The document summarizes a project where students worked in groups online to analyze films and TV characters using leadership theories. It discusses why an online platform was chosen, compares different platform options and categorizes student activities on the module wiki according to Salmon's 5 stage model of e-moderation. It also presents examples of student reflections on their experiences working virtually in groups and the benefits and challenges of the online aspect of the project.

1. Jane Challinor
School of Social Sciences
jane.challinor@ntu.ac.uk
Lost in (wiki)space!
adventures with students on the
world wide web

2. aims
• briefly describe the project
• why online?
• discuss pros and cons of different online
platforms
• categorise activities on the module wiki
according to Salmon’s 5 stage model of e-
moderation
• present examples of students’ final
projects

3. the project
• form groups
• select films or TV characters
• analyse using leadership theories
• create a digital presentation via an
online platform
• reflect on the group process

4. why online?
why not!

5. the module wiki
Why a wiki…..? Consideration of other platforms>>

6. Format Uses Advantages Disadvantages
VLE Content host; Familiar; robust; supported by No interaction other than
discussion boards institution; safe & private discussion board posts;
limited access
Google sites Web page; group Can set up template for students No discussion board but
work; learner to use; attractive; easy to use has “blog” module. Could
portfolio add own comments page?
Wiki spaces Web page; group Very versatile; separate team Not totally intuitive. Some
work pages for small group work; issues with “joining”,
discussion board for each page. uploading files, navigation
great aesthetics; free upgrade
for HE users
Facebook Discussions; Well known; most students are Some students hostile.
group work members; pre-set template for Privacy? Limited flexibility.
layout; can be made more
attractive with photos etc.
Blog Web page; group Flexible, easy to comment (even Linear entries –
work; portfolio; without sign in), search by tag; chronological (although
discussion forum lots of widgets this can be changed to
magazine format)

7. Salmon’s 5 stage Originally developed to
describe moderator
model functions in on line
communities
Used here (additionally)
to differentiate student
activities on the wiki
Not necessarily linear
or chronological
process
http://www.atimod.com/e-
moderating/5stage.shtml

8. stage 1: access
Give instructions
and tips
Support learners
Encourage
practice
Provide structure

9. access
Facilitator Function Student Activity
• Set up wiki & project • Using wiki to select teams
pages • Enrol members in project
http://leadersincare.wikispaces.co
m/How+to+use+the+wiki
pages
• Provide audio visual • Division of labour
tutorials
http://screencast.com/t/HbInO9qXuOg
• ICT suite session
• Pre-loaded pages
• Discussion board topics

10. introductions
reinforce systematic ways
of
working encourage practice!
stage 2:
socialisation

11. socialisation
Facilitator Function Student Activity
• Initial ice breaker • Chat and comments
discussion • Humour
• Sandbox page?? • Meeting times
• Reminder about copyright • Comments &
• Restoring deleted work!! compliments
• Notification about • Apologies & thanks
meetings
• Encouragement
• Make sure links are
functioning and material • Help with uploads
available

12. stage 3 information sharing
acknowledge different learning styles
encourage enjoyment
work constantly to summarise
information being exchanged and clarify
its relevance to the overall learning
programme (weaving)

13. information sharing
Facilitator Function Student Activity
• Responding to questions • Deciding on the project
• Clarifying the task • Sharing ideas
• Posting links to resources • Finding pages and links
• Providing lecture material • Feedback
http://leadersincare.wikispaces.com/
Teams%2C+Belbin+%26+Motivation
• Notes of meetings
• Clarifying tasks and roles

14. encourage interaction
make links with overall
learning
stage 4:
knowledge allow students to generate
knowledge without
construction interference from the tutor

15. knowledge construction
Facilitator Function Student Activity
• Modelling use of • Posting research & links
video/application of • Posting video clips
theory • Posting own original work
• Facilitating group • Responses to tasks,
discussions questions, discussion
board posts
• “Off-wiki” activity!

16. stage 5 development
“The original development of the 5
stage model demonstrated that, as
learners gradually increased in
confidence, there was generally
less intervention by moderators and
yet, apparently, more learning
occurring from the students groups”
Gilly Salmon

17. development
Facilitator Function Student Activity
• Be available for questions • Final design and content
and tutorials discussions
• Set up peer assessment • Finish and post
process (using online link/document
poll) • Evaluate – (peer
• Evaluate – module assessment, module
feedback evaluation and individual
reflective assignment)

18. A
evaluation
B

20. Blogging for reflection … as tutor
thevirtualleader.blogspot.com

21. Students’ reflections…..
1)from their reflective assignments………and
2)from the Survey Monkey evaluation
“we do not learn from experience…we learn from reflecting on
experience’ (John Dewey 1933)

22. Members worked independently on their task; they were able to
[assert] their individuality and competencies of each member became
apparent. The use of technology such as email, telephone, skype and
social networking sites were used to communicate ideas and tasks to
other members of the group. *…+ One member was situated in Australia
for the majority of the group work; I took the role of communicating
with her, keeping her informed of the task and enabling her to
participate .

23. Brooks (2006) argues that technology influences the pattern of a group’s
operations and behaviour. The use of technology was very significant in
completing the presentation. As the aim was to show how a team could
work together virtually, as well as physically, it sometimes proved to be a
hindrance. Some individuals were unable to access the presentation
website, so time was lost explaining how to utilise it. Nevertheless, I viewed
technology as an advantage as I was able to work independently whilst still
allowing the others the option of accessing the work at all times .

24. Using the Facebook forum allowed for us to undertake virtual group work. This
was the first time I had undertaken any group work in this way and this by far
proved the best part of the task for me.
Gibson and Cohen (2003) identify three enabling conditions for virtual teams
to work well:
• Shared Understanding
• Integration
• Mutual trust

25. I feel that once people had settled into their natural roles within the team
and we were working in a cohesive manner we were able to work as a
virtual team effectively.
Working in a virtual team can lead to motivational issues as you do not
have the face to face contact with others that you may need to motivate
yourself.

26. The decision of a remote blog media platform for the task was essential as
it allowed individuals to work flexibly. Knowledge in individual IT skills did
impact on some members achieving agreed outcomes/tasks by set dates. I
enjoyed learning to administrate a Blog, and can see the potential for
rapid information sharing and feedback.
Charting the progress on my own blog was cathartic due to challenges
and frustration of group interaction.

27. The use of email and wiki were the main means I used to communicate
with group members in order to give my input to the presentation.
Riggio and Orr (2004) inform [us]that virtual teams will become
increasingly important in all types of non-profit organisations as these
organisations strive for ways to reduce service delivery cost while
simultaneously enhancing flexibility and response time. On reflection, I
understand the need for me to develop my understanding of virtual teams
as McGregor (2011) reports that video conferencing will be used to greater
effect in the coming years for Social workers for example to attend child
protection conferences .

28. When working in social care it is important to concentrate on the bigger
picture and work collaboratively with others.
[Loughran (2002) believes reflection should] “offer ways of questioning taken-
for-granted assumptions and encouraging one to see his or her practice
through others’ eyes.”
*….+this task has demonstrated having an understanding of people and the
role they play is vital for a successful group effort.

29. I have learnt from this task that even when you believe it may not
work, being positive, and an active listener allows for opportunities
and success; particularly when working as a group

30. The most challenging thing about the module
One thing I would change

31. The best thing about the module