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Alevizou_ Distributed Mentorship P2PU

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Alevizou, P. Distributed Mentoring: Peer interaction and collaborative learning in P2PU. Paper presented at the OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, …

Alevizou, P. Distributed Mentoring: Peer interaction and collaborative learning in P2PU. Paper presented at the OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, Spain.
http://openedconference.org/2010/

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  • Cartoon CC-BY-SA by Alison Cole: @ johnbritton The P2PU is a social wrapper for Open Educational Materials http://www.flickr.com/photos/johndbritton/4170987860/
  • Cartoon CC-BY-SA by Alison Cole: @ johnbritton The P2PU is a social wrapper for Open Educational Materials http://www.flickr.com/photos/johndbritton/4170987860/

Transcript

  • 1. Distributed Mentorship: Peer Interaction & Collaborative communities in P2PU Panagiota Alevizou OpenEd 2010, The Seventh Annual Open Education Conference , Barcelona, 2-4 November 2010 CC-BY-SA
  • 2. Overview
    • Brief overview of P2PU
      • Notions of mentorship & collaborative learning
    • Theoretical & perspectives
      • Indicators for Inquiry Communities?
      • Mentoring models and peer interaction activities
    • Analytical insights
      • Open Creative Non-fiction writing
      • Copyright for education
    • Conclusions and implications for evaluative work
      • Community indicators
      • Activity and performance in OER
  • 3. P2PU overview
    • Community of volunteer tutors and OpenEd/
    • OpenContent Activists
    • Boutique courses
    • Orientation
      • Collaborative development
    • User Actions
      • Contribute
      • Discuss
      • Share & reflect
    P2PU blog http://blogs.p2pu.org/
  • 4. Theoretical perspectives: online learning 1. “Communities of Inquiry” Garrison and Anderson, 2003 Garrison and Arbaugh, 2007
    • 3. Design framework for sociality (tutor/student)
    • Enabling practice
    • Mimicking reality
    • Building identity
    • Actualizing self
    • Bouman et al ., 2003
    • 2. “Mentoring and facilitation modes”
    • Hierarchical
    • Cooperative
    • Autonomous (e.g. Heron, 1993; Boud and Miller, 1996 )
    • Instructor Behaviour
    • Contribution
    • individualized and content related messages
    • Technical feedback
    • Discussion management
    • providing structure & pacing
      • (expanded from Burge, 1994)
  • 5. Theoretical perspectives: social media
    • Evolving communities in a
    • public learning space?
    • Dispersed individuals and relational networks engaging through shared interpretation of resources?
    • Is P2PU ‘a productive networked learning environment’ ( Jones and Dirckinck-Holmfeld 2009 ) ?
    • Object of analysis:
      • Dimensions of self-representation
      • Peer behaviour models:
        • Participation in assigned activities
        • Experiential perspectives
      • Affective feedback & critical interchanges
    Galley, Conole and Alevizou, forthcoming/2011
  • 6. Observational methodology Adapted from Galley, Conole and Alevizou, 2011 Participation Identity Cohesion Creativity Sustained & measured overtime Self-representation Reciprocity or competition purposefulness Roles and leadership Group & self-awareness Supportive exchanges & playfulness Contradiction and evolution Participants’ core commitment Shared vocabularies, media outputs, genres and non-verbal community Speech acts of curiosity, respect, willingness to learn, empathy or antipathy Diversity of perspectives Genre and informational diversity -
  • 7. Instructional dimensions & tutoring by design (or explicit teaching presence)
    • Identify main generic headings for core content
    • Search relevant open resources, cases, scenarios or narratives
    • Select format for sharing
    • Write pedagogical designs, design activities and instructions that contextualize and support the learning resources
    • Add own new materials to the open pool of content and in the learning space
    • Run course for six weeks
    • Refine and update before the a new round of the course based also on learner feedback and output(s)
  • 8. Context: OCN from cycle 1 to 2 http://archive.p2pu.org/OCN%C2%A0Outline http://www.p2pu.org/creative-nonfiction-writing-v20-exploring-conflict-through-open-writing-mar-2010
  • 9. Context: Copyright for Educators cycle 2
  • 10. Structure and evolution of the Copyright for Educators course: A visual map
  • 11. Self-representation, role trails & cohesive tones
        • In OCN Reflection combining the empirical, and the anecdotal, the confessional and the professional :
          • I was on vacation last week and in the library of the hotel, someone had left a copy of Sherwood Anderson’s collection of short stories, “Winesburg, Ohio”….he was so gifted at throwing in some deep thought or philosophy that left me thinking for days …. Can I please write like that?
        • Tutor presence : consistent focused messaging; professional tone, authoritative voice vs. humor and familiarity
          • ‘ I love this narrator; she’s funny’. …’you’re very brave to write about your struggles. What makes it work as a narrative right now is the honesty of the first person narrator
        • Student presence :
          • Level of interaction / mode of participation / role assumption
            • Leadership: Here's something that I found helpful, and that we may need for future scenarios
          • Tone: affective, personal and emotional
            • ‘ Excellent point… Thanks for putting this all together ’
            • ‘ I have used this with for xx…why don’t you try xx’
            • Humor
        • Student Tensions :; identity & privacy conflicts; requests for expert advice
  • 12. Analytical themes & challenges
    • Mentoring patterns
      • Ad hoc vs. organized
      • Co-presence and reflection
    • Peer Interaction patterns
      • Informational (sharing resources, annotating)
      • Practical
      • Social
        • Discursive (affirmation, support, alternative PoV, deliberations)
        • Humor
    • Challenges
      • Representing analytical insights
      • Generalizing insights
  • 13. Evaluation
    • Instructor presence & course genre:
      • explicit and implicit learning design to entice sense of purpose and promote student agency
      • ‘ Technical’ & Interface clarity: Participatory interface to entice 'positive narcissism’ and explicit ‘activity trails’
      • Student expectations and assumptions about accreditation or value
    • Distributed mentorship and peer learning:
      • Explicit leadership: but open to user agency and experimentation
      • Do participants understand purpose and what they are doing? What makes drawn to participate and get involved?
      • Is learner output sufficiently mapped out/promoted? (OER value)
      • Mapping relations between the cognitive and social network
  • 14. Credits
    • Images
      • Front Image: P2PU Cartoon by Alison Cole, @johnbritton, http://www.flickr.com/photos/johndbritton/4170987860/
      • P2PU values: P2PU Blog, http://blogs.p2pu.org 19/04/2010
  • 15. Thank you Email: p.alevizou@open.ac.uk