End of Section 4

According to the Guide for Learning Technologists, in the online mode there is no "amelioration of body language/tone etc" and "no social immediacy". I believe that the interaction with each other is an important part of learning and increases personalisation. I am one of those who "are only comfortable working in collaborative groups where they have sense that they "know" the others in the group". I think private emails and matching us into buddies’ teams is very important. It would help develop trust for each other (which becomes crucial in collaborative tasks) and 'test' communication with that one person before it goes on the forum. One learner could have some initial feedback from the others. As Gilly Salmon's model shows us, there are certain steps in moving from access and motivation to knowledge development. When I think how online would affect my own teaching context, first of all I have to appreciate the potential of the employability skills which can be enhanced. I teach advertising and I see the biggest opportunity in using online for two aims: hands- on exercises which can be self-assessed independently and peer assessed in a team, and a constant process of self-reflection and communication with others (including alumni and practitioners from the outside world). Advertising demands being continuously up to date with what is happening out there. A reflexive blog and online tasks would give the students (and the tutor) a chance for the exchange of thoughts and comments on an every day basis. The online mode also gives more confidence to students who otherwise have problems with articulation. This is a great ‘testing’ foundation for the future pitching process. They can get extended peer support, especially from more experienced peers who should be linked in my module’s context. Besides, peer support develops independence since student rely more on each other rather than the tutor. In advertising, independence and self-management would be an essential skill. Being connected with other peers and alumni would serve as incentive which aid retention. They would feel more motivated and associated with the group even beyond the degree, shifting at the same time towards a CoP to be used in the future career. The latter would be the greatest advantage of online in my contetx. There is a useful website with a vocational edge which showed me how to apply online on business related degrees: http://www.learningcircuits.org/ which is created by an American organisation ASTD which launched Learning Circuits in 2000.
My 5 bonding suggestions in my own context: 1.
1. Entertainment: each week I would ask for posting a short description of a favourite advert (or a link if possible) from TV by each member. It would serve as avatar for a week for that person. Other could see it and if they want they could comment 'in private' thread, but basically it is not to open a big discussion but increase the visual presence.
2. Voting: choosing a leader of the group for each task, it would make others check who is in fact replying and mostly present, in other words, who would suit that role.
3. Creating a helping team: It would be a task from the 3rd level of Salmon's model (information exchange). I would ask the group to create a skills tank, where each person would say what they are good at, it should be something relevant for the course (technical or advertising related) and something irrelevant (hobby, talent, certificate)
4. Motivating factors: I would post info about competitions and festivals which could be discussed by the whole group and other interested parties (from the industry). Mostly such festivals offer awards and other incentives. My online course would be linked to them anyway.
5. Practical effect: They can build up a portfolio at their own time and space by using the links suggested by others. (wiki would be very applicable as a site for socialising). They can work with a partner outside of the class and develop a partnership relationship to be used in the future (e.g. in creative advertising graduates have to apply for job in twos: creative and copy writer)
In regard to wiki collaborative project: What is most important and also conducive to the success of the project is that everyone understands the division of labour and the objectives of the task. A collaborative project can be only achieved if all members share the same goal and they have a clear understanding of what they are required to do. Additionally, the success depends on the appreciation of the members' contribution. Our task is based on the PBL method which means we all participate in solving the problems and everyone is an equal partner. However, there is a need of leadership which we all appreciated throughout the project. At this level I differ from other members of the course in that 1. I regard wiki as suitable to be a webiste, 2. i appreciate the off-topic, more private communication. While doing the task on the difference in support, I have had a chance to revisit my own teaching support in a f2f mode. Yes, it is true that the online mode is not only technically but most of all psychologically different from the f2f: http://www.nosignificantdifference.org/. Students have to be trained to get adapted to it and there is always a risk of technical failure. Yet, there are more plusses of online than minuses, such as: students' working at their own pace and leisure, less inhibiting interaction (an important factor for students with special needs or religious constraints), constant availability of sources, peer support, different tones of communication (formal and informal), an opportunity to revisit and change individual statements. However, when assessment comes to play, the above becomes more frozen within the borders of e-assessment categories and deadlines.