Your SlideShare is downloading. ×
CETS 2011, Keeley Sorokti, slides for Case Study: Creating a Collaborative Virtual Learning Community
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

CETS 2011, Keeley Sorokti, slides for Case Study: Creating a Collaborative Virtual Learning Community

646
views

Published on

Published in: Business, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
646
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Case  Study:  Crea3ng  a  Collabora3ve  Learning  Community    Keeley  Sorok3  Instruc3onal  Technology  Coordinator  MSLOC  Graduate  Student   Master’s   P rogram   i n   L earning   &   O rganiza3onal   C hange   a t   N orthwestern   U niversity  
  • 2.    Welcome  v Introduc.on  v Overview  of  MSLOC  v Stewardship:  3  Themes  v Applica.on  Exercise  v Q&A  
  • 3. MSLOC  Overview:  See  Appendix  Slides  for  notes  
  • 4.    Stewardship  
  • 5.    Make  Emo.onal  Connec.ons  
  • 6.    Welcome  Videos  
  • 7.    Virtual  Icebreaker:  Google  Docs  
  • 8.    Use  Webcams:  Adobe  Connect  
  • 9.    Make  Emo.onal  Connec.ons  1. Have  I  created  ways  for  small  groups  to  interact?  2. How  can  I  share  my  authen.c  self  with  the  group?    3. How  can  I  incorporate  par.cipants’  faces  (webcams  or   pictures)  into  the  community  interac.ons?    
  • 10.    Encourage  Discovery  
  • 11.    Ning  Network:  Course  Hub  
  • 12.    Leave  a  Legacy:  Wiki  Page  
  • 13.    Encourage  Discovery  1. Have  I  waited  long  enough  before  responding  to  an   online  discussion?    2.   What  virtual  spaces  can  I  create  to  encourage  co-­‐crea.on   of  content?    3. How  can  I  steward  further  development  of  the  ideas  that   are  emerging?    
  • 14.  Gather  with  Purpose  
  • 15. Simula.ons  &  Role  Plays  
  • 16. Create  Affinity  Diagram  Virtually  
  • 17.    Virtual  Synchronous  Report  Out:  Google  Docs  (22  people  wri.ng  at  same  .me)  
  • 18.    Gather  with  Purpose  1. In  a  live  session  could  we  use  a  Subject  MaZer  Expert  to   joint  problem  solve  with  par.cipants  (rather  then  doing  a   lecture  or  talk)?    2. What  is  the  content  or  knowledge  needed  for  this   mee.ng  and  how  will  that  be  delivered  or  acquired  prior   to  the  session?  3. What  meaningful  work  can  we  do  together  during  this   synchronous  session  that  we  could  not  accomplish   individually?    
  • 19. Stewardship  Applica.on  Exercise   Make  Emo.onal  Connec.ons   Encourage  Discovery   Gather  with  Purpose  
  • 20. Contact  Us  Keeley  Sorok3  keeley@u.northwestern.edu  847-­‐467-­‐1872  TwiPer:  @sorok3  Google+:  Keeley  Sorok3    Jeff  Merrell  J-­‐merrell2@northwestern.edu  847-­‐467-­‐5292  TwiPer:  @JeffMerrell  Google+:  Jeff  Merrell   Master’s   P rogram   i n   L earning   &   O rganiza3onal   C hange   a t   N orthwestern   U niversity  
  • 21. Appendix:  MSLOC  Overview  To  set  the  context  for  this  case  study  it  will  be  helpful  to  know  a  bit  of  history  about  the  Master’s  Program  in  Learning  &  Organiza.onal  Change.    MSLOC  is  a  10-­‐year-­‐old  program  housed  in  Northwestern’s  School  of  Educa.on  and  Social  Policy.  It  grew  out  of  several  legacy  master’s  programs  da.ng  back  into  the  80’s  -­‐  each  focused  on  the  School  of  Educa.on’s  mission  to  understand  and  improve  learning  at  every  stage  of  life  and  in  all  contexts.  The  core  for  us  is  learning  within  organiza.onal  se_ngs  -­‐-­‐  businesses,  nonprofits,  government,  etc.      When  you  look  at  MSLOC’s  curriculum  you  will  see  an  interdisciplinary  approach  to  developing  our  students’  capability  to  lead  sustainable  organiza.onal  change  -­‐-­‐  and  all  of  it  is  focused  on  innova.ve  people  management  and  learning  prac.ces.  We  go  deep  on  learning  and  performance,  strategic  change  management,  knowledge  management  and  strategic  thinking.  In  many  ways  we  are  very  much  a  leadership  development  program  -­‐-­‐  working  professionals  concentra.ng  on  developing  the  exper.se  in  the  prac.ce  of  leading  people.    This  creates  two  important  dynamics.  First,  we  aZract  students  from  a  diverse  set  of  professional  backgrounds  -­‐  from  Corporate  VP  of  HR  at  Motorola  to  Execu.ve  Producer  at  CNN  to  Lt.  Commander  in  the  U.S.  Coast  Guard.  80%  of  our  100  students  are  working  professionals  pursuing  their  degree  part-­‐.me.  Average  work  experience  is  10.5  years.  But  the  range  is  from  4  years  to  more  than  20.  So  we  have  emerging  leaders  mixed  in  with  proven  veterans,  from  business  and  nonprofits  -­‐-­‐  all  focused  on  figuring  out  how  to  do  a  more  effec.ve  job  of  leading  people  through  organiza.onal  change.    Secondly,  since  learning  and  knowledge  sharing  are  such  a  core  part  of  our  interdisciplinary  approach,  we  strive  to  model  what  we  teach  and  to  consciously  learn  by  doing.  For  example:  Two  of  our  courses  are  modeled  on  ac.on  learning  methods;  so  our  students  actually  experience  ac.on  learning  rather  than  just  listening  to  lectures  about  it.  Our  coaching  course  puts  students  in  live  peer-­‐coaching  situa.ons.  And  so  on  -­‐  modeling,  reflec.ng  and  learning  from  the  experiences  of  the  community  are  all  key  components  of  our  philosophy  and  are  integrated  throughout  the  curriculum.    
  • 22. Appendix:  MSLOC  Overview  Con$nued  from  previous  slide…..Both  of  these  dynamics  were  top  of  mind  when  we  decided  three  years  ago  to  design  a  program  op.on  that  would  open  our  market  beyond  Chicagoland.  Tradi.onally  our  program  was  based  on  a  10-­‐week  academic  quarter  with  classes  mee.ng  once  per  week  in  Evanston  -­‐-­‐  limi.ng  our  part-­‐.me  student  popula.on  to  those  working  professionals  who  live  within  a  commutable  distance  of  campus.  To  move  beyond  this  model  we  knew  we  needed  to  rely  on  technology.  But  we  also  had  several  design  goals  in  mind:    •  We  wanted  one  curriculum  and  a  common  learning  experience  for  all  students  -­‐-­‐  even  if  we  offered  two  different   formats  for  specific  courses.  •  We  wanted  one  community  of  learners.  There  would  be  no  “distance  learning”  cohort  that  was  separate  from  the   local  commuter  students.  •  We  wanted  all  of  our  students  to  learn-­‐by-­‐doing  -­‐-­‐  to  par.cipate  in  technology  enabled  learning  and  ac.vely  reflect   on  the  experience.      Fast-­‐forward  to  today.      All  of  our  courses  use  technology  to  accommodate  non-­‐local  learners.  7  courses  are  delivered  in  two  formats  -­‐  the  tradi.onal  10-­‐week,  1  evening  class/week  version  and  an  alterna.ve  op.on  that  follows  the  same  10-­‐week  schedule  but  uses  substan.ve  distance  learning  combined  with  a  2  ½  day  residency  session.  6  courses  are  offered  exclusively  in  a  version  that  accommodates  both  local  and  non-­‐local  students  -­‐  in  large  part  enabled  through  collabora.on  technology.    20%  of  our  student  popula.on  is  now  from  outside  Chicago  -­‐  Los  Angeles,  San  Francisco,  SeaZle,  Denver,  Atlanta,  the  DC  metro  area,  Witchita,  Minneapolis,  Dallas  and  more.      Feedback  and  experimenta.on  have  helped  us  move  forward  on  our  design  goals.  And  as  we  look  back  and  reflect  on  what  works  well  -­‐  it’s  the  three  lessons  about  stewardship.