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Tooc online collaboration

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Tooc online collaboration

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Review of the BIM Hub project for the Teaching Online Open Course at Oxford Brookes University

Review of the BIM Hub project for the Teaching Online Open Course at Oxford Brookes University

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Tooc online collaboration

  1. 1. Mark Childs Senior Lecturer (TEL) Supporting online collaboration March 2016
  2. 2. Online collaboration for design • BIM Hub project • Loughborough, Coventry and Ryerson (Toronto) • Funded by HEA • Follow on from Learning to Create a Better Built Environment funded by Hewlett Packard • Altogether four years 2011-2015 of intervention
  3. 3. Project structure Loughborough Coventry Ryerson Mandatory Optional Mandatory Project Management Structural Engineering Architecture Two cohorts (one per semester) One cohort (both semester) One cohort (both semesters) Task • groups of two students from each university • Semester one: design a building • Semester two: write report • Using email, DropBox, Social MediaGoToMeeting
  4. 4. Also … Of appeal to students because • Motivating • Authentic experience • Transferable skills • Perception of improved employability • More interesting than just working face-to- face
  5. 5. IPO – Transactional Distance (Source: Soetanto et al. 2012, 2014)
  6. 6. Professional ethos Completion of tasks to time Greater trust Reliance on other alignments diminishes Greater co- operation
  7. 7. Lack of professional ethos Failure to complete tasks to time Diminishing trust Greater reliance on other alignments Reduced commitment to collaboration
  8. 8. Lessons learnt: Skills for online collaboration • Commitment of participants to the collaboration. • Equitable and fair treatment of all participants. • Maintenance of trust within the collaboration. • Applying project management techniques. • Cultural differences. • Use of technology. • Digital literacy. • Working externally. • Need to address lack of socialisation.
  9. 9. Use of social media
  10. 10. Developing ability in online meetings Improved over time (but correlation not causation) • Applying meeting management techniques; scheduling, agendas, action points. • Improvement in IT skills. • Developing a greater understanding of the task. • Reification through creation of models. • Developing presence in online meetings. However … • Inauthenticity of virtual connections. • Lack of socialisation.
  11. 11. Developing Presence in GoToMeeting • Early stages; talk offline, limited use of applications, • Ah-ha moments, groups choose to clarify by showing on screen • Experienced users, gesture, switch between applications, modify in realtime
  12. 12. Example of GoToMeeting
  13. 13. Developing presence in meetings • Getting the technology right. • Fluency with software. • Online etiquette. • Don’t tell, show. • Keep the conversation on screen not offline. • Doodle • Modify each others’ work • Make an appearance • Socialise
  14. 14. Lessons learnt by students (we thought were self-evident) • Not breaking off for private conversations. • Effectively supplementing face-to-face behaviours to compensate for less physical presence. • Chairing meetings formally so that only one person speaks at the same time and everyone gets a chance to contribute. • Planning and structuring meetings. • Ensuring everyone is included. • Eliminating echo. • Taking into account students with disabilities. • Don’t work in unsuitable areas.
  15. 15. Further information http://bim-hub.lboro.ac.uk/ Twitter: @oc4d1 LinkedIn: http://www.linkedin.com/groups/Online- Collaborative-Design-7469178 Email mchilds@brookes.ac.uk

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