David L. Little (dlittle@rmimedia.com)
Tue, 22 Jun 1999 08:43:06 +0200
From: "David L. Little" <dlittle@rmimedia.com> Subject: [Fwd: Electronic Collaboration: A Practical Guide for Educators] Date: Tue, 22 Jun 1999 08:43:06 +0200
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Thanks once again to Chris for alerting the educational community to
worthwhile publications from the Department of Education. For AECT-L:
Those of you who are doing work in DE, this may be of great value.
For IFETS Discussion on Standards and Criteria for Online Courses: This
may be one of the pieces of the overall map that educators are looking
for in an effort to refine online resources. This document is available
in a PDF file and can be downloaded.
Date: Mon, 21 Jun 1999 14:46:22 -0400
From: "CHRISTINE DALZIEL" <CDALZIEL@aacc.nche.edu>
Subject: Electronic Collaboration: A Practical Guide for Educators
To: ITC Members
From: Chris Dalziel
Date: June 21, 1999
Here is a note I received from the Department of Education about their new =
publication, "Electronic Collaboration: A Practical Guide for Educators." =
The guide features an 11-step process for making online collaborative =
projects successful.
Below are excerpts from the "Implementing the Project" section of the =
chapter, "It's Your Turn: Designing and Implementing a Collaborative =
Environment." The entire report is available online at: http://www.lab.bro=
wn.edu/public/ocsc/collaboration.guide/ Single copies are free of charge =
by calling the LAB Publications Department at (401)274-9548 ext. 782, or =
can be ordered online: http://www.lab.brown.edu/public/pubs/pubs_order.shtm=
l
Chris.
*****
Excerpts from "Electronic Collaboration: A Practical Guide for Educators" =
(June 1999)
We present below an *eleven-step process* for implementing an online =
collaborative project. Each step is followed by examples from two =
school-based collaborations. (These examples appear in the full publicatio=
n but are not included in this EDInfo message.)
Once you've thought about the components of your environment, try this =
step-by-step approach or adapt it to suit your own purposes. The goals of =
each individual project will determine what works best.
1. Determine goals.
Ask people who will be involved in the project, such as school administrato=
rs, curriculum coordinators, and lead teachers, what they want to =
accomplish. They may not be sure of the goal itself, so discuss their =
needs and refine the plan.
2. Decide when you want to begin the project and the guidelines for =
communicating.
A first meeting could be face-to-face. Some participants may need to feel =
the sense of recognition that this can elicit. It's a way to build trust =
and a relationship from the beginning. Subsequent meetings would be =
conducted online.
3. Decide how teachers will be compensated for their extra time.
If the collaborations take place during school hours, find out whether =
teachers will have classroom coverage. If it is a summer project, find =
out if they are eligible for stipends. Investigate whether they can =
receive professional development credits through their school system or =
local university. This can be a major selling point, so make sure you =
have these answers before approaching teachers.
4. Advocate strongly for your online conference.
This is where you need to frame your mission carefully. Try to anticipate =
the reaction to your request of administrators or others whose support you =
will need. For example, are they willing to fund the purchase of new =
hardware or software? Will they authorize release time for participants? =
Will they help recruit participants? Be prepared to meet negative =
responses with examples of successful collaborations by other groups.
5. Prepare a preliminary action plan/proposal that details what you are =
studying and when.
This is your chance to articulate your goals and lay out an initial =
timeline with specific benchmarks. The proposal can serve as a starting =
point for discussions.
6. Establish what hardware and software are available, and think about the =
features you want your environment to have.
When planning a collaborative environment, it's probably safe to assume =
that users do not all have the same software and will have to acquire it, =
unless your group members all have access to similar hardware, software, =
and technical support. Think in terms of the existing infrastructure and =
its implications for choosing a computing environment
- Do users have access to the Web, or only email?
- What kind of computer access do participants have?
- Does everyone have similar hardware and computing power?
Keep in mind that you may not have a choice at all. It's possible that =
your hardware can only support certain software programs, or your school =
district may already be using a specific type of groupware.
7. Identify those you want to join the project and how you are going to =
invite participants.
You might decide to solicit volunteers either through email or word of =
mouth. If you want participants who are already comfortable with Internet =
technology, posting an announcement to a mailing list server or on a Web =
site are good choices. To find an appropriate mailing list server, check =
indexed lists of newsgroups and mailing lists such as Reference.com -- =
http://www.reference.com/ -- or the List of Lists. http://catalog.com/vivia=
n/interest-group-search.html=20
You might also consider approaching principals. Once convinced of the =
merits of your proposal, many may be willing to promote your project at =
meetings. Still another option is to send an invitation via the regular =
mail or in a teachers' newsletter; make sure you send a copy to other =
potential supporters such as principals, department heads, and the =
superintendent of schools. In the letter, be specific about your goals. =
Let potential participants know how much time out of the classroom this =
could require and mention classroom coverage and/or stipends if they are =
relevant. Provide enough details to make the project understandable, but =
let them know it will be an evolving, fluid experience. Also, give a date =
for the kick-off meeting.
Do you want to have an application process or include all volunteers? If =
it's a competitive process, provide information about both the application =
process and your methods for choosing participants.
Decide whether you want to bring in outside professionals. If so, who are =
they? Find out if they are willing to participate. Consider having a =
computer teacher be part of the conference, so you have built-in help for =
any technical glitches that may occur. Be sure this expert is aware that =
you may be asking for technical assistance as problems arise.
8. Select the participants and the moderator(s).
Consider the number of people who can participate while keeping the work =
manageable and the feeling personal. Depending on the group's experience =
with Internet technology, you may want to use more than one moderator -- =
one for content issues and one for technical support.
9. Prepare for the first group encounter.
Arrange for participants to come together for an initial meeting. Like =
any other first encounter at a teachers' seminar, participants should =
introduce themselves, explain why they are interested in working on the =
project, what their expectations are, and what they think they can =
contribute and learn. Make sure you have a skilled moderator who can help =
you conduct the meeting. (See the next section on being an effective =
moderator.) Review the preliminary proposal with the group and make sure =
it is on target, or at least within range. Discuss changes that need to =
be made. Make sure everyone is still on board. Does the project need to =
be substantively revamped or can the work begin? Before you close the =
meeting, define the next step, whether it be overhauling the plan or =
convening online to begin the collaboration.
10. Let the discussions begin!
The moderator can take the lead in raising questions, posing scenarios, =
and offering suggestions for strategies and activities. Once participants =
get comfortable with the technology, they will likely take a more active =
role in shaping the discussion.
11. Now that you have a new community of learners, make sure they help =
you evaluate the project work.
Evaluation should be an ongoing process to which all participants =
contribute. The group's moderator can help guide this process by =
regularly asking the group about their progress.
****************
Christine Dalziel
Instructional Telecommunications Council
202/293-3110 Fax 202/833-2467
cdalziel@aacc.nche.edu
www.sinclair.edu/community/itc
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