MSc Applied eLearning
Assignment Cover Sheet
Participants Name: Erin Harmer, Niav McEvoy, Michael Seery, Niall Dixon, Paul Melrose
Year on Programme: 1st
Module Title: Supporting Virtual Communities
Module Tutor: Dr. Roisin Donnelly
Date of Submission: June 11th, 2010
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Note to the Reader:
In our brief we were asked to prepare two documents. The first was written to the course
participants and the second was to the moderator.
In addition there was an assignment check list. The items not covered directly in the two
documents are covered in the opening two pages; our Introduction.
To demarcate the three sections, colour-coding is used.
Introduction: BLUE
Document One: GREEN
Document Two: ORANGE
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Group 2 — Online Group Discussion
Task: The Restaurant
Introduction
Our online group discussion task, The Restaurant, has been designed to facilitate the
acquisition and practice of online, synchronous and asynchronous group-work among
small groups of business people on a professional development course.
The task is designed to be complimented by support modules and exercises exploring the
use of ICT in teamwork.
Socially the task will happen between participants who have already met and shared face-
to-face modules. If this is unavailable, the greater weight must be given to the icebreaker
activity.
Technically the task will be held across Google platforms of communication.
Learning Model
The learning model used to inform the design of this task is Schneidermann’s Technology
as a Learning Tool model. We have chosen this model as we feel it possesses three key
characteristics we are looking for in a model:
• It acknowledges the learners as the primary agent of learning.
• The model’s four stages offer the moderator a clear and manageable framework
along which to shepherd the learning cycle.
• The model culminates in an output that is rooted in the need for an authentic task.
Kearelsy, G., & Shneidermann, B. (1999). Engagement Theory: A framework for technology-based
teaching and learning. Retrieved May 20, 2010, from [Link]
[Link]
Reeves, T. C., Herrington, J., & Oliver, R. (2002, Jul). Authentic activities and online learning. Paper
presented at the Higher Education Research and Development Society of Australasia; Quality
conversations, Perth, Australia.
Schneidermann, B. (2003). Leonardo's Laptop: Human Needs and the New Computing
Technologies. Boston: MIT Press.
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Resources
Resources will be made available by the moderator and the moderator shall make these
available to the participants
Technical
The prime collaborative tool shall be Google Wave. The following resources will be
provided:
Text Guide: [Link]
Video Guide 1 (Introduction with captions): [Link]
v=rDu2A3WzQpo
Video Guide 2: (Guide with captions): [Link]
v=xBzuuWZPaXc&feature=related
Netiquette
Participants will be pointed to these guides for online interaction:
[Link]
[Link]
This is a general video on Internet Netiquette: [Link]
v=6dRoclqDJh0
A short video on the dangers of ambiguity of language: [Link]
v=kSVi2wq1k6Y
Sample Online Interaction Guidelines, Rules and Policies
One of the group tasks will be to reach their own group agreement. This shall be facilitated
through modeling via the resources below and shaping by the moderator when needed.
[Link]
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Welcome to “The Restaurant”
Discussion and Collaboration Activity
Rationale:
This task is designed to help you develop your collaboration skills and is rendered
completely online in order to foster greater participation at a time suitable to each
individual.
Learning Outcomes:
By the end of this module you will be able to:
- use collaborative software in planning, organizing and implementing a project.
- implement approaches essential to collaborative work.
Tools: All of your activities will take place within Google Wave. You will need to open
Google Account and familiarize yourself with Google Wave here.
Task: In a role-playing, small-group activity, you will design and plan a fictional restaurant.
Your group will decide the roles and responsibilities of each member as well as negotiate a
working agreement for your group.
Duration: Two intensely fun and interesting weeks!
Day One | Induction: Play with Wave while discussing your favourite restaurant(s).
Day Two | Administration: You will agree on a group contract, including contact details,
decision-making process, preferred communication methods and meeting times.
Week One | Group Tasks: Two synchronous chats will be held this week for questions.
You will agree on a theme, a name, target customer, a location, a design, a menu (with
pricing).
Week Two | Sub-group Tasks: Each member must be involved in two sub-groups,
including Menu Designer, Interior Designer, Advertising Campaign Designer and Website
Designer.
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Assessment:
You will be assessed on the level of participation in generating timely, thoughtful and
informed discussions within each Wave. Your group will also generate status reports (half-
page), which must be written on rotation by one group member and posted on the
Discussion Board on days 4, 7, 11 and 14 (final day).
Moderator’s Role:
Your e-moderator will provide resources and host pre-task activities to ensure technical
competencies required throughout the module. Additionally, models of group contracts,
restaurants and design-based activities will be provided. The moderator will use prompts
to guide you throughout the activity and to help you generate reflections in your micro-/
blog. If you have any questions, your moderator will take care of those too.
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Moderator's Guide
Participant Workloads
1. The course will be managed in Google Wave. Use of technologies outside the list of
recommended tools must be agreed with tutor before use.
2. Course hours: Online tutorials / Resources (5) | Online collaboration / Discussion Board
(10) | Independent Study (10)
3. In-group contact must be made at least once every 48 hours. In extenuating
circumstances, students should notify the module tutor and their group to reach an
agreement.
Collect* | Day 1 - Induction | Discuss favorite restaurants
Relate* | Day 2 - Agreeing Group contract | Specify roles for module and sign-up: Group
Facilitator, Recorder, Time-Keeper, Wildcard
Create* | Week 1 - Group Tasks | Two chatrooms must be held this week.
Donate* | Week 2 - Complete Sub-group tasks | Each participant must be involved in a
sub-group; maximum of two participants per sub-group.
Each activity listed adheres to the four stages of Schneiderman's model respectively.
Klemm, W. (1998). Eight Ways to Get Students More Engaged in Online Conferences. Technological
Horizons in EducationJournal, 26(1), 62-64.
Managing Online Communication
Two stages involving online communication in Schneiderman's model are "Relate" and
"Create", involving asking questions, dialoguing, building a community and composing,
brainstorming and discussing ideas. Some strategies are given below, with selected tips
derived from Salmon (2004):
1. Create a welcoming supportive space where all participants can contribute:
Remove technical barriers by using a user-friendly system. Deal with queries early and
often. Lead by example demonstrating enthusiasm and interest and rules of Netiquette.
Allow lurking – adopt carrot rather than stick approach.
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2. Relating Stage: Use structured activities (Day 1 and 2 activities) to allow people build
confidence and identity. Step back from leader role, prompting and reviewing where
necessary.
3. Creating Stage: Select tasks (Week 1) allowing for group independence and learner
styles and interests. Encourage contribution from all members (chat room, sub-group
tasks), prompting for input when required.
Salmon, G. (2004). E-moderating: the key to teaching and learning online. (2nd Ed.) London: Taylor
and Francis.
Motivational Strategies
To foster engagement with this module clear module instructions and assessment
requirements will be given at the start.
Before the course begins, students will be asked to identify three main reasons for taking
the course and will be asked to reflect if and how they are meeting their goals throughout
the module. Students will be encouraged to micro-/blog to reflect on learning experiences
gained during the module as this will form part of the final mark.
Students will be challenged to generate thoughtful and informed posts in the Discussion
Forum and will benefit from regular interaction from peers and tutor alike.
Group work status reports (half-page) must be written by each group member on rotation
and posted on the Discussion Board on days 4, 7, 11 & 14 (final day).
Bender, T. (2003). Discussion-based online teaching to enhance student learning: theory, practice and
assessment (1st Ed). Sterling: Stylus Publishing.
Time Management Tips
As moderator, you must ensure that students are clearly briefed on the task requirements
and the timeframe within which each task must be completed. An indication of time
required for both whole group and sub group tasks should also be indicated. The tasks will
be sequenced so that preceding tasks will have laid the framework for the next task.
This activity has a two week timeframe, therefore:
1. Adequate time should be advised to allow for the collection, communication, innovation
and dissemination of content specific to this activity. This will be evenly distributed over
the two week period.
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2. The status reports will play an integral part of time management and briefs on same
must be descriptive. Timely reminders will be posted to the discussion forums to support
students to adequately prepare and manage their time in the preparation and submission
of these reports and for final submission of the activity.
Brook, C. & Oliver, R. (2003). Online learning communities: Investigating a design framework.
Australian Journal of Educational Technology, 19(2), 139-160.
Assessment
Your assessment strategy is based by the contributions of the participants. Dealing with
qualitative contributions you need to guard against subjective weakness in your
assessment. Assessments shall be judged by the following criteria:
1) Timely and good-willed engagement with colleagues and tasks, monitored primarily
through discussion board postings.
2) Regularity and relevance of contributions: Are their contributions of a quality that adds
value to the task and does this happen often enough?
3) Quality of contributions: Is there evidence of research in the contributions?
4) Task management: Are the participants keeping on task and managing their time
resources well?
5) Groups must create half-page status reports, which must be written on rotation by one
group member and posted on the Discussion Board on days 4, 7, 11 and 14 (final day) to
be accounted for the assessment.
Roberts and McInnerney (2001) advise not to apply equal assessment to each participant
based on the global effort, but to grade individually. They also advise applying a multiplier
to members grades if a participant drops out. Grades shall be : -1 = unsatisfactory, 1 =
Satisfactory, 2 = Merit 3 = Distinction.
Roberts, T., & McInnerney, J. (2001). Seven Problems of Online Group Learning (and Their Solutions).
Educational Technology & Society, 10(4), 257-268.