Professor Gilly SalmonPro Vice-ChancellorLearning Transformations

Harnessing technology(& winning hands down!)

Two key, inter-related aspects

Design

Deliver

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Scaffolding Online

LearningDesign

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Access & Motivation

Culture Building

Co-operation

Collaboration

Development

5 stage model for productivelearning forums

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1. Access & Motivation

2. Culture Building

3. Co-operation

4. Collaboration

5. DevelopmentLink, Feedback, Search

Interact

Navigate, Save Time, Personalise

Receive & Send

Access

5 stage model for productivelearning forums

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1. Access & Motivation

2. Culture Building

3. Co-operation

4. Collaboration

5. Development Guide

Facilitate

Lead

Host

Welcome

5 stage model for productive learning forums: the role of the e-moderator

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5 stage model & E-tivities in Programs

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5 STAGE MODEL:WHY DID IT CATCH ON?

Moment in time Easy to explain & implement Spark for discussions Belonging/Communities

established Worked with different definitions

of blend including campus based students

Reasonably scalable Increasingly appealing to diversity Powerful feeling of inclusions Pre-empted knowledge

contribution Addressed the role of the online

‘teacher’

Student AchievementSaved Staff TimeScaffolding

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Designing For Learners’

Interaction

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Driving the e-tivities research

How can we personalise learning (students)?While enabling efficiency &

effectiveness of the processes?How can we customise learning

(staff)

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KEY FEATURES OF E-TIVITIES A small piece of information, stimulus or

challenge (the ‘spark’) Online activity which includes individual

participants posting a contribution An interactive or participative element- such as

responding to the postings of others Summary, feedback or critique from an

e-moderator (the ‘plenary’)All the instructions to take part are available in one online message.

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Familiar symbols PURPOSEClear pacing &

sequencingSingle Task

Per message/foru

m

Spark(to start the

dialogue)

Where to respond

Response to others

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Gilly Salmon e-tivities15:44:

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Clear pacing &

sequencing PURPOSE

Spark(to start the

dialogue)

Single TaskPer

message/forum

Response to others Times

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Clear pacing &sequencing

Where to respond

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HiT 1429 Social Networking in OrganisationsAt SwinburneClear pacing

&sequencing

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E-moderator intervention

PURPOSE

Spark(to start the

dialogue)Response to

others

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Links

Time

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E-tivity 1.1: The Relative Priority of the Knowledge Areas 

Introduction 

As you have seen from our coverage of the standards to date, the PMBOK does not put a priority on the different project management knowledge areas (i.e. cost, time, scope, risk, etc.).Despite this, understanding the relative priority within a specific organisational context is likely to enhance project performance.

Purpose The purpose of this e-tivity is to identify the top 3 knowledge areas driving project management within your organisation and identify what is driving this relative priority.

Task

To be done by September 7th.Identify the top 3 knowledge areas driving project management within your organisation and share your refections on what you think is driving this relative priority (e.g. it might be organisational or industry imperatives).Post your contribution to the 2nd column of the Wiki.

Respond

To be done 1-2 days after the above date. Choose a contribution posted by a peer that you find interesting and respond to it in the 3rd column.To go back to the module contents, please click on the MN6901 crumbs on the Moodle toolbar. 

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E-tivity 1.1 generated huge traffic on the wiki, of which about 1/20th is shown here

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 http://bit.ly/nSPkkK

E-tivity 1.2: Critical Review of the BOKs 

Introduction 

We have reviewed the two most prevalent project management Bodies of Knowledge (BOKs) at a high level at this point in the module.As you will have seen from your review of the articles presented for this e-tivity, whilst the BOKs have played a key role in developing the discipline of project management, critics of the prescriptive approach often advocated by the professional bodies suggest 'best practice' and linear models have no place in today's complex environment.

Purpose The purpose of this e-tivity is to explore both the value and the limitations of the Bodies of Knowledge in the project domain.

TaskTo be done by September 10th.Reflecting on the BOKs, post an argument either in favour of or against their value to the discussion forum.

RespondTo be done no more than 2 days after the above date. Choose a contribution posted by a peer that considers a different value or limitation, and respond to it.

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E-tivity 3.2: Matching Competences to Context Purpose  

The purpose of this e-tivity is to reflect on and share what you see as an appropriate competency profile for a given scenario in light of your recent reading.  The scenario and detailed instructions are included in the resources section below.

Task To be done by September 23rd.In your role as recruitment agent, you are requested to complete a 1 page powerpoint presentation with voiceover of what is in your view, the ideal candidate for the job. You should upload this to the discussion forum.

Respond To be done 1-2 days after the above date.  For the response, please put yourself into the role of the HR Director. Select what you consider to be the best candidate from all of those proposed by your peers, and respond to that peer, explaining the rationale for this decision. 

Resources  ScenarioAdding voiceover to powerpoint.If you wish to upload the audio and the powerpoint slide separately, please refer back to the Induction Programme under Section 7, Creating PodCasts which will instruct you on what software is needed for this.

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E-tivity 4.2 "Capability Maturity - The Silver Bullet"Introduction 

There is a central assumption underlying concepts of project and organisational maturity that a single trajectory towards the utopia of level 5 is something all organisations should aspire to, and that this is the silver bullet that will enhance organisational performance.

Purpose  The purpose of this e-tivity is for you each to reflect on what might be an appropriate maturity level for your organisation.  

Task To be done by October 2nd.In light of your recent reading, consider what you deem to be an appropriate level of maturity for your organisation and post this to the Wiki. Include in your posting a brief rationale as to why you have chosen this level.

Respond To be done 2 days after the above date. Comment on a posting that either has indicated an appropriate level significantly lower or higher than yours and respond to it, or the same level but based on an entirely different rationale.

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Another hugely successful wiki-tivity. The wiki goes on for several pages!

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Spark(to start the

dialogue)

Students are then guided into the Learning Group wiki and asked to input information based on their reading provided in the learning materials.

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Spark(to start the

dialogue)

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Newer Technologies & Platforms

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Social MediaSocial media includes web-based and mobile technologies used to turn communication into interactive dialogue

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Photo credit Caliburn Susanto [http://www.flickr.com/photos/caliburnsusanto/sets ]

VirtualWorlds

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1. Access & Motivation

2. Culture Building

3. Co-operation

4. Collaboration

5. Development

5 stage model : Virtual worlds

Download software, create avatars, learn camera and

movement skills

Personalise avatars, develop identity, connect through artefacts

& vw-tivities

Support and offer information to other avatars

Jointly build & deploy artefacts, achieve shared goals

Reflect, share & link to real life

Welcome

Host

Lead

Facilitate

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VirtualClassrooms

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Recruitexperience

(environment)

Understanding

Trainenable

develo

p

Develop

deploy

sustain

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E-MODERATING: RECRUITMENT

Experience as an e-learner

Good regular (& mobile) access

Pace & use time, ability to multitask, succinct, interruptablity

Determination & personal development

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on e-tivities

35In Strict Confidence by computerartsde

E-MODERATING: RECRUIT & INDUCT:UNDERSTANDING ONLINE AS A SOCIAL & LEARNING ENVIRONMENT

Build trust and purpose for groups

Appreciation of pedagogy, affordances & scaffolding

Create concise, energising messages & responses

Build learning from tiny chunks of contribution & resources

Switch rapidly from task to task

Build e-identity

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on e-tivities

36Great Blue Heron by mikebaird

E-MODERATING: TRAINING

Enable others, foster discussion, weave, summarize, restate, challenge, monitor understanding & misunderstanding, promote collaboration

Take & give feedbackEffective use of personal

timePromote vicarious &

connected learning

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Birds flying in formation over Maghreb by kali.ma

E-MODERATING: TRAINING

Enable groups, bring in non-participants, pace discussion

Understand scaffolding process

Scale upShow authority with

sensitivityEnhance social &

emotional aspects of learning online

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38Ready to RockJames Jordan

E-MODERATING:DEVELOPMENT

Explore & develop arguments

Deploy sparks of information for discussion

Promote reflection & consideration

Create links with e-learning & make choices for programmes

Celebrate & use diversityBe positive about e-

learning

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39Torched by talkingplant

E-MODERATING:DEVELOPMENT

Deploy range of pedagogical approaches

Deploy range of technologiesE-moderate on the moveCommunicate with technical

designersCommunicate without visual

cuesDiagnose & solve problems Use humour appropriately,Work with emotion, handle

conflict constructively Sustain a useful, relevant e-

learning community

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40Bird Houses by See-Ming Lee

Weaving: pulling together selected contributions, looks forward, adds value

Summarizing: looks back, inclusive, adds value

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Braid, jenny downing

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Role of storyboarding

STORY BOARDING27/07/20

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Storyboard examples…27/07/2012

Story boarding

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Using Open Educational Resources

Kallichj, J. (2010) Creative Commons Intl Map.svg, from http://en.wikipedia.org/wiki/File:Creative_Commons_Intl_Map.svg , accessed 9th August 2011.

The extent of Creative Commons

What licences are available?

OPEN PEDAGOGY & THE 5 STAGE MODEL

.

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Open Educational resources

Feasibility

Innovation

• Critical mass• All disciplines

• Design courses based on OERs

• Use Frameworks• From ‘write’ to

‘design’

 OER Commons is a place to find and share open educational resources

Jorum

OpenCourseware Consortium is a collaboration of higher education institutions and associated organizations from around the world

List of free and open textbooks

Directory of Open Access Journals over 6,000 journals with more than 3,000 searchable at the article level

http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html  a software search  engine

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Using voice

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• E-moderators able to convey important and detailed information in an effective and convincing manner

• A quick and effective mechanism to provide guidance, explanations, and feedback

• Valuable form of interaction between students and e-moderators

• Listening to podcasts was consolidating and reassuring

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Podcasted Feedback

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A VOICE BOARD IS A DISCUSSION BOARD THAT ALLOWS YOU TO RECORD VOICE MESSAGES

A Wimba Voice Board screenshot

Asynchronous Voice Boards

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DESIGNING TOGETHER: CARPE DIEM

Source: http://www.flickr.com/photos/susanvg/

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PRINCIPLES UNDERLYING CARPEDIEM AS A DEVELOPMENT PROCESS

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Speed & TimeSupportive environmentEmergence of convincing approach for 21st Century learnersAppropriate immediate help with the LMS

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PRINCIPLES UNDERLYING CARPE DIEM AS A DEVELOPMENT PROCESS

Team workSpeed & Time

Active learning

learning design

LMS suppor

t5 stage model

& e-tivities

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CARPE DIEM MODEL

Blueprint

Storyboard

Prototype

Reality? Review

Plan + Action

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Storyboard examples…

Story boarding

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Two key, inter-related aspects

Design

Deliver

“Never doubt the power of a small group of people to change the world.

Nothing else ever has.”Margaret Mead

“Be the change you want to see in the world”Mahatma Ghandi 27/07/2012

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64No budgets or humans were harmed in the making of this presentation

SEE YOU IN THE FUTURE

“Every society honors its live conformists and its dead troublemakers.” Mignon McLaughlin

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All images from Flickr.com, Creative Commons Licensing.

Examples & contributions from Dr Alejandro Armellini, David Shepherd, Anita Monty, Prof David Hawkridge, Prof John Fothergill and the Beyond Distance and Media Zoo team at Leicester, Drs Shirley Rueshle & Helen Farley & the Futures Team at USQ, Catriona Burke, University of Limerick and team.www.e-moderating.comwww.e-tivities.comwww.atimod.comwww.podcastingforlearning.comwww.le.ac.uk/carpediem

Virtual worlds:https://lra.le.ac.uk/bitstream/2381/9225/2/MOOSE_FinalReport_final_31Mar2009.pdf and Educational Researchhttp://www.tandfonline.com/loi/rere20Developing a five-stage model of learning in Second Life Gilly Salmon , Ming Nie & Palitha Edirisingha May 2010

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