Facilitating online chversion
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1. The document discusses facilitating online groups and provides guidance on communicating information, connecting people, and enabling collaboration through various online tools and platforms. 2. It emphasizes the importance of learning together in online communities and addresses ensuring access, using appropriate technologies, and cultivating a sense of community. 3. Maintaining an online community requires stewardship of the technology to understand and address the community's needs, as well as selecting and configuring the right tools to support the group's activities.
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Facilitating online chversion
- 1. Facilitating Online Groups Nancy White, Full Circle Associates
- 4. http://www.flickr.com/photos/lynetter/653541864/in/ set-72057594139269787/ Photo via Flickr CC www.flickr.com/photos/azlijamil01/231592469/
- 5. some require social interactions
- 6. collaborate
- 7. http://www.flickr.com/photos/b-tal/179390341/ "To receive everything, one must open one's hands and give” Taisen Deshimaru 3. Learning Together Nancy White, Full Circle Associates, cc 2007
- 12. http://www.flickr.com/photos/nicmcphee/33556189/in/set-72157594373420115/ Community… Perspective
- 13. addressing inherent community tensionsTools Group asynchronous Individual Interacting Publishing synchronous Group asynchronous discussion boards teleconference chat instant messaging member directory wiki blog telephony/ VoIP individual profile page e-mail e-mail lists scratch pad RSS “new” indicators subscription podcast content repository presence indicator buddy list security Q&A systems RSS aggregator newsletter calendar videoconference application sharing whiteboard site index participation statistics search subgroups personalization community public page version control document management UseNet content rating scheduling polling commenting social networking tools tagging individual bookmarking shared filtering geomapping www.TechnologyForCommunities.com Etienne Wenger Nancy White John Smith micro- blogging social bookmarking mashups
- 14. Activities
- 15. … meetings … access to expertise … context… community cultivation … projects … open-ended conversation … content publishing … individual participation … relationships © 2006 Wenger, White, and Smith Community activities oriented to … Course
- 17. http://www.flickr.com/photos/dani3l3/364684710/ “Technology stewards are people with enough experience of the workings of a community to understand its technology needs, and enough experience with technology to take leadership in addressing those needs…
- 18. Stewardship typically includes selecting and configuring technology, as well as supporting its use in the practice of the community.” Wenger, White and Smith, 2007
- 20. Online Facilitation Nancy White, Full Circle Associates, cc 2007
- 22. Nancy White, Full Circle Associates, cc 2007 Designed for a group….
- 23. Nancy White, Full Circle Associates, cc 2007 …experienced as an individual.
- 24. face to face, telephone or online induction
- 26. start from where people are… Already established patterns
- 27. start with a simple, valuable “ask” Buy-In
- 28. In doing, we learn. George Herbert
- 29. Buddy-up
- 33. From: 2005 Wing Lam, Alton Chua, Jeremy B. Williams and Cecelia Lee Virtual teams: Surviving or thriving? http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/41_Lam.pdf
- 34. ODI: 6 Network Functions • Filters • Amplifyers • Convenors • Facilitators • Investors • Community builders http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
- 35. Technical Skills • Know enough • Be curious • Experiment • Have friends Nancy White, Full Circle Associates, cc 2007
- 36. self-Awareness Nancy White, Full Circle Associates, cc 2007
- 37. don’t worry – there will be bumps in the road…TALK about them
Editor's Notes
- <number> http://www.flickr.com/photos/aphrodite/66231929/ Learning institutions have been built on the idea that we learn together. Today we are redefining what ‘learning together’ means, both in the formal academy and in our life long learning. I’ll share a few stories about connections.
- <number> http://www.flickr.com/photos/lynetter/653541864/in/set-72057594139269787/ Photo via Flickr CC www.flickr.com/photos/azlijamil01/231592469/
- <number> http://www.flickr.com/photos/chrisheuer/209531482/
- Statue in Boston, info http://flakmag.com/misc/parkman.html Really.You can’t do this alone. So get used to it. REALLY. Huge design implications. Tools are designed for a group, experienced by an individual Large practice implications Open hand… Learning as a practice Gift economy Collaboration Networks
- <number> http://www.flickr.com/photos/poagao/494418919/ http://www.flickr.com/photos/poagao/494418919/
- <number> http://www.flickr.com/photos/nicmcphee/31304194/in/set-72157594373420115/ How being, doing, working in the world and connecting with others helps us forge our individual learning pathways, discovering things we could not possibly discover alone.
- <number> http://www.flickr.com/photos/poagao/527259919/ http://www.flickr.com/photos/poagao/494418919/
- <number> http://www.flickr.com/photos/lynetter/421323707/in/set-72057594139269787/ Here’s the quote in full: "It is when people stop thinking of something as a piece of technology that the thing starts to have its biggest impact. Wheels, wells, books, spectacles were all once wonders of the world; now they are everywhere, and we can't live without them. The internet hasn't quite got to that point, but it is getting there." - The Guardian Nov 4 2006technology.guardian.co.uk/news/story/0,,1940641,00.html?g... Image from Flickr CC www.flickr.com/photos/mr_magoo_icu/172281846/ thanks to Mr Magoo ICU Add your co
- <number> http://www.flickr.com/photos/nicmcphee/33556189/in/set-72157594373420115/
- <number> First, don’t take this diagram too literally. It is a tool for helping us have conversations about technology and communities. Tools are placed as a point of departure, not a definitive taxonomy! We have attempted to place each tool in a location that gives some insights as to its intended use with respect to the three tensions, and when possible, its relation to other tools. The time/space dimension is represented on the horizontal axis, with primarily asynchronous tools toward the left and primarily synchronous tools toward the right. The donut of the middle band represents the tension between participation and reification by classifying tools along a continuum between interacting in the upper half and publishing in the lower half. The tension between the group and the individual is represented by the center circle and the outer band respectively. The center circle focuses on the collective, with group and site management tools. The outer band focuses on the individual, with tools for managing participation from the perspective of individual members.
- <number>
- <number> Given all this, technology is becoming intrinsically part of the life of communities. And they are under pressure to figure it out. Caring about technology and its use is becoming a community practice. Welcome to community technology stewardship! Mount Hamilton Wildnerness story – the nature conservancy Photo Credit: NASA
- <number> Technology stewardship is not a solo gig, but by, of and for the community. It is about that balance between control and emergence, between "self-organizing" and "organizing on behalf of others." It balances the wisdom of the group, with the reality of getting things done.
- <number> Stewardship typically includes selecting and configuring technology, as well as supporting its use in the practice of the community.” It’s not just an “up front set up role” but something that is part of the life of the community. Etienne says 'Design and little and practice a lot.' That applies to any aspect of community leadership!
- <number> So how do we figure out how to leverage these possibilities in our teaching and learning? Here is a little bit of help. Photo credit: http://www.flickr.com/photos/philwalter/348238734/
- Grounding thought – what lies beneath is where it gets interesting! Tools and how we deploy them (learning environment design) have an impact on the learning experience The processes we use to work with and around the technology have an impact. Our perceptions of an online space (as opposed to what the participants may perceive) can be a blinder! How we present this to our participations needs to reflect where we want their ATTENTION and what we want to happen – INTENTION.
- Am I bumblebee…
- Or a tortoise and do I or others care?
- <number> The third lens is the lens of activities of a learning group, network or community.
- <number> http://www.flickr.com/photos/nicmcphee/418922552/in/set-72157600218310366/ In the end, this connected learning is about practice, invention and finding a way to metaphorically make music together.
- Value of networks: ODI working paper http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
- The most important competency is self awareness -- online and offline. If we cannot stop and see ourselves, we cannot see others. Nor "hear" them!
- Get used to it Control is an ILLUSION