Learning Community design Individual task 2009
Introduction
The second assessment task for EMT1 was to design in groups an online learning. The following is a reflection of the group learning process that occurred while designing the E learning community virtual worlds. The purpose of the learning community was to create educational opportunities for disadvantaged high school students in country and a Western Sydney high School using Web 2.0 technologies.
As I have undertaken this assignment previous it has been interesting experience to see how group dynamics can differ from group to group when undertaking the same assignment and how your role in the group can also morph into something you did not expect or desire at the onset of the project.
This essay will be divided into three parts
Firstly a description and analysis of the group learning process.
Secondly analysing the group project using reading and research from this subject
Finally a reflection on how this process can further inform your experiences of learning communities.
A description and analysis of the group learning process.
Virtual World project group was formed to examine how Virtual Worlds could be used to train and educate. Margaret created the group on the Ning and Yan, Ian and I decided to join the group as we had an interest in using Web 2.0 technologies in educational settings. Ian currently uses Web 2.0 technologies in his classroom using Blogs and Wiki’s with his students and I have a particular interest in Virtual Worlds and have undertaken a similar project last year in this course looking at how Virtual Worlds could be used to train nurses in regional universities.
Once the group was set up we began to discuss what we wanted to achieve in the project and what area we would like to concentrate on.
A group charter was formulated looking at what the expectations were of the project and of each other, what where the strengths and weakness of individual members, how the group would operate and how decisions would be made. http://vworlds.wikispaces.com/7.Group+Charter
As Margaret and Yan are both ESL teachers we decided that we would create a program using Virtual World in our case Teen Second Life to support ESL teaching and learning for new arrivals. I thought this was a great idea as I had only recently visited the ESL island on Second Life and had seen first hand how exciting and engaging the environment is for ESL teaching and learning .http://slurl.com/secondlife/Languagelab/103/168/35
After the basic project structure and objectives had been decided upon we agreed to meet face to face. The purpose of this meeting was to allocate tasks to individual members, agree on a platform we were going to use and to sure up the target group, structure and goals for the project.
At this meeting group dynamics and theoretical differences began to present themselves. Disagreements regarding the platform, theoretical framework, lack of access to the technology the and project objectives were voiced in this meeting and interactions between certain members in the group became so heated that one member removed themselves from the meeting. The remaining members decided to continue on with the meeting and found that we shared a common vision and passion for what we wanted to achieve.
Once the group reconvened with its full complement of members it was decided that the target group for the project would be 8-12 years and the main platform would be Teen Second Life . At this meeting we also allocated what tasks each team member would undertake.
I volunteered to design the project as I had the most experience with virtual worlds and had designed E learning projects both in the Masters course as well as in my professional life. Ian was also very interested in design and wanted to learn more about virtual worlds I worked closely with him on the design and he volunteered to create the storyboard. Yan and Margaret were decided that they to do the Rationale and Justification respectively.
The animosity and dysfunctional group dynamic that had emerged during our first meeting continued throughout the project. Heated interchanges occurred on the Ning regarding the platform when it was discovered the Teen Second Life demographic did not fit our original client group.
Teen Second Life target audience is 13-17 years. http://teen.secondlife.com/whatis our client group originally was 8-12 years which is considerable out side the demographic that Teen Second Life caters for. It was decided by the group that we would change the client group instead of the platform as I had more experience in Second Life than the other platforms discussed and as I had volunteered to design the solution it made more sense to continue with what we had originally agreed upon. Also in this development stage a decision was made by Ian and myself to broaden to scope of the project. Instead of just using the web 2.0 technologies to teach ESL students we proposed a program using virtual worlds technology to assist not only ESL students but also indigenous and students improve their English skills as well as engage with other subject in our case Geography.
These changes caused more tension in the group and heated discussions continued on the Ning regarding the platform and the client group and the focus right up to when the project group were to present the Wiki to the class.
Unfortunately because these disagreements and disruptive behaviour I found myself in the role of ad hoc project manager and referee a role I did not want as I am fully committed to the notions of collaboration and social learning however after viewing the posts that were being put up on the Ning going against what the group had decided upon for the platform and the focus, threatening to force the project off the rails I no choice but to intervene. http://utselearning2009.ning.com/group/virtualworldsineducation
This put me in the firing line for abuse and accusations however as I was fully committed to producing engaging and useful project this behaviour was irrelevant to what the group was trying to achieve and was largely ignored.
After the issues were resolved and the group reformed, the group successfully collaborated in a professional and constructive manner and the Virtual Worlds project proposal was successfully completed.
Analysing the group project using reading and research from this subject
Callahan, Schenk and White in their actual ” Building a Collaborative Workplace” defined Collaboration as follows ” Collaboration is a process through which people see different aspects of a problem can constructively explore their differences and search for solutions that go beyond their own limited vision of what is possible”AnecdoteCollaborativeWorkplace_v1s.pdf .
In other words people come together with different ideas and perspectives on the problem and create a solution that could not be achieved by one person’s singular vision.
Unlike the rest of the Virtual Worlds team I am in a unique position as I can analysis what happened in the Virtual Worlds project and compare it to the SANJT project I undertook last year.
Ultimately both team reflected Callahan, Schenk and White vision of collaboration. However the group interaction and ways collaboration occurred differed greatly
The SANJT project team worked well together, group members were more on a equal footing even though there was ad hoc leaders in the group (editing the wiki at the last minute) the production of the project was relatively stress free.
However I believe that the collaboration process that occurred with the Virtual Worlds team was more valuable it taught all members of the team that effective collaboration is still possible even when circumstances are not idea and that dynamic and engaging solutions can still occur.
The structure of the Virtual Worlds project group also a classic model of team collaboration. Each member had a specified role, there was a specfic time frame and goals. There was also an informal hierachy in the project however each members contribution was given equal weight. AnecdoteCollaborativeWorkplace_v1s.pdf .
Members of the Virtual Worlds team brought their knowledge and enthusiasm to the project. There love of learning and their desire to create an innovative approach to using Virtual Worlds in Education.
A reflection on how this process can further inform your experiences of learning communities.
For me the process of creating the Virtual Worlds project reinforced the notions of what a learning community can be.
Kilpatrick, Barrett, Jones definition of what a learning community is in their article “Defining Learning Communities”(2003) still holds true
“Learning communities are made up of people who share a common purpose. They collaborate to draw on individual strengths, respect a variety of perspective, and actively promote learning opportunities. The outcomes are the creation of a vibrant, synergistic environment, enhanced potential for all members, and the possibility that new knowledge will be created.”
Even though there was tension in the group the majority of the members worked well together creating a vibrate community of practice, learning new skills from each other and creating a finial project we were proud of.
Also the strategies which we designed into the learning solution to “vibrant, synergistic environment, enhanced potential for all members, and the possibility that new knowledge will be created.” was also both exciting and inspiring.
In conclusion the learning experiences I obtained from undertaking this project was invaluable not only did I learn how to lead a team but also how to collaborate and create elearning solutions under difficult circumstances. I also got to be part of a team that created a solution that if implemented would make a difference to the client group we were targeting and ultimately this is why we are undertaking this course in the first place.
References:
Virtual Worlds: http://vworlds.wikispaces.com/Last Accessed 9 June 2009
SANTJ: http://sanjt.wikispaces.com/ Last accessed 9 June 2009
Teen Second Life http://teen.secondlife.com/whatis Last accessed 9 June 2009
ESL Village Second Life http://slurl.com/secondlife/Languagelab/103/168/35 Last accessed 8 June 2009
E Learning experience one Ning http://utselearning2009.ning.com/ Last accessed 9 June 2009
Callahan, Schenk and White Building a collaborative workplace AnecdoteCollaborativeWorkplace_v1s.pdf
from from the Full Circle Associates website:http://www.fullcirc.com Last accessed 7 June 2009
Defining Learning Communities AARE 2003 conference
http://www.aare.edu.au/03pap/jon03441.pdf accessed 7 June 2009
