Facilitating Online Interaction 4 Learning Resource Slides
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Transcript of Facilitating Online Interaction 4 Learning Resource Slides
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Nancy White
Full Circle Associateshttp://www.fullcirc.com
@NancyWhite
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Start:Welcome & Forming Our Agenda
• The non-agenda
• Pay it Forward
• Slides as resource options (later online)
• A paired exercise & Identifying key questions
• Improv: “Color/Advance” practice
• Recap, Resources and Sharing, Resource wiki
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Pay It ForwardAt the end of each workshop I
asked people to identify what they thought I should tell the people in
the NEXT workshop. I then included pictures of those ideas to kick off the subsequent workshop.
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Buckets of Possibility• Social Learning
• Communities of Practice Perspective
• Community or??
• Purpose
• Relationships
• Engagement &
• Activities
• “What does a great community look like?” “Great (e)learning?”
This was a list identified before my visit.. As it turns out, we never really used it as a “whole”
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Thirty Five
• Write down your biggest question about using community strategies for online learning on front of card.
• Move and swap until I say STOP
• Pair up and split 7 points between the two cards and write each score on back.
• Move when instructed
• Stop and rate when Instructed This
was an acti
vity w
e
never u
sed. ;-
)
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Reverse Brainstorming
• Find out more here: http://www.kstoolkit.org/TRIZ
We use
d this
activit
y a
LOT!
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Social Learning…and a CoP lens
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Source: Keith McCandlesshttp://socialinvention.net
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Practical hint: all three of these “legs” change over time. The trick is not to have all three changing at the same time. That can be very destabilizing for a community!
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Purpose…and how it influences design
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What we care about
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Purpose…what is required?What is evolving?
http://www.flickr.com/photos/slieschke/2271415384/
What we care
about
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Purpose
• Purpose checklist
• For at least 3 audiences
• Short/long term
• Communicable
• WIFM, empathy map, passion, self identification & identity
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Purpose and Strucure: Do you really need
(another) community?
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Me, We, Networks
See this slidedeck
http://www.slideshare.net/choconancy/where-am-i-aiming-we-me-and-the-network-ttix-2010
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• Small group structures to deepen
• Network structures for scale
• Size and sequence
• Design to balance investment and returns
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Some Comparisons
Who belongs Purpose Cohesiveness Duration
Formal Org.
Hierarchical reporting
To deliver a product or service
Organizational goals
Until next reorganization
Project Team
Management assigned
To accomplish a specific task
Project goals Until project is complete
Community of Practice
Voluntary, invited or self-selected
Build & exchange knowledge
Passion, identity, commitment
As long as interest remains
Informal network
Friends and acquaintances
Collect & pass on information
Mutual needs, friendship
As long as reason to connect exists
Etienne Wenger 2003
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Com
plex
ity o
f pr
oces
s --
-
Complexity of content ---
Applied projects
Content delivery
Coaching, mentoring
Context & Goals Influence Size of Learning Community
Experiential
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Community Maturity Model TM
Strategy
Leadership
Culture
Community Management
Content & Programming
Policies & Governance
Tools
Metrics & Measurement
Stage 1
HierarchyStage 2
Emergent Community
Stage 3
CommunityStage 4
Networked
Familiarize & Listen
Command & Control
Reactive
None
Formal & Structured
No Guidelines for UGC
Consumer tools used by
individuals
Anecdotal
Participate
Consensus
Contributive
Informal
Some user generated
contentRestrictive social media policies
Consumer & self-service tools
Basic Activities
Build
Collaborative
Emergent
Defined roles & processes
Community created content
Flexible social media policies
Mix of consumer & enterprise tools
Activities & Content
Integrate
Distributed
Activist
Integrated roles & processes
Integrated formal & user generated
Inclusive
‘Social’ functionality is integrated
Behaviors & Outcomes
http://community-roundtable.com/
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What is your purpose? What structure makes
sense for your offering?
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Community…the “who” in social learning
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Who cares
about it
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WHO: Relationships How social interactions impact design,
delivery and assessment of (e) learning.
Relationship & design considerations
Who with whom
Identity and Terry Love the Plumber
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http://www.flickr.com/photos/swissrolli/2167756791/
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How to encourage relationship
• Between you and learners
• Between learners
• Between learners and “real world” practitioners
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From David Wilcox
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• Strategic goals• Resource provision• Monitoring & evaluation• Communication on results
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• Role clarity• Task clarity• Feedback & support
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…as EXPERTS•Usefulness •Professional identity• Feeling valued/useful• Creates ownership
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Power
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Practice…the action of social learning part 1 - patterns
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What and how we do things together
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What do we do together?Our roles
How we interact to solve problems & answer questions
How we foster trust & engagement
How we capture and share what we learn & do
http://www.flickr.com/photos/mr_t_in_dc/4149444067/sizes/l/in/photostream/
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Interweaving Support, Engagement and Learning Outcomes
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• From : http://blogs.hbr.org/cs/2010/04/spreading_critical_behaviors_v.html
• Formal programmatic efforts to change behaviors work mostly on the rational side of human behavior
• Informal experiential efforts can capture the emotional side
• Programmatic change takes more time& costs more and encounters more resistance than "viral" change
• You need both over time
• A "viral" effort usually begins with a few respected "master motivators”
• Insights & approaches of the motivators work best in experiential settings
• Experiential momentum sustained informally & formally
• The most important lesson: importance of cross-organization energy & its dependence on the informal
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Bounded or “Out in the World” Interaction
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ENGAGEMENT STRATEGY ACROSS LIFECYCLES
Where we think about our choices…
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Legitimate Peripheral Participation (a.k.a. “lurking)
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http://www.articulate.com/rapid-elearning/heres-where-the-e-learning-community-provides-practical-value/
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Practice…the action of social learning part 2 - activities
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Real people getting real help & doing real work
• Support (Q&A, help)• Affinity (relational,
identity)• Ideas (innovation,
thinking together)• Task (getting something
specific done together)• Content (create, use
share)
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What things do learners do offline already that you might do online? What do they want/need? (“Start where people are now.”) Ask & answer questions Share resources Share case stories Do “peer assists” Create things together Practice new skills together Learn about each other
What is the “rhythm” of these activities? What size of group are involved? How are the activities supported or
facilitated?
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Rhythm and do’s
• Weekly patterns
• Time cycles and “chunking”
• Line of sight
• Surprises
• Guilt and other friendly pressure
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Complexity and Safe-FailExperiments(Snowden)
Some rights reserved by Josef Dunne
http://www.flickr.com/photos/josefdunne/4319306255/sizes/z/in/photostream/
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http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
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Community activities
oriented to …
Base material from: Digital Habitats:
Stewarding technology for communities© 2009 Wenger, White, and Smith
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• Meetings – in person or online gatherings with an agenda (i.e. monthly topic calls); webinars
• Projects – interrelated tasks with specific outcomes or products (i.e. Identifying a new practice and refining it.) Time delimited.
• Access to expertise – learning from experienced practitioners (i.e. access to subject matter experts)
• Relationship – getting to know each other (i.e. the annual potluck dinner! Profiles.)
• Context – private, internally-focused or serving an organization, or the wider world (i.e. what is kept within the community, what is shared with the wider world) Towards the center is inward…
• Community cultivation – Recruiting, orienting and supporting members, growing the community (i.e. who made sure you’re the new person was invited in and met others?)
• Individual participation – enabling members to craft their own experience of the community (i.e. access material when and how you want it. Tool choices.)
• Content – a focus on capturing and publishing what the community learns and knows (i.e. a newsletter, publishing an article, etc.)
• Open ended conversation – conversations that continue to rise and fall over time without a specific goal (i.e. listserv or web forum, Twitter, etc.)
Base material from: Digital Habitats: Stewarding technology for communities© 2009 Wenger, White, and Smith
OrientationsWhat do they mean?(And you may have different orientations!)
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activities oriented to …
Example: KM4Dev www.km4dev.org
global knowledge sharing network
Base material from: Digital Habitats: Stewarding technology for
communities© 2009 Wenger, White, and Smith
With only one meeting a year, large size and diversity, KM4Dev focuses on enabling individual participation.
Community knowledge wiki, content management system to bring together resources.
Email list is core of community activity
Once a year and only about 10% do/can participate.
When funding allows. E.G. supporting ShareFair
Informally via the email list by asking/answering questions.
Relationships mostly via meetings and core group.
Strongly external – all resources public/shared.While everyone pays
attention to the community, no centralized efforts…
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activities oriented to …
Example: The Birdwatchersof Central Park
Weekly bird walks, winter bird feeding fillings, irregular celebrations and events…
Advocacy drives, adopt parts of the park, bird counts…
The participation of the “Big Guns,” and “Regulars.” Mostly F2F
Note when people missing… Invite people in
Internal and External focus: Publishing, the “Register,” available to media…While everyone pays
attention to the community, no centralized efforts…
Anyone can bird watch, but sharing what you see/know is important…so the community accommodates both
The “Register” (print) is central to community…
Bump into another bird-watcher? Have a conversation…
drawn from the book “Red-Tails in Love: Pale Male’s Story -- A True Wildlife Drama in Central Park” by Marie Winn. Vintage Books, 2005
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Comparison:Birdwatchers and KM4Dev-ers
Base material from: Digital Habitats: Stewarding technology for
communities© 2009 Wenger, White, and Smith
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Community activities
oriented to …
Base material from: Digital Habitats:
Stewarding technology for communities© 2009 Wenger, White, and Smith
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• Focus on what activities best support your community purpose. Don’t try and do everything…
• Assess where your class/community/group/team is now in terms of design, facilitation and technology stewardship.• Refocus activities to increase engagement
• Identify tools and processes to support current activities
• Identify where your group wants to go as a planning tool.
• Look backwards and forwards as a reflection tool.
Base material from: Digital Habitats: Stewarding technology for communities© 2009 Wenger, White, and Smith
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Put a mark on the arrow to indicate how important a particular orientation is to your community. The more important the orientation, the further out on the arrow the dot should be placed. Then draw a line between the dots.
Community Name:
Base material from: Digital Habitats: Stewarding technology for
communities© 2009 Wenger, White, and Smith
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Facilitation…your gig!
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Participation Practices
• Open Space (http://www.openspaceworld.org)
• World Café (http://www.theworldcafe.org)
• Appreciative Inquiry
• Positive Deviance
• Storytelling
• …and many, many more
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ODI: 6 Network Functions
• Filters
• Amplifiers
• Convenors
• Facilitators
• Investors
• Community builders
http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
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Social Artists a la Etienne Wenger
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"knowing how to use who you are as a vehicle for opening spaces for learning. It’s about being able to use who I am to take my community to a new level of learning and performance…space for becoming learning citizens“ – Etienne Wenger
". . . the art of enhancing human capacities in the light of social complexity. It seeks to bring new ways of thinking, being and doing to social challenges in the world.…Social Artists are leaders in many fields who bring the same order of passion and skill that an artist brings to his or her art form, to the canvas of our social reality. - Jean Houston
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http://community-roundtable.com/2010/01/the-value-of-community-management/http://tomhumbarger.wordpress.com/2009/01/13/the-importance-of-active-community-management-proved-with-real-data/
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Rational for Your Boss: Tom’s Analysis• Membership growth slows significantly – Community membership grew
62% from January to July at a average clip of 55 new members per week. From July to December, the membership only grew 13% at an average clip of 20 members per week. This is a fall-off of more than 63% on a week to week basis.
• Number of visits drop 60% - The number of visits from January through July averaged more than 1,300 per week. For the second half of the year, average visits dropped nearly 60% to an average of 522 per week.
• Number of pages viewed per visit drops 22% - Not only did the number of visits drop, the number of pages per visit also decreased by 22% with the average pages per visit going from 3.76 to 2.95.
• Time on site decreases by 33% – Driven by the fewer page views, the time on site in minutes during active management was 3:38 vs. 2:37 after July which is a 1:19 or 33% decrease.
• Fresh activity on the site since August has been pretty nonexistant as well – just 10 new blog posts, 4 new file uploads, and less than 25 discussion forum questions or comments have been posted.
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Glenda Eoyang’s Advice • Observe. Don’t waste a good surprise. Pause and wonder when
something unexpected arises. It may be the weak signal foreshadowing something important to come.
• Connect. Nothing co-evolves in isolation. The key is connecting in inquiry with the environment, with current and historical patterns, and with other thoughtful people.
• Question. Our assumptions blind us to the world around and lock us into our long-held problems and their failed solutions. A good question can break through the expected to discover the possible.
• Try it out. Of course expectations based on past experience will make us question anything we haven't experienced. To see something new, we really have to see it. Try a new idea out, see what happens, adjust and try again. We call this adaptive action. Reward thoughtful risk taking.
http://bit.ly/lPyXxJ
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FAO’s “Nine Keys to a Successful Thematic Knowledge Networks
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Community Management is the Discipline of Ensuring Productive CommunitiesResponsibilities
• Define scope, ideal outcomes, and boundaries
• Ensure participants receive more value then they contribute
• Promote, encourage, and reward productive behaviors
• Discourage and limit destructive behaviors
• Facilitate constructive disagreement and conflict
• Advocate for the community and its members
• Monitor, measure, and report
• Marshal internal advocates, resources, & support
• Manage tools and member experience
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A Sampling of TasksVisible• Managing content (publishing,
curating, tagging)– Updates– Blog posts– eBooks/whitepapers– Pictures– Videos– Podcasts
• Managing events• Welcoming new members• Participating judiciously in
conversations• Reaching out to 3rd party influencers,
partners, media• Communicating changes to policies,
tools, programming, etc
Behind the Scenes• Back-channeling with members to
encourage participation• Building relationships with key
members• Taking issues offline• Working with internal advocates to
plan mutually beneficial programming• Planning programming/campaign
calendar• Collaborating internally • Managing technology issues• Communicating value and benefits of
community internally• Measuring and monitoring progress
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Closing Triangles
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Reflection & Evaluation…how do we know we are succeeding?
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“What does a great (learning) community look
like?”
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We can use these lenses for evaluation!
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What we measure
• Web statistics
• Satisfaction levels
• Activity levels
• Application
• Relationship
• Growth and change
• “Value creation”
• Impact & other changes
How we measure
• Analytics (i.e. Google)
• Social media dashboards
• Surveys
• Conversational methods
• Case studies
• Story collection
• Content review
• Social Network Analysis
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Tamar Weinbergs Community ROI approach http://www.socialmediamodels.net/social-media-roi-models-measuring-models-category/tamar-weinbergs-social-media-roi-model/
ROI Models
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http://www.flickr.com/photos/cambodia4kidsorg/2296887265/
Forrester’s Ladder of Engagement (and all the creative variants)
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http://socialmedia-listening.wikispaces.com/Instructional+Demo+Linkshttp://www.bethkanter.org/action-listening/
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Dashboards
(http://www.bethkanter.org/nonprofit-dashboard/)
Photo: http://www.flickr.com/photos/seenoevil/343753843/
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Wenger, Trayner & de Laat Promoting and assessing value creation in communities and networks: a conceptual frameworkhttp://www.social-learning-strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf
–Immediate Value (what happened)
– Potential Value (what was produced)
–Applied Value (what difference did it make)
–Realized Value (impact)
–Reframing Value (what’s changed?)
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Yes, AND…advancing our practices
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https://onlinefacilitation.wikispaces.com/2011+Australia+Online+Facilitation+Workshops
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Next?
Talk, write, Skype, Tweet
http://www.fullcirc.com
@NancyWhite
http://bit.ly/siZWnK
Some rights reserved by Eleaf
http://www.flickr.com/photos/eleaf/2536358399/sizes/m/in/photostream/
http://onlinefacilitation.wikispaces.com/2011+Australia+Online+Facilitation+Workshops