further thoughts on group collaboration...

I guess this week has provided me with a number of frustrations on several levels in relation to the group task for the online tutoring programme, but having reflected on the process I think I can identify some positives to 'move things on...'

An obvious point for me is one of time management. When I signed up to the course, I was fairly clear that it would need a commitment of 6 hours per week (give-or-take). What has become abundantly clear over the past week is that I need to find at least 6 hours for the 'active' online element, with extra time bolted on for any reading. It may be I am slow in reading and constructing my responses, or simply that I am not familiar with the technology. Either way, I do need to plan ahead more effectively so I am able to provide a clearer structure that enables me to be increasingly effective in my study/work and meet deadlines with less sense of rush, if not panic!

Another apsect of the task I have found enlightening was that of defining group roles. Towards the start of the week, much of the discussion revolved around differing models of a group (eg Tuckman, Belbin amongst others) and I will admit that I became frustrated at the amount of time spent on this when, to me, it seemed that we should be getting on with the task. As the week progressed (and I found myself floundering) I wished we had made that part of the process more explicit - whilst one of the group clearly took a lead and others were contributing to the discussions on a very regular basis (unlilke myself, for reason stated previously) my perception was almost that the actual presentation appeared to unfold as if through osmosis as there was no clear agreement about who would do what. (Having said that, the final submssion looks great and does take account of all the input from the group members to provide a coherant response to the statement 'Online participation should be compulsory').

The lesson for me is one of not cutting corners at the outset - if we spend the time (whether as a student or a tutor) doing the initial groundwork - clearly defining roles and dividing up a task appropriately - the rest of the process should be more straightfoward as each group member will be clear about the expectations placed on them specifically in realtion to the whole group, whatever the extent of their apparent engagement.

So, all-in-all, this has been a difficult week in terms of my journey through the world of online tutoring, but valuable lessons have been learned that I hope to put to good effect in the next couple of weeks and beyond...

a surprise!

Well, I have logged on this evening (feeling a little low with both my input into this week's task and the seeming lack of response) to find that my additions to the group work have been included in the possibly 'final draft' of the presentation! Talk about boosting one's ego - having been contemplating the course over night and during today, I am still convinced of the validity of Gulati's (2006) findings re: the acknowledgement, whether positive or negative, of input influencing an individual's participation (and in my case leaving me feeling very 'out of it' as identified in my last post...)

However, on relfection, it is not all bad. The more I wonder about my own reaction (and where I am now), the more it seems to me that we must account for not only individual learning styles and so on in the online environment, but also the differing personalities amongst students and the effect this has on their interpretation of events. For example, if one is generally a glass-half-empty type of individual, any lack of acknowledgement may well be seen as a negative, 'your input is not important' kind of response, whereas the suggestion offered may well be of value.

In terms of online tutoring, I wonder whether a key role in relation to 'lurkers' (if that's what they really are) is acutally one of establishing what effect different levels of response from others in the group may have to ensure we can support students most effectively in finding the ability/skill to participate rather than getting into labelling...

...hopefully more thoughts on this tomorrow night when I get back online...

invisible?!

I have been reading through a paper by Shalni Gulati (2006) on 'Knowledge construction in online learning' this evening and find some of the discussion fascinating at it seems to relate to me this week.

She talks about issues of personal control and emotional engagement with the online environment in the sense that, the more positive these two aspects are, the greater the participation in a learning activity. Conversely, if these two areas are negative, there would logically follow a sense of disengagement with the process.

Currently, I am feeling the latter - other members of the group I am working with seem to be more 'at home' in the VLE and have demonstrated a very swift presence which I feel has grown stonger during the week. As I am, perhaps, less confident, and have certainly had a series of other pressure on my time (not trying to make lame excuses here!) I have not been as active in the dialgoue. Consequently, I am feeling somewhat left behind and to some extent excluded from developments - not sure whether this is just my paranoia, or whether it ties in with Gulati's ideas about a lack of acknowledgement leading to a more peripheral role within a group. I certainly feel less inclination to contribute as I'm feeling somewhat invisible to other members.

It seems rather ironic as we are supposed to be working on a collaborative project to develop our skills as online tutors. Wow - it all seems a bit gloomy now I come to write it down. Perhaps I'm just in a weird place (head-wise) at the momentm, but I think I'm in danger over over-analysing, so I'd better stop there for now...

sinking?

Hmmm...it's certainly not getting any better at the moment - I feel rather overwhlemed with the group task today and seem to be lost! I have had some time this evening to check things thorugh and start to engage a little, but feel I'm letting the side down with my (to me) lack of consistently and issues keeping up. I can't decide yet if this is the fault of the course and blackboard set up (too many posts/threads to follow) or if it's my lack of organisation??

Hey ho! Life goes on, so we'll see what tomorrow brings...

aarrgghhhh

I've logged on the blackboard and I feel my head is going to explode!!! There is so much to catch up with, and I've only missed one day's messages. I really think by now, I should be more organised and have a clearer strategy to manage the workload, but alas, it feels like it's all gone to pot!

I could argue that the problem here is my workload in my job, but wonder if this is making excuses (although I have taught for 8 hours solid today plus the add-ons to the programme that we have to do once the students have left!!!) And I've got two toddlers who are proving to be a bit of a challange at home at the moment.............

Well, now I've got that off my chest, it's time to pick up the logical thought which say that, just when you thought you were on top of things, something comes along to derail you. Hopefully, this is just a temporary blip...

busy times...

...I have been considering my progress in the online tutoring course over the weekend. I am becoming more confident using the blackboard system (although not necessarily more proficient!) and am beginning to see how the VLE could be used in respect of my current teaching. I am however, finding it hard to keep up with all the postings so far - there seems to be a deluge very time I log on.

Having said that, the group work aspect of the programme this week does feel more civilized and managable. This has come at a busy time (as does everything, I guess) as I'm running an intentsive communication skills course in the classroom for the rest of the week which is very time consuming (not to mention emotionally draining) owing to the nature of the content.

I'll certainly be reflecting on how the virtual learning environment might be used to effect in respect of face-to-face communication skills training which involves professional actors and role play - I feel the inexorable march towards a blended approach continues...

reflections so far...

It's the end of the first week of the online tutoring course and I feel rather 'mind-blown' by everything that's going on with it. There are several aspects that have both impressed and terrified me (although it's fair to say that 'terrified' might be a bit strong!)

As I said on my first venture into blogging, although I am OK with some e-technology, my experiences led me to think that it has the potential to be rather time-consuming in respect of education. I think my feelings on this have not altered too much over the first week, although, as I sit here blogging again, I think that this may become less of an issue as I use the medium more frequently. I imagine that, as with most things, the more familiar you become with it, the easier it is to manage...

Another thought is about the mass of information/communication/messaging and so on that seems to occur in the online environment. It has certainly been confusing having so much going on at once. I do like the way in which I can take some time to ponder other peoples' views and consider my responses in terms of asynchronus discussions, especially as I am not the quickest at replying (although I wouldn't go so far as to say I 'lurk'). However, I am finding it difficult to keep up with the multitude of threads in the online discussion. I wonder if this is about my familiarity with the system? Perhaps I need to learn how to be more discriminating in what I look at.

Having said all that, I can see the benefits of the online medium for supporting learning and am already considering how it could be applied in my current F2F programmes.

I am looking forward to the rest of the course and developing my understanding of how to develop a VLE that is both useful and useable by students to enrich their experience and promote effective learning.