Anyway, just wanted to comment on this:

"we do have to make sure our emotions and subtle thoughtfulness is transcribed into text."

Because you said very eloquently what I was thinking, and this appears have happened a few times now...

 I think that getting yourself, your personality and your opinions across in written form is more natural to some people than others (or maybe just seems that way) and this is definitely a skill: one that can be learned, of course.

 

I have taught writing for both business and academic purposes and in each case the focus is on effective and economical transmission of meaning, usually information but occasionally well-reasoned and rational opinion is permitted.

Is this genre of formal writing the ‘ideal’ we base our idea of online discussion on? Yes and no.  I think there are many purists who uphold a prescriptive aesthetic standard but for the rest of us our influences are less explicit.  They are no less there in the back of our minds, a distrust of the emotional, a distaste for the wordy and overblown.

Yet how can such restraint assist in the new role played by both synchronous and asynchronous online discussion?  We need it to enable human growth and development, build communities and social networks, forge and sustain friendships and support high level learning.  Such rigid austerity was appropriate when our written words accessorized who we were, but if they are to stand in for our physical presence can we afford ‘admit impediments’?

I think not and I playfully propose that we take our inspiration from another source than the business letter or academic essay.  I suggest the love letter of old is a far superior role model.  Let Elisabeth Barrett Browning, Napoleon Bonaparte, Balzac and Van Gogh be our guides.  We must insist on our right to be florid and impassioned for there is ‘not world enough and time’ for well-reasoned rationality, after all we are not asking the world for a refund, or hoping to exchange faulty goods; we are in our virtual spaces asking the world to fall to see our true self, not the mask we wear in the real world, we are asking the world to fall in love with us, our ideas, our version of reality.

 

I am employed by a training provider located in South Wales, at present it is seen by the Welsh Assembly as one of the top providers delivery quality training to the post 16 sector specifically the vocational routes.  We are all encouraged to ensure that we maximise on a learners expectations, however it is nearly impossible to realise everyone's expectation however hard you try.  As this is a core value and is embedded into the work ethic it becomes increasingly impossible and demanding to ensure this happens.  One of the major problems is the additional factor of the delivery of similar qualifications to adult learners too.  As we are all aware of the differences between adult expectations and youth expectations, how then can these two opposing dychtomoies be resolved without letting one side down?

First impressions, a very strong visual selling point that none of us can ignore.  Whether the first impression is of a training environment or the content of a qualification or the initial delivery on the first lesson.  Each and everyone of us will remember a specific element and this element then becomes the driving force behind the learners perceptions of his/her environment or learning.  I say very powerful because first impressions can be the carrot or the stick when it comes to learning! Why am I asking these questions, simply because in the world of Online education, the one factor that can remedy or exacerbate a learners perception is missing - a face-to-face tutor! This omission which is the stalwart of traditional teaching and consequently teaching strategies lends itself to two further questions - Does this releasing of ties to traditional methods encourage diversity and motivate practitioners to reach out and encompass cutting edge principles ? or does it simply mean that without the ever presence of the teacher and to a greater extent fellow learners increase the possibility of taught session imploding on themselves due to stagnation and apathy leading to drop out and closure?

I have asked these questions because they are the questions that online tutors must reflect on.  As a prospective learner on this Masters I have first impressions and expectations.  Luckily they are all positive, but one element that has been playing on my mind is the myrriad of platforms used to deliver content to the learners and for learners to use.  For example, Facebook, Second Life, Myed, Blackboard, Blogs ect.  That is a great amount of technology that needs to be learnt in the first instant before a learner can comfortably know which platform is used for what and for when!  Granted this is a Masters level and is aimed at technologists but is the greater use of technology the better the result, the best paradigm to use ?  Overkill comes to mind or is it just too much too soon ?

Feenberg writes 'speeding up and improving asynchronous exchanges causes unexpected distress.'

Yea? Feenberg should try Video conference through a 56k modem, see how unexpectedly distressed he becomes then!!!

It has been a bit of a frustrating week with a lot of time spent on trying to get my computer up to speed in preparation for the more challenging activites ahead.  Things are much improved but I still find the load time for the discussion board windows almost prohibitively slow.  The time it takes to open a window, read a post, open a reply, respond and post the response has meant I haven't been able to post as much as I would have liked.  I also find the transition from my own board format to this bulletin board format rather hard.  But I will reflect on that in another post.

Here I will summarise the things I have learnt from a week exploring the dark side (along with anything else I found interesting).

The choice of labelling personas let us to initially 'critique' people until we realised that we can't extrapolate an entire personality from the summary of one incident (which is probably more than we would get as tutors if we received a complaint).  If we have to make 'judgements' (or at least a judgement call) it is aways better to criticise the behaviour rather than the person.  

It is also good to bear in mind that behviour-based stereotypes are just as harmful as person-based ones.  So if a person is lurking it could mean they are lazy, or shy or it could be that they are reading posts thinking "yeah, that is exactly what I think, I can hardly repeat it though" or "damn that is exactly what I was going to say".  From my own experience with this activity if you don't want to look like an idler strike early, and strike hard!

Netiquette guidelines are essential, especially for people unused to an online learning environment, however you can't advise for every situation so the guidelines should serve to make people comfortable enough to survive the initial onslaught whereby they will gain enough familiarity to make their own choices on how to respond.

Overuse of jargon and acronyms is annoying and exclusive even if you know what they mean. 

The purpose of the online discussion is presumably to build community and so the social aspect is just as important as the academic. Therefore every VLE (virtual learning environment) should have a VCE (virtual chilling environment) just as every university campus has a bar.  People just need to be told (and reminded) what kind of chat is appropriate in each location.

There is nothing wrong with talking about cats.

Not all university campuses actually have bars.  Those in Saudi don't... which reminds me: remind your learners that online learning implies the possibility of richer cultural diversity.  Different cultures have different communicative norms and one man's perky challenge might be another's aggressive flame.

To feel loved and included you need to have your posts replied to promptly.  By your tutor if necessary, though this is a bit like getting a valentine's card from your mum - heartwarming but not really the point.   People should be encouraged to reply to each other just as much as they are encouraged to make thoughtful independant posts.

People are different, they post in different ways... some people are actually annoying - we should embrace that, especially if they have paid for the privilege of being annoying. They may still have something they can teach us.

It took me about a year of regular reading and sporadic posting to get really comfortable with discussing issues online.

Some tutors will naturally be more interventionist and others will be laissez faire.  Ideally there should be a balance.  If, as institutions, we can't afford to screen out students for the right virtual fit, we can't afford NOT to screen our staff.

We shouldn't behave differently online as we do f2f.  We can't afford to give up on humour just because it is hard to translate.  If someone is being cheeky, we can't let it slide just because we can't communicate our unease with body language. But we do have to make sure our emotions and subtle thoughtfulness is transcribed into text.  Learning how to do this takes time, and even when we know, we sometimes forget - especially if we are rushing.

Anyway, today one of my cats went missing.  We tore the house apart looking for her for an hour before my boyfriend found her nonchalently sucking spiders under the stairs.  She looked at us as if to say, what IS all the noise about? And was coaxed out by the offer of dog biscuits (which she prefers to the cat variety).  Cats eh?

 

 

 

I thought I would post a little pensee that anticpates next week's discussion topic.  In the Northlands, the online community I run with my partner we are both administrators.  We have the same ideals and beliefs for the community - but we go about 'facilitating' those ideal differently.

I am interventionist.  If something is wrong or someone is behaving inappropriately I deal with it, often publically.  I have deleted posts, whole discussion threads - taken away people's posting rights, and even taken away moderation and admin powers.  These actions are usually accompanied by a private message to the involved parties, explain what I did and why. 

Dom on the other hand tried to nudge people in the right direction by posting with them publically.  He behaves like a 'regular' member of the board and tries to reason, in the context of the discussion or, as if often the case, argument.  He will at the request of another member delete offensive posts.  But it is always in response to complaints, and never because his own sense of (in)justice prompts him to take action.

At work I am the academic manager and my senior teacher is a guy called Manjit.  I manage people at work in a similar way to how I manage people at The Northlands.  I deal with them directly, getting to the core of the issues that are causing inappropriate behaviour.  I talk to teacher x about his anger, and teacher y about her depression.  I tell them my concerns about how I percieve it is affecting (or may affect) their performance.  In cases of extreme underperformance I give people the chance to change and if they don't I put them on a perfomance plan, take away a post of responsibility or in extreme cases ask them to leave.

Manjit is like Dom, much more subtle.  He manages underperformance when has resulted in a complaint from a student or some other concrete outcome (i.e. a covering teacher hasn't been able to plan a lesson because the main teacher hasn't completed their admin fully).  He will grumble and worry, but he will not hand the teacher the responsibility for changing their behaviour until he has external evidence which he can take to them and ask them to explain, justify and ultimately correct. 

It is easier to reflect on the actions of others than oneself but if I were to try and analyse these different management styles I would say I see myself as a guardian of the people whereas Dom and Manjit are guardians of the process. 

This is easy.  Money.  I can't really afford to do this as an overseas student, but I wanted to do the course so bad that accepting the overseas status only choice I had, so I take step one hoping I can pay for the second step when the time comes.

 

Nothing else really worries me.  I understand there might be worries, workload; interaction; pressure; learning new skills etc. But I can manage those.  The nature of online study doesn't phase me, it is who I am in a sense. Only the financial aspect is out of my control so only this worries me.

 

But it will work out. These things always do.  

 

 

Clara: "So what sort of things are you hoping to get out of the MSc?"

There is a social networking website called 43 Things where you make an account and list goals, read the goals of others and offer encouragement (which may or may not lead to marriage and children presumably).  It is pretty cool, for at least five minutes as many things on the interweb are.

A glimpse at the world's goals 24th Sept 2008 11.30 pm shows that, collectively, we want to: 

 

watch Stargate SG1 / make others proud / wear skirts more often / control my anxiety / create a programming language / go  to law school / find a job / Lose 15 more pounds / create a permaculture garden / build a excellent piece of furniture out of wood  /write and publish a novel / travel / forgive / be a spy / learn to love myself / create a newsletter / Read "The Magician's Nephew" (Chronicles of Narnia, book 1) / make all A's / Be a better friend / Build a bar in my basement / pay off my student loan / Skydive

 

Deep stuff!

 

Funnily enough on 21st March this year I created an account and told the world I wanted:

 

• to get my tongue pierced
• to do a Masters
• to learn about Moodle, and..
• to do yoga regularly

 

Well it was a good start, but something good must have come on the telly then (Stargate SG1 perhaps) and I never completed the other 39 things so I will try now.  Incidentally of the above 4 I am only holding Edinburgh Uni responsible for 2 & 3, I'm not expecting piercing services or asanas in a later module.

So Clara to answer your question my goals over the next three (or four) years are:

 

 My (MSc E-Learning) Life List

1. get my tongue pireced  

2. apply for a Masters  

3. learn about Moodle (and other VLE's)

4. do yoga regularly  

5. meet new people  (interestingly I share this goal with 3,786 other people)

6. inspire my teachers to be enthusiastic about technology  

7. blog regularly  

8. feel proud that I have done my best  

9. make a vodcast (thanks Kevin for the new word)  

10. find the money to pay for my very expensive masters  

11. make a podcast  

12. be more inspired  

13. make the most of the wealth of diverse experience that surrounds me  

14. share learning  

15. learn new skills that will make me employable in the US  

16. pass on my learning to my organisation  

17. learn about smoodle  

18. surprise myself  

19. fall in love with being an educator again  

20. get another tattoo  

21. be excited by discoveries  

22. share my strengths with my fellow adventurers  

23. innovate  

24. learn new skills that will make me employable in a broader context than EFL  

25. feel passionate about learning and teaching  

26. see the cybercultural bigger picture  

27. get comfortable with html  

28. get married  (me and 15,757 people, phew!)

29. learn from the strengths of others  

39. make wise decisions about which courses to choose  

31. ask for help when I need it  

32. get a new job  

33. network without fear or embarrassment  

34. have as little to do with assessment as possible 

35. find out how to use second life for more than sex and shopping  

36. explore motivation and buy in  

37. ponder personas and masks  

38. make skillful (and fun) use of my digital camcorder  

39. make a positive contribution  

40. understand how to make a difference to learners' experiences without being in the same room as them  

41. think of a stormin' thesis topic  

42. unite what I love and what I do once more  

43. succeed  

 

Concerns... tomorrow. 

Here we are again, a new term and a term module, this time it's "Understanding Learning in the Online Environment" led by the incomparable Hamish Macleod. This is my third module to date and its looking good. My only concern is that 10% of the course assessment is based upon me writing something worthwhile on the discussion board on a reasonably regular basis.

Interestingly, I have just read in Section 2 (B5) of the QAA (2004) "Code of practice for the assurance of academic quality and standards in higher education" that students should have:

"where appropriate, regular opportunities for inter-learner discussions about the programme, both to facilitate collaborative learning and to provide a basis for facilitating their participation in the quality assurance of the programme"

One of the other assessed pieces of work is the "Learning Challenge" which contributes about 20% of the overall mark. Some of the examples of a learning challenge included juggling three balls; performing a conjuring trick; origami; writing a computer program; or tying a complex knot. Given that my sense of balance and eye / hand co-ordination is shot to pieces, any notion of doing juggling or riding a unicycle was quickly dismissed as a bad idea. Having programmed in a variety of different computer languages over the past 20 years or so didn't fill me with any great sense of desire.

The combination of not being in the scouts and being a fan of "The Worst-Case Scenario Survival Handbook" led to the appealing idea of trying to attempt to perform a range of knots that could have practical applications should I find myself inexplicably castaway upon an exotic island, a bit like the cast from "Lost".

Based upon Damien DeBarra's initial idea of using social bookmarking for the course, Hamish Macleod suggested that we could give Diigo a try. Unlike Delicious (which I use a lot), Diigo allows users to create public / private groups for people to collaboratively work in - sharing resources and research material. Diigo, also, has the ability to highlight and comment on pieces of text. So I created a list of bookmarks on Diigo to support by learning challenge with knots - the list goes by the unimaginative title of "Get Knotted".

So, I've got the guides and tutorials that I need to perform the difficult knot exercises; but I was lacking that one vital piece of apparatus - the rope! I dutifully went off to C and H Fabrics where I purchased myself about a metre's length of soft cord. This wasn't without incident either; the shop assistant gaved me such a funny look over my purchasing of this piece of cord. Heaven knows what went through her mind as she was serving me.

I now have everything I need for my 10 (more like 8 to 9) week learning challenge. I shall be using the blog to record my thoughts about the actual cognitive processes involved in tying a knot and the strategies that I have employed to try and master the exercises.

References

QAA, (2004). Code of practice for the assurance of academic quality and standards in higher education. QAA [online]. Available at: http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/ [Accessed 23 September 2008]

In February of this year the British Council sent a rather frazzled Academic Manger to London on the Management Development Programme Level 2 (leveling up in the British Council isn’t half as fun as World of Warcraft , incidentally - but it does serve the same purpose: you get access to cool new skills, the chance to do battle with more fearsome monsters and it opens up new realms for you to explore.

Most of the content of the course is forgotten (accreditation, performance management, recruitment blah blah blah) but one day stands out as we visited international house and looked at* their moodle courses.

This was a turning point / epiphany / breakthrough for three reasons.

1)       I stayed awake AND paid attention for the whole session because the moodle platform is not dissimilar (at      least from the perspective of the admin control panel) from my IPB discussion board, so suddenly the world came into focus and made sense – I was hearing useful information.

2)       it made me wish I had applied for a job with IH instead of the BC and

3)       It gave me the desire to learn something new.

So (in a roundabout way which involved lots of course-googling and option-pondering) here I am.

I see the M.Sc in E-learning as a chance to combine what I love with what I do.  In my free time I am webprolfic: I engage in text based role play games, have my own online community (with a shiney new wiki), I blog and also appreciate the blogs of others and I spend far too much time on facebook.  I love it, it excites me.

What I do is teach English as Foreign language (actually I use this phrase as it is familiar however it is terribly unfashionable now – we prefer the term ESOL: English for Speakers of Other Languages).  Or more accurately I manage the teachers.  I currently manage a small (15 teachers) British Council outpost in Northern Thailand.  It is lovely and slow-paced and it is boring me to death.  Yet even here we have Interactive Whiteboards and a 10 computer self-access centre – the provincial Thai kids who learn with us are a thousand times more technologically savvy than the (predominantly) middle aged men who teach them.

I love my job but I sometimes feel it stagnate around me.  Not just being here but being part of a huge slow moving behemoth of an organization like the British Council.  By the time we commit to a change the change proposed has become an anachronism.  Yet it is our organizational commitment to be a world authority in teaching English.

I wonder how many organizations are like us? Aspiring to a world they don’t really understand, with a board of directors (in our case the British government) who believe that bringing their people into the 21^st century is simply a matter of teaching them a few new key-strokes.  When what is needed is a profound culture change. 

This is the crux of my concern – not only for the course but also for my (potentially) new career.  That there is too much to learn, our aims are too wild, we want too much and yet we don’t understand whether or not it will be good for us.  That we will fritter away resources on technological white elephants while there are still children (just down the road from me) who don’t have notebooks and pencils.

I want to get involved because I love the new technologies available to us, I believe in them, as agents of change socially as well as educationally – but I also want them to be used ethically and sensitively and with a deep understanding of the user behind the interface.

* When I say we went to international house and looked at their moodle courses I must confess that is all we did.  Their server was having an emotional event and so we couldn't access the course online.  So we looked at screenshots on a powerpoint.  This is an illustration of the gulf between our aspirations and our reality.  This gulf (which on a bad day is almost a dichotomy) could probably be a module in itself.

In this section of the module I will look at how assessments have moved online and what the impacts of this transition have been. It is important to distinguish between online assessments of a face-to-face based course and the online assessment of an online course. I think that it is the case that there are currently more online assessments than online courses and hopefully throughout this topic we will begin to understand the reasons and motivations for this. I will also hopefully get time to briefly review a couple of the technologies that make online assessment possible.

Initial readings for this topic:

Bull, J and McKenna, C (2003) Blueprint for Computer Assisted Assessment (chapter 1-2)

John A. Ross & Maura Ross (2005) Student Assessment in Online Courses: Research and Practice, 1993–2004. Canadian Journal of University Continuing Education
Vol. 31, No. 2.

Scalise, K. et al. (2006) Assessment for e-Learning: Case studies of an emerging field. 13th International Objective Measurement Workshop.

Ridgway, J. (2004) Literature Review of E-assessment. FutureLab. Available at: http://www.futurelab.org.uk/resources/documents/lit_reviews/Assessm

Further suggestions about what to read or what assessment tools to review are always welcome.