I just realised I had not posted this videoo on the site. This is the PR video for the Moodle trial, 1,700 odd views at of today.
The trial is now in week 7, and I am still unsure how to answer the question “How is it going?” We are having a lot of fun, have discovered no showstoppers; a wonderful staff show and tell last week.
Another not an FOC08 post. But I did see Leigh last week (at the Beach in Dunedin) and at the DEANZ conference in Wellington.
I’d have liked to do another full on workshop here on the bounded community & community issues, but there was not time and I was too late to see about negotiating this.
I am doing a 50 minute session: High Schools and Intranets.
I’d love it if the two schools my kids go to were to get a little bit more real online. There is still no posting of assignments, timetables for things, sign up forms or anything. Mark has had (like my other two sons before him) to set up his own learning ecology. What do you do if it is 8.45am the night before an assignment is due and you want to do it – but where is the sheet, and it is not online? What do you do if you forget the due date? etc.
There are two answers to this.
1. Support from the school. My session today will build on the talks I gave in Wellingon and Auckland in 2005. How can a school set up an easy to manage, nurturing online presence to help with communication, interaction, teaching and learning?
Getting the platform is a doddle. It’s the user transition to some new habits of mind that is not. To think ahead: what needs to go onlne to make our jobs easy? To improve outcomes? To save time?
One nice school site: www.papanui.school.nz/ I don’t know what it is like BEHIND the scenes.
2. Do it ourself. Given nothing, MSN a friend, get them to scan the assignment sheet (since the school does not make it awailable electronically) and have it passed down the wire.
This is the really simple and basic stuff.
Not an FOC08 Post. Well I guess it had to happen. My wife went back to drinking coffee a while back after a break of 20 or so years. She has now escalated her intake. Once a single cup, now the cups are mega.
Mark still makes a perfect latte or long black each morning. He is just about to get another 60 kg of raw beans, and I hope he gets organised to meet all the orders for roasted coffee.
The time in the morning around 7.10am still aspires to be a little oasis of still in the chaos of the departure. Sometimes it is.
Today I got rid of 400 or so folders, organised a GIG of files and proceeded one more step along the road to having my files sorted, which at the moment are over 40 GIG, down from 100. I discovered an old report I wrote on my first serious online workshop, written in week 2-3 of the 6 weeks. Quotes/extracts follow and with some reflections in Green.
I had two goals in taking part in this workshop. Besides finding out more about (stuff) from the content and ideas, I was also interested in an immersion experience, and to find out much more about myself in the online environment.
There is quite a comprehensive document that describes the structure of the workshop, but in actual fact much more unfolded as the weeks progress(ed).
In actual fact: nothing in mere written form could have prepared me for the roller coaster ride to come – and some of what was there, I didn’t believe.
The first week, was in typical Gilly Salmon stage one mode, – icebreaking, when we played an absolutely marvellous game which I won’t spoil by commenting on.
I’ve since come to collect ideas for icebreakers. The best ones actually work even if you have ‘done them’ before, and help stretch while getting used to the toys we play with.
I was absolutely astounded by how quickly I found a sense of comradeship and online connection emerging.
(Facilitator) has these little phrases, many of them metaphoric which he uses at times, not so much to answer questions, but to help shape the discussion.
Metaphor is powerful online.
Shaping is a considered term here: not firect, not close off . . .
The second week, we were put into two groups, where basically we were to share ideas, theories and information about being on line.
I was assigned the group. I often wondered if I was placed intentionally by some deeply thoughtful process, randomly assigned or just matched up on some basis like timezone.
We could visit thje other group, but not post.
But people commented in their group on posts made in the other group.
Like a couple of group blogs really.
(Facilitator) was responsible for this, and he heavily fascilitated, but again with a quite remarkable tone and voice to his posts.
I later discovered the ideas of voice, and our online persona in some of the literature.
What have I learned -
(snip – bits removed here . . . ) Another aspect that has probably been my third significant transcendent experience, has been a growing awareness of the power of story. The richness of even a few paragraphs of description, has contributed a lot to the whole tone of this workshop.
Absolutely critical. Along with metaphor, images and poetry. But within limits. Insights from a case study of one need to be carefully filtered. “I used Flickr and it was crap” Determining a form of truth from experience is to be treated carefully.
But somehow story unlocks.
Another thing that has interested me is how much it has affected me emotionally.
The keenness to get online, the anxious wait for a response to my post, my question or my suggestion. . .
I also had three seriously rugged experieinces in this workshop, and I cringed for months when I recalled these. Even the best faciltiation and good structure could not prevent this.
Resilience is needed online at times.
THAT’S IT -I think I had a second report from later, but it is unfindable at the moment.
I’m a little tired. Two nights out with the kids, Music with Mark at Burnside High School (where we made over $90 in the 15 minute interval selling drink and chips) and Drama/dance with Anna. I was so tired last night I probablyu could have fallen asleep. And my wrists are playing up a little. But I did drift away in my thoughts last night and decided I do have a little to say about community.
The homework for this week: «Write a post to your blog with your thoughts about the meaning of an online community and its uses. Include a list of identifying features that YOU would look for when assessing an online group or network for features which make it a community»
Community is about people. With a cause. [eg Educational designer, Clinicalhealth education, Media studies teachers, Non-hodgekinsone lymphona sufferers, waste water engineers] Dare I say some passion and care. Care for the cause and for other people. They need some level of shared experience, history, trust and/or understanding.
Here it immmediatley becomes complex. Poor understanding can be balanced by some good shared experieince – understanding emerges, or can emerge. A high level of understanding can make up for lack of shared experieinces and help trust grow.
I think there needs to be some sort of core group: formally or informally recognised. I often prefer the word leadership rather than facilitation. But a particular type of leadership: frunction (ie what they do) rather than status (ie it’s Not a power thing). Leadership by influence. Greenleafs Servant Leadership one model I warm to. Or the notion of distributed leadership. On the other hand a strong individual with the right habits and attitudes can also have the nurturing emergent effect needed in a community – as opposed to a team (with it’s boundedness and task oriented nature.
Again it is complex: weak leadership can be made up for with other factors – like shared care. leadership trying to come in from outside and shape direction for external agendas can kill off a budding wannabe community.
Merrolee Penman coined the term “Community with Amnesia” in her peripheral participation in an online workshop in 2004. ‘They have the seeds of community, but don’t know it’. I remember raising the existential question with her: Is a coward a coward before they do a cowardly act? Is a community a community before they do a community act? Mere potential is not enough for me.
Dysfunction can set in when levels of trust + shared experieince + caring + passion + care + focus + vision (etc) add up to less than a critical mass. [But a level of tension and debate is also needed to prevent communities from atrophying, imploding, withering.]
This is my cylinder theory, I’ve never put on the net: the cylinder of function can be filled up with lots of different inputs – - – I may come back to this.
I have seen a teacher switch schools and see a difference in community feel that is like night and day.
Here is recent news (headline news here yesterday) of the funding body/sponsor for one community I have been involved with:
From Aug 4th 2008: The West Coast Development Trust is so dysfunctional and divided that it can not be trusted to do its job in delivering economic benefits to the region, the auditor-general said today.
The trust was set up to administer $92 million of $120 million funding package given to the West Coast in compensation after it banned the logging of native forests.
The auditor-general’s report released today paints a picture of trustees infighting with allegations of corruption being thrown around and counter-allegations of leaking confidential information.
The auditor-general said the situation was so serious that trustees should sort it out immediately or just stand down.
“Unlike other public entities with elected board, there is no other ready mechanism for resolving this level of dysfunction,” the report said.
“Until we see evidence that the group of trustees is able to take effective collective responsibility for the governance of the trust, we are unable to provide assurance that the trust is able to deliver fully on its purpose of generating sustainable employment opportunities and economic benefits for the people of the West Coast.”
Lastly (for now) there is the concept of membership and identity. Who can join? If I show up will I be accepted? If I bring in screwy ideas, what will happen? If I turn up with an agenda, ditto?
I have tremedously benefitted from community like entities over my entire professional life. I have had a lot of fun. I have seen (unfortunately) more than my share of bullying, manipulation and crassness. But: I have not given up yet.
Communities exist [or not] and the online supports them. How, tech problems etc is a whole other matter. Someone else can write on this.
I think from the people, that they have some sense of identity that they carry with them that allows them to be better stronger as individuals than if they were on their own. Both a sense of their own identity and their identity as part of a group. Are they better in their cause for being part of the group? Is there nurture and care, both of the person and the cause.
Robert Greenleaf said this: “Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” (You can Google to find the ref)
You get the idea. I’ll only write on this if I really need to.
Refs: you will recognise elements of Etienne’s forumlation here (Domain, Community, Practice, CoP), and Amy Kim, and Nancy White etc etc.
The homework for this week: “Write a post to your blog with your thoughts about the meaning of an online community and its uses. Include a list of identifying features that YOU would look for when assessing an online group or network for features which make it a community”
I’ve said in another post “I know it when I see it”
I’ve found this quite a hard thing to do. Got very distracted with the blogs.
1. Bron talked about where we started (F2F initially or some other path?) and said
Although I was a teacher I found this new facilitation role freed me from much of what constrained me in teaching.
Can school/learning migrate into learning community? Yes. I woujld give up If I thought otherwise. Community (online or not) includes the aspects of learning . . not formal, didactice. Other kinds.
2. Bron (the other one) said:
I am having a hard time keeping my fingers off the keyboard and not participating
This is a displacement activity for Bron – what she does when she should be somewhere else (writing in this case). She is supposed to be studying. Online community/networking is slightly seductive.
3. Do communities need a facilitator? Vida says this:
It is continuous communication which is the key to being a successful online Facilitator, perhaps not the method of communication.
Hmm.
4. Sylvia introduces a special word:
Since the conversation space opened we have been going through the ritual of introducing ourselves
Ritual. Communities have rituals.
I may post some more tomorrow. I have very little that is original. But I will post on my cylinder theory. If things work out.
A few random blogs I have posted on:Bruna’s Blog (with a quote from Elwwod) | Wayne Thinks (Multitasking and Karate Kid) |
Diane Holmes has coined a new word: blogbleary. I think I felt that way a little last night. Just getting the feel for a few of the FOC08 blogs.
Greg Barcelon has quite a nice post on his ideas on networks > groups > teams > communities. He also references the superb little summary at Cheryl’s Blog on virtual communities.
For the second time in two days I had to dictionary.com a blog name. The insouciant Existentialist – “marked by blithe unconcern” – sxyshandy.vox.com/ Trying to post a comment they asked me to join Vox. (I already am, from some distant past activity) it was just too much for me. A comment I would have added to the insouciant existentialist
and (you say) inject some structure in nurturing online communities
Is this a good thing?
Is it possible?I notice in valerie’s Blog valerie.posterous.com/herding-cats she refers to working with communities as herding cats. I am sure there is another blog in the FOC08 list with this in the title, but in my blog surfing I have lost it.
Structure?? .
Lurking. Deb has commented on Shane’s post. I do not see Lurking as a problem, but if we all did it . . I vividly remember my first online class where I was there as a helper to the lecturer. Met someone in the loos. They said “I have said things online I never wojuld have said F2F” and “I like having time to think”
Now I think enough. Blogbleary – but stimulated. Interested to note there were two longer, deeper posts that I just cannot engage with yet – better a serious read after a morning coffee.
What do I want to know?
[I'm sorry to my three regular readers to divert a little into Facilitating Online Communities course comment]
Blogs or forums?
Do I go back into facebook?
From Peter: I have no experience with Diigo rooms, and I don’t know how many do. I was wondering earlier about setting up a FOC08 group on Facebook, but again, don’t know if anyone is on there, and if Diigo is fine then I don’t see any reason to clutter the space and fragment the info.
I think for me the answer is no.
Todays antisocial networking posts via e-mint : I called but I don’t want to speak | The antisocial network
Are we in any shape or form a community?
One of the things I find fascinating, especially as we go into this next week of study, is the ambiguity or “play” between us as a group of people doing an online course on facilitating online community, and us as a potential (some might say budding) online community ourselves. I certainly find a close relationship in my own work between facilitating and nurturing/developing/“building” online community and for me this question gives context to all the others that have come up for us so far. Amy
Quoting . . and managing the flow of information.
Netvibes. What a cool job Joao has done. When I saw this page I knew: the tsunami of ideas and thought (and thoughtlets) has hit.
Who am I?
What is community? This is of course the question of the week. It’s like the judge said when asked to define Porn: “I know it when I see it”
One response that says a lot: knowmansland.com/learningpath/?p=126 Well done Cristina Costa
The tasks for week one include:
Post to your blog what you hope to get out of this course. Include any concerns or questions you may have.
Here, I’m just a dabbler. I enjoy meeting others online, and in fact find the stimulus of others in something like this is quite invigorating. I will tinker along, probably making a post every couple of days.
Others are setting up blogs: I’ll try to post some comments. No concerns or questions. I know it has been a busy ride for some people. I have some questions about facilitation and moderation and teaching as intersecting and diverging roles. I think about this sometimes and posted last month.
For some it is just too distributed.
This is the key thread on the list . . Newbies and Experts
The from the post that started it off:
Having had a very similar experience in a recent workshop I was a leading, I am am concerned. This group has the experts and novices of a mature community but not the advantage of the slow development of shared expertise that a mature community would build. We have all jumped in together on day 1 and started to make associations in the ways we know how to. Some of us know how well served we can be by the tools and are excited to share that. The difficult thing here is that some of us who are more expert with the technologies forget what it was like to be a novice/newbie. Already three days here the predominant discussions include blogs (Blogger, WordPress, Edublogs), Pageflakes, Netvibes, iGoogle, del.icio.us, GoogleReader, RSS, OPML, Moodle, NING, subscriptions, tags etc etc etc. More expert members of the group have set up sites for the group like Google Reader and Diigo as other environments for the group to consider beyond the workshop Googlegroup, wiki and 24/7 meeting room.
I also note how readily the technology has seduced the conversation. we are not talking about the kinds of communities we all belong to and the reasons we are interested in this course (yes I know that is our blog task – perhaps lost or buried in all the verbiage) – technical infrastructure is dominating the Google group discussion.
And a short quote from another post:
I am one of those lost ones and am encouraged by your post. I am lost not so much because of the ‘noise’ but because I am so busy with other face to face activities I am currently involved in. <snip> I was wondering whether there are any guides as to when and how the Facilitator should come in and play those roles. Of course, as it is happening here, the community itself can take it up – unless of course most members are more on the ‘you sink or swim’ mindset.
Leigh has done a sort of a summary (on the blog and copied to the list)
So the question arises: where do you dip in? The answer probably is your own blog and the blogs of others.
There have been a few comments about people feeling they may miss out. My opinion: get rid of this worry, just face the fact you cannot keep up with 63 people. Just go with the flow.
My questions are like this: in this kind of event (a course, workshop etc) How can we quickly establish a sense of group, togetherness and functionality sufficient to generate a learning trajectory for individuals as they wish and the group in general?
I differ from Leigh a bit: I like having a private home base, like a kitchen/dining room/snug from which to leap out. Is this a compromise? Yes, of course, for some, but does it really inhibit their learning? For others, it provides a nice jumping off point for forays into free range learning. With too much public too quick my experience is that we loose some quick. A walled garden maybe.
In our Blogwatch events in the past we have taken things slower: read blogs, comment on blogs. To go from nought to blog in 7 days is tough. Leigh says in the blog: “It has been quite a week! The email forum has been going berserk with enthusiasm, confusion, chaos and insights” and in the wiki “A week spent orientating yourself into the course, the commitment required, the assignments and what else is involved. For those new to this way of learning online, this week will seem daunting. Get through it and the rest of the course will flow for you nicely.”
Another question: What are people doing with their blended/online lives in so far as teaching and group activity (even community wannabe’s go) is concerned? I work with lecturers mainly at a university. How can we help them improve the quality of their online lives?
Moodle trial is coming along. People ask “Is it going OK?” and I’m often unsure how to answer. What is ‘OK?’
There is a feeling, often expressed among the participant lecturers “I’m not really doing much, just using the basics”. I came in today for the first time this term to find NO e-mails about things to do with Moodle. Except the Moodle trial meeting.
We have a show and tell this week: Lecturer to lecturer.
One little incident has interested me. Not to do with trial courses, but in two courses that did start up on the site, both using a wiki and a forum with a task.
We used the minimalist approach both times.
Wiki Minimalism. In wikis you need to understand the three wiki steps:
and “Here is where your wiki is, here are some pre-defined pages – Go for it”in other words, no big deal about pages, history, rollbacks, notify, camel case . . .
I took for granted they would use the forum for forum stuff. They didn’t. Everything went into the wiki, including Hi, how are you? Where is everybody, Hey this is cool . . .
Leigh’s Online Facilitation course on WikiEducator has started. Need to get into this as well. In another post.