CETS 2011, Keeley Sorokti, slides for Case Study: Creating a Collaborative Virtual Learning Community
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
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?
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?
Virtual Synchronous Report Out: Google Docs (22 people wri.ng at same .me)
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?
Stewardship Applica.on Exercise Make Emo.onal Connec.ons Encourage Discovery Gather with Purpose
Contact Us Keeley Sorok3 firstname.lastname@example.org 847-‐467-‐1872 TwiPer: @sorok3 Google+: Keeley Sorok3 Jeﬀ Merrell J-‐email@example.com 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
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.
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.