Learning While Working - Facilitating Part-Time PhD Fellows

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Learning While Working - Facilitating Part-Time PhD Fellows

  1. 1. Learning while Working Facilitating part-time PhD fellows e-Learning Symposium, October 2010 Martin Rehm
  2. 2. Dual Career PhD Programme in Governance and Policy Analysis (GPAC) Working Professionals writing (part-time) their PhD (n = 22) • International • Diverse Background • (Very) Experienced Participants’ Goal ”Synthesize past practical experience within a structured and theoretical framework”
  3. 3. Coordinators GPACers Facilitators SurfGroepen Online Courses Feedback
  4. 4. Online (Remedial) Courses • Collaborative (Community of Learning) – Governance – Political Science • Self-Guided (Assignments) – Maths & Stats
  5. 5. Feedback • Webconferencing – Screensharing – “One-on-One” Coordinator – GPACer • Posting proposals Discussing / sharing progress – General – PhD proposal
  6. 6. Outcomes (1st Run)
  7. 7. Participants’ Impressions • “Choice of articles was very good and provided a comprehensive overview of current topics and issues” • Participants appreciated the possibility to engage into discussions with peers • “Posting proposals was useful” see how other’s did it
  8. 8. Governance: Active Participants 0 10 20 30 40 50 60 70 80 90 100 W1 W2 W1 W2 W1 W2 W1 W2 M1 M2 M3 M4 ActiveParticipants(%)
  9. 9. Maths / Stats: Active Participants 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Participation Inactive Active
  10. 10. Expectations (before the start) Question M SD This team believes it can become exceptionally good. 6.00 0.76 This team expects to be known as a highly performing group. 5.75 1.04 I would want to work with this team in the future. 5.75 1.04 In this team I will share all relevant information and ideas I have. 5.63 1.19 I expect team members to carefully listen to each other. 5.50 1.20 I expect that comments on ideas are acted upon. 5.38 1.19 As a team we will learn a lot. 5.38 0.52 I expect it to be difficult to ask other members of this team for help. 2.50 0.76 Likert Scale (1: completely disagree - 7: completely agree)
  11. 11. “Nobody else [except the facilitators] seemed to start a discussion, so I also did not feel the need to start off”
  12. 12. Feedback
  13. 13. Computer says no …
  14. 14. Changes & Adjustments
  15. 15. • [Further] minimize obligatory readings (only one academic paper per week) • Improve practical case examples linking the theory/evidence learned from the course materials • Refine the narrative of the problem statements from “neutral” to “your problem” • No generic literature, but rather applied research papers • Combining GPACers with incoming (full-time) PhD fellows (n = 12) • Simplifying the layout of the online platform
  16. 16. Outcomes (2nd Run)
  17. 17. Facilitators’ Impressions • participants do not illustrate their ideas with examples from their own countries or working experiences discussions remained mostly in an abstract academic way • some participants left the discussions when others with more comprehensive analyses entered • participants read and found useful the material for their own purposes, but decided not to join the discussions • user-friendliness of the chosen platform might not have been high enough • the courses turned out to be very useful for those participants who were specializing in topics related to the course contents.
  18. 18. Coordinators GPACers Blackboard Learn+ Collaboration Mentoring System “Guide-on-the-Side” Mentors
  19. 19. Learning while Working Facilitating part-time PhD fellows e-Learning Symposium, October 2010 Martin Rehm

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