• The Media
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)
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)
Help Categorize the Degree of
Online Community (Chao, 1999)
(1) self-disclosures, time, energy
(2) refer to norms, rules, others
(3) give and receive info, express
need, thank, criticize, suggest
(4) special stories, symbols,
events, identify spiritual bonds
How Facilitate Online
Community?
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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...
Web Facilitation???
More on How to Facilitate...
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Find common ref pt--mission, purpose, need
Guide to negotiate/co-construct meaning
Establish some common practices or rituals
Hold regularly scheduled events--chats, tours
Create opportunities to contribute/develop
Apply course to lived experiences
Keep simple, give choice, build respect &
tension
Facilitation (Dennen, 2001)
• High instructor presence
– 1:1 student-instructor message ratio created low
peer interaction
– Participant-like IP facilitated peer interaction
• Instructor modeling increased student
messages meeting quality and content
expectations
• Modeling was more effective than guidelines
• Deadlines motivated participation
• Deadlines inhibited dialogue
Facilitation (Dennen, 2001)
• Participation was higher when students had a
clear goal & extrinsic motivation to participate
• Relevance has a positive effect on participation
• Greater dialogue when shared perspectives
• Fact-based q’ing strategies did not work well
• Consistent, regular fdbk motivates students
• Quantitative and qualitative guidelines
Facilitating Electronic Discussion
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Have Students Initiate, Sign up for Roles
Provide Guidelines and Structure
Weave and Summarize Weekly
Be patient, prompt, and clear
Foster Role Play, Debate, and Interaction
Assign Due Dates, Times, and Points
Constantly Monitor, Converse not Dictate
Assign Buddies/Pals or Include Mentoring
Extend Beyond Class with Peers/Practitioners
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."
Which of these 12 do
you think are the most
prevalent on the Web?
____________________
____________________
TICKIT Staff Mentoring (IU Study)
(direct instruction and explanations = 0)
3%
6%
24%
5%
Ack nowledge
Question
Examples
14%
Feedback
Task Structure
Push to Explore
9%
4%
Foster Reflection
Enourage Dialogue
Scaffold
Manage
1%
7%
3%
24%
(Bonk, Ehman, & Hixon, 2000)
Weave
The Internet is a
Gigantic Writing
Tool!!!
Why Write Online???
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For current reflection
For later reflection
Foster depth…to think!!!
Integrate information
Nurture interaction on ideas
Communicate or problem solve
Share ideas
The Starter-Wrapper
Activity
Surface vs. Deep Posts
Surface Processing
In-depth Processing
• making judgments without
justification,
• stating that one shares
ideas or opinions already
stated,
• repeating what has been
said
• asking irrelevant questions
• i.e., fragmented, narrow,
and somewhat trite.
• linked facts and ideas,
• offered new elements of
information,
• discussed advantages and
disadvantages of a
situation,
• made judgments that were
supported by examples
and/or justification.
• i.e., more integrated,
weighty, and refreshing.
Level of Cognitive Processing:
All Posts
Both
12%
Surface
33%
Deep
55%
Surface
Deep
Both
What Writing Tasks
Will You Use?
Sample Online Writing Tasks
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Minute Papers, Pros and Cons
Starter-Wrapper
Coffee Shops and Cafes—8 nouns…
Electronic Seances
Critical Friend Reflections
Structured Controversy or Role Play
• Case-Based Discussions
• Other: Debates, Discussions & Reading
Reactions
What About Role
Play???
Participant Categories
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Wanderer/Lurker
Contributor/Participant
Mentor/Expert
Instructor
Seeker/Questioner
Starter-Wrapper
Starter/Mediator-Wrapper
Many Other Roles
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Questioner
Mediator
Sage
Planner
Comic
Pessimist
Commentator
Optimist
Devil’s Advocate
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Slacker
Judge
Summarizer
Advisor
Mentor
Coach
Organizer
Debater/Bloodletter
Activity: Pick a Role
Or Role Taking Task
Name a role missing from
this sheet and discuss how
you might use it
(see Bonk’s 28 roles)
So,
what
to do
now?