Key Features of our E-Learning Community

We-Learning (updated version)

Our own We-Learning Me-Learning community is based on the model proposed by Gilly Salmon and David Shepherd (2004). We will be using this model to show the key design features of our own learning environment.

In attempting to address all aspects of this model, we have used Salmon and Shepherd’s layout and images. In addition to using their layout, we have included the key elements of our website to demonstrate how we attempt to meet aspects of a good learning environment.

Stage 1 - Access & Motivation

“Motivation is an essential element to get participants through the early stages of use of the hardware and software systems and towards engagement and mobilisation of learning.” (Salmon and Shepherd, 2004)

· Our site is designed for schools as a way of up-skilling and training staff.

· Login and general administration to access the site will be managed by the ICT facilitator at each school (and supported by a how-to manual for each user which is emailed/sent at enrolment).

· One of the key features of motivation is purpose. Each user must know why they are a member of this community. We believe that by providing specific modules for skill development will assist users know their purpose within this community. Users will be able to determine the number of modules they participate in based on their own individual needs.

· Membership while organised at a school level will preferably be voluntary.

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Stage 2 - Socialisation

“Whether the community will last a few weeks or a few years, it’s a very special learning and teaching opportunity.” (Salmon and Shepherd, 2004)

· Each school will have their own area on our site. The purpose of this is to establish a familiarity so that community can be more easily built/developed. The aim of this site is to promote a genuine online learning community that will later drive life-long learning.

· While the general engagement in modules is aimed at a school level, members will have opportunities and are encouraged to engage with other colleagues not at their workplace through our site forums, chats and webinars. Opportunities through the teacher’s lounge and show and tell area allow for teachers to collaborate and network outside of their own school.

· Once a year there is a Me 2 Conference which will be delivered face-to-face as well as via webinar for people unable to attend.

· Blogs will be used as a learning journal but also as a tool to engage other users in assisting the learning process. Participants will be encouraged to read and comment on each other’s work; and where appropriate help to collaboratively solve problems.

· Class Rules are also an important part of our learning community. Here is where we explicitly state the expectations for each participant – i.e. to engage in some discussion to develop a real sense of community and to remove feelings of isolation. This area will contain the code of conduct that is expected as a member of a collaborative learning community.

Stage 3 - Information Exchange

“The big advantage of asynchronicity is that everyone can explore information at their own pace and react to it before hearing the views and interpretations of others.” (Salmon and Shepherd, 2004).

· Modules are accessed and completed at user’s own pace. This allows for differentiated learning experiences which are paced to meet individual learning needs.

· Discussion boards are open 24/7. This will allow for greater access to the site and in time, as the site grows, allow for both interstate and international participants to contribute.

· Information provided on our site will be made available in a variety of formats for example, podcasts, texts, instructional videos etc. All webinars given will be made available as podcasts so that around Australia and the world can access at a time that suits them.

· Blogs are used for individuals to track their own learning as well as comment/support other uses. These blogs will be a great tool to show people the process a learner has engaged in and can be used as a resource for future participants.

· The Show and Tell area allows users to showcase work samples, new tools or problems that they collaboratively solve. This area is open to all users not just school based. Show and tell and the forums are a great tool for learners to share resources as well as ask others for guidance as to where to find needed resources. This is an important feature in creating a sustainable community as it takes the onus of ‘providing answers’ away from the moderator and onto the community.

Stage 4 - Knowledge Construction

Users “take control of their own knowledge construction in new ways.” (Salmon and Shepherd, 2004).

· Each module has resources (including text and videos) and user manuals which will be used by participants to complete manuals. The variety is essential in meeting individual learning needs and/or preferred learning styles.

· The nature of blogs means that the construction of one’s knowledge can be documented and tracked. The blog is used to show how users develop their knowledge on particular web 2.0 tools. In this capacity it can act as an assessment tool to showcase their final product and the process involved in getting to that end point.

· The Show and Tell area allows users to showcase their new skills by showing work samples or their products. It also allows other users to see the potential of some of the Web 2.0 tools used.

Stage 5 - Development

“participants become responsible for their own learning and that of their group. They build on the ideas acquired through the e-tivities and apply them to their individual contexts.” (Salmon and Shepherd, 2004).

· At the completion of their chosen module users are expected to integrate their new knowledge into their practice. This will be evidenced in their learning journals/blogs as well as the show and tell areas of the site.

· Users can choose to complete another module of their interest. The modules will be designed in a way that builds on knowledge and integrates acquired skills.

· Users can contribute to discussions and learn from other users on new tools that can help inform or improve their practice. Discussions can be used as a how to or as a think tank on how to use a particular Web 2.0 tool into the classroom/teaching practice.

Source:

Salmon, G; Shepherd, D (2004). All things in moderation. All things in moderation company, England. [Viewed 30^th April, 2011] http://www.atimod.com/e-tivities/5stage.shtml