Here is a copy:
Instructions for using this site: This site has been created as a way of centralising the product of our collaborative journey in creating our We-Learning Community. Please note the key points presented in each of the six tabs:
1. Welcome - this page outlines how to use this site.
2. Behind the scenes - this will link you to our blog. Our blog was used within the first week of forming our group and has been used as a way to centralise communication and the exchanging of ideas. It also helped us track the evolution of our final product.
3. Group Task - This area of the live binder seperates the aspect of Task 2.1 that is mandated. We have included in this section:
<> Group Pitch - this is the page of the live binder that we used to 'drive' our presentation on the 14th of May. It includes a synthesis of the key issues we discussed.
<> Target Audience - this summarises the people that we are aiming our site at. It is from an understanding of who our audience is that we were able to tailor design our We-Learning community.
<> Key Features - Please open the PDF file (the link is at the top of the page or here [http://livebinders.com/media/get/NzI0MDE3]. This file shows the key elements that we are planning on integrating into our We-Learning community. It is based on a model presented by Gilly Salmon and David Shepherd (2004) [full citation available in the pdf and in the reference tab]. This document also refers to other sources which support our model on an e-learning community.
<> Justification -We integrated research in the other elements of our task, so we interpreted this part of the task as justifying why there exists a need for our e-learning community.
<> Storyboard - This is a pictorial/visual display of what our e-learning community will look like. We thought the site could be hosted on a ning site or through moodle as each platform support the elements we require in providing rich and engaging learning experiences.
<> Educational Rationale - This includes some of our research that has been synthesised and related to our learning community.
4. Collaborative Processes- this summarises key dates and tasks that were completed. Also included is a breakdown of key responsibilities of each member of the group.
5. Reading summary- selected readings that are particularly relevant to our e-learning community have been synthesised and made relevant to our particular site including the key features selected.
5. References- a list of the sources referred to in this assignment.
Chris - I've also edited your references hope you don't mind - here they are for your reference:
Clarke A (2008). E-learning skills 2nd edition, Palgrave Macmillan, UK. chapter 5.
Conole, G (2008). New Schemas for mapping pedagogies and technologies, Ariadne, Bath, Viewed 15th May 2011 < http://www.ariadne.ac.uk/issue56/conole/>
Kop and Hill (2008), Connectivism: Learning theory of the future or vestige of the past, International Review of Research in Open and Distance Learning. Volume 9, Number 3, Viewed 14th May 2011 < http://www.irrodl.org/index.php/irrodl/article/view/523/1103>
Mason R, Rennie F (2008), E-Learning and social networking handbook: resources for higher education, Routledge, London, Viewed 16th May 2011, < http://courses.ischool.berkeley.edu/i290-pm4e/f10/files/Mason&Rennie_ch1-4.PDF>Another record of my parts for the live binder:
Key Features
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
Figure 1 from 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.
·
Figure 2 from 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.
Figure 3 from 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.
Figure 4 from 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.
Figure 5 from 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 30th April, 2011] http://www.atimod.com/e-tivities/5stage.shtml
Justification for our site:
We-Learning environment is designed to be a place for teachers designed by teachers. The purpose of this community is to help teachers learn Web 2.0 tools of their choice and at their own pace. Modules are designed to support learning together with collaborative learning opportunity.
The reason we have decided to specifically aim this community at teachers is due to a number of external factors affecting teacher at the moment:
· The New South Wales Board of Studies mandates ICT is integrated into the curriculum – and soon this will be required by the National Curriculum. It is therefore essential that teachers are taught the specific ICT skills so that they can effectively integrate these into their teaching.
· There have been several significant changes to the teaching profession which require teachers to be accredited with a governing body (The NSW Teacher’s Institute and/or the Independent Schools Teacher Accreditation Authority).
The NSW Teacher accreditation process particularly for New Scheme teachers need to do a certain number of courses to be accredited as teachers. One aspect of the accreditation process requires teachers to complete a number of endorsed courses per year which meet teaching standards. Therefore our learning community will be delivering accredited and endorsed courses – something for which there is a growing need for.
· Teachers need courses that are specifically designed with their needs/interests in mind i.e. courses which inform and improve practice.
· The use of individual blogs can be used as part of the teacher accreditation process for the NSW Teachers Institute. The blog can be set up to be a learning journal which documents a collaborative learning process which meets teaching standards. There will also be links to teachers work samples which will be needed in order to demonstrate individuals met teaching standards.
· There is a strong need in the market. Our site will go beyond basic training – we aim to help teachers develop new knowledge which will inform and change their current practice(s). Based on a model of the reflective teacher – the blog will drive this. Ongoing evaluations will also help determine future need for courses.
· Teachers need direction too. We believe in establishing learning modules that we need to provide sufficient scaffolding and resources in order for the content to be meaningful and accessible for users. We will provide a consistent format with our courses and structure which supports both the novice and experience Web 2.0 user.
Collaborative Process
March
- Emails sent out to initiate group formation
- Heather sets up blog to encourage exchange of ideas.
- Parameters for assignment outlined and research/resources exchanged.
April
- 15th April - 1st face-to-face session to expand on the brainstorming that took place on the blog and to determine the mode of presentation. (Heather, Nicolete and Christine)
- 30th April - 2nd face-to-face session to bring together elements for the group presenation. Determined that the model by Gilly Salmon was appropriate for our e-learning community (Heather and Christine)
- Emails between group members to divide focus areas for each of us.
- Live-binder set up to draw together our work so that we can use this to present with on the 14th May.
May
- Further emails between group members to clarify points and finalise assignment/presentation.
- Blog posts and edits made to the Storyboard.
- Phone conversations between members
- Collaboration over Team Diagnostic form.
- Final emails/phone calls to confirm details for presentation.
- 14th May - presentation of our We-learning community.
- 22nd May - Final face-to-face meeting (at Broadway 12pm) to put together the assignment.
- Final touches made to assignment.
- Submission of final assignment to Theresa.
Within this collaboration process, each group member was given an area of responsibility to publish discussion points on our blog and live binder. This can be seen in the Group Task tab.
To summarise the official areas of responsibility:
Christine: Key features and justification of our e-learning community.
Heather - Storyboard for our e-learning community.
Nicoleta - Providing research to support the design elements of our e-learning community.
Christopher - Target Market and research to support the key features of our e-learning community.
Please note: This assignment was completed in a kindred spirit with the aim to enhance our own and each others understanding of e-learning communities. While some member's natural interest and ability drove particular activities or initiative, the overall ideas and concepts were developed collaboratively.
Christine: Key features and justification of our e-learning community.
Heather - Storyboard for our e-learning community.
Nicoleta - Providing research to support the design elements of our e-learning community.
Christopher - Target Market and research to support the key features of our e-learning community.
Please note: This assignment was completed in a kindred spirit with the aim to enhance our own and each others understanding of e-learning communities. While some member's natural interest and ability drove particular activities or initiative, the overall ideas and concepts were developed collaboratively.
