Alevizou_ Distributed Mentorship P2PU

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

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

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/

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)

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

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 -

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)

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

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 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

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

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

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

Thank you Email: p.alevizou@open.ac.uk

Alevizou_ Distributed Mentorship P2PU

by Giota Alevizou on Nov 09, 2010

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