Distributed Mentorship: Peer Interaction &
Collaborative communities in P2PU
Panagiota Alevizou
OpenEd 2010, The Seventh A...
Overview
 Brief overview of P2PU
 Notions of mentorship & collaborative learning
 Theoretical & perspectives
 Indicato...
P2PU overview
 Community of volunteer
tutors and OpenEd/
OpenContent Activists
 Boutique courses
 Orientation
 Collabo...
Theoretical perspectives: online learning
1. “Communities of Inquiry”
Garrison and Anderson, 2003
Garrison and Arbaugh, 20...
Theoretical perspectives: social media
 Evolving communities in a
public learning space?
 Dispersed individuals and
rela...
Observational methodology
Participation Identity Cohesion Creativity
Sustained &
measured overtime
Self-representation Rec...
Instructional dimensions & tutoring by design (or
explicit teaching presence)
1. Identify main generic headings for core c...
Context: OCN from cycle 1 to 2
http://archive.p2pu.org/OCN%C2%A0Outline
http://www.p2pu.org/creative-nonfiction-writing-v2...
Context: Copyright for Educators cycle 2
Structure and evolution of the Copyright for Educators course: A visual
map
Self-representation, role trails & cohesive tones
 In OCN Reflection combining the empirical, and the anecdotal, the
conf...
Analytical themes & challenges
Mentoring patterns
 Ad hoc vs. organized
 Co-presence and reflection
 Peer Interaction p...
Evaluation
 Instructor presence & course genre:
 explicit and implicit learning design to entice sense of purpose and
pr...
Credits
 Images
 Front Image: P2PU Cartoon by Alison Cole, @johnbritton,
http://www.flickr.com/photos/johndbritton/41709...
Thank you
Email: p.alevizou@open.ac.uk
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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, 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/
  • Alevizou_ Distributed Mentorship P2PU

    1. 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. 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. 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. 4. Theoretical perspectives: online learning 1. “Communities of Inquiry” Garrison and Anderson, 2003 Garrison and Arbaugh, 2007 1. “Communities of Inquiry” Garrison and Anderson, 2003 Garrison and Arbaugh, 2007 3. Design framework for sociality (tutor/studen t) Enabling practice Mimicking reality Building identity Actualizing self Bouman et al., 2003 3. Design framework for sociality (tutor/studen t) 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) 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. 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. 6. Observational methodology 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 - Adapted from Galley, Conole and Alevizou, 2011
    7. 7. Instructional dimensions & tutoring by design (or explicit teaching presence) 1. Identify main generic headings for core content 2. Search relevant open resources, cases, scenarios or narratives 3. Select format for sharing 4. Write pedagogical designs, design activities and instructions that contextualize and support the learning resources 5. Add own new materials to the open pool of content and in the learning space 6. Run course for six weeks 7. Refine and update before the a new round of the course based also on learner feedback and output(s)
    8. 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. 9. Context: Copyright for Educators cycle 2
    10. 10. Structure and evolution of the Copyright for Educators course: A visual map
    11. 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
    12. 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. 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. 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. 15. Thank you Email: p.alevizou@open.ac.uk

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