This document discusses a case study of "Minerva," a media designer who moderated an online study group of over 400 peers preparing for their final exams. The group provided Minerva with a sense of community and way to benchmark her own knowledge when she lacked peers after leaving school. The document also covers expansive versus defensive learning and how Web 2.0 allows for more learner-centered and expansive experiences. However, larger community sizes could lead to issues like social loathing and reduced individual contributions according to theories discussed. The presenter concludes by emphasizing the importance of fostering expansive learning, responsibility, and recognition of unique knowledge to prevent issues in large online communities.
Reduction in performance effectiveness or
efficiency caused by actions, operations, or dynamics that
prevent the group from reaching its full potential, including
reduced effort, faulty group processes, coordination
problems, and ineffective leadership.
Agile teams form the building blocks for agility. Having strong agile teams allows an organization to overcome systemic issues and adapt the product development process to the needs of the business. Agile teams that are not self-organizing and continually learning can quickly become subsumed by the challenges around them. So what does it mean for a team to be agile? We look at the fundamental characteristics of high performing teams, and how to influence the team environment and selection in order to initiate a team for success.
Reduction in performance effectiveness or
efficiency caused by actions, operations, or dynamics that
prevent the group from reaching its full potential, including
reduced effort, faulty group processes, coordination
problems, and ineffective leadership.
Agile teams form the building blocks for agility. Having strong agile teams allows an organization to overcome systemic issues and adapt the product development process to the needs of the business. Agile teams that are not self-organizing and continually learning can quickly become subsumed by the challenges around them. So what does it mean for a team to be agile? We look at the fundamental characteristics of high performing teams, and how to influence the team environment and selection in order to initiate a team for success.
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Web 2.0 and Expansive Learning: Case Study "Minerva"
1. Mediencommunity 2.0
Expansive Learning & Web 2.0:
Shifts in learning culture?
Case Study 'Minerva'
Dr. Ilona Buchem
Beuth University of Applied Sciences Berlin
Research project „Mediencommunity 2.0“
Online Educa Berlin 2011, 02.12.2011
Theme: NPA – New Pedagogical Approaches to Learning
2. Overview
1. Mediencommunity 2.0
2. Expansive Learning
3. Case Study „Minerva“
4. Community Size
5. Open Questions
Buchem/OEB2011/Case study: Minerva 2
7. Expansive Learning
Learning by expanding
Learning is an „action which Klaus Holzkamp
differentiates itself from other actions
by its goal to extend ones own control
possibilities.”
Holzkamp, K. (1993). Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt/M. Campus
Buchem/OEB2011/Case study: Minerva 7
8. Expansive vs. defensive Learning
Averting negative effects such as
Expansive Learning poor grades,
punishment,
Extending one‘s power to act as
sanctions
intentional
subject
Foto: http://www.flickr.com/photos/letcombe/1586241141/
Defensive Learning
Foto: http://www.flickr.com/photos/letcombe/1586241241/
Buchem/OEB2011/Case study: Minerva 8
9. Web 2.0: Expansive Learning
Learning 2.0
Learner-centered design
“(…) is more than just adapting for Stephen Downes
different learning styles or allowing the user
to change the font size and background color;
it is the placing of the control of learning
itself into the hands of the learner.”
Downes, S. (2005) E-learning 2.0. eLearn Magazine, Association for Computing Machinery.
Buchem/OEB2011/Case study: Minerva 9
10. Case Study „Minerva“
Exam tasks Moderate
Minerva
Wiki Collaborate
Buchem/OEB2011/Case study: Minerva 10
11. Over 400
Minerva
members!
Buchem/OEB2011/Case study: Minerva 11
12. Who is Minerva?
• 29 year old media designer
• First PC with Internet at age of 12
• Fan of strategy/adventure games
•
Minerva
Learned web design in online forums
• Former archeology student
• Made her hobby to her career
Buchem/OEB2011/Case study: Minerva 12
13. What motivates Minerva?
***
What are her subjective reasons to moderate a
group of peers preparing for the final exam?
Buchem/OEB2011/Case study: Minerva 13
14. … a virtual substitute
? “ I was missing my own peer group
as I was already out of school and
Minerva
working full time. I had no peers
around that I could learn with.”
Buchem/OEB2011/Case study: Minerva 14
15. … a missing benchmark
? “ I was unsure about what I have to
learn. I did not know what the
others already knew and how I
Minerva
compared to them.”
Buchem/OEB2011/Case study: Minerva 15
16. … a favorable environment
“There was simply no other
? possibility to set up an own group.
I had the tools and the peers, who
Minerva
were in the same situation like
me.”
Buchem/OEB2011/Case study: Minerva 16
17. … role identity
“I had the responsibility for leading
the group. Sometimes it was
? difficult , for example when I had a
stressful day at work. But I knew if I
Minerva
did nothing, people would drop out.
So I tried to contribute on regular
basis.”
Buchem/OEB2011/Case study: Minerva 17
18. expansive learning …
… starts with a subjective perception of a
discrepancy between current abilities and
the task requirements.
The learner aims to Foto: http://www.flickr.com/photos/waltstoneburner/3372746317/
master the task.
Buchem/OEB2011/Case study: Minerva 18
19. … prosumers?
Rarely
Often
Consume Produce
Buchem/OEB2011/Case study: Minerva 19
20. Why are they only consuming?
• MISTAKE: Cautious to publish in public, because
it could be a mistake and others from school
would laugh at you, mock you.
• QUALITY: Cautious to produce own content,
because it may be incorrect and mislead others.
• NORMS: Cautious to learn with/from the
Internet, because books have been
recommended by teachers for years.
• EXPECTED UTILITY: Unwilling to invest time,
energy, because unsure what this will bring, if
this will be of use at all.
Buchem/OEB2011/Case study: Minerva 20
21. Defensive learning …
… takes place in order to avert negative
effects such as bad grades or other sanctions.
The learner tries to
cope with challenges
With a minimum effort.
Foto: http://www.flickr.com/photos/marcandrelariviere/3251428624/
Buchem/OEB2011/Case study: Minerva 21
24. Ringelmann effect …
• Individual members of a group become less
productive as the size of the group increases.
http://ht.ly/7Kto9
• Reason 1: Loss of motivation
• Reason 2: Coordination problems
Buchem/OEB2011/Case study: Minerva 24
25. Social loathing …
• Individuals put less effort to achieve a goal when
they work in a group than when they work alone.
http://ht.ly/7KuJs
• Deficit 1: Personal accountability
• Deficit 2: Uniqueness of contribution
Buchem/OEB2011/Case study: Minerva 25
26. … subjective reasons?
• “Too many cooks spoil the broth, so I
better help somewhere else.”
• “I seldom got any responses to my
Allysia
contributions or they came late”.
• “ I contribute only when I am sure I
can bring in my special knowledge”
Buchem/OEB2011/Case study: Minerva 26
27. Community size???
• Critical Mass Theory: Active users produce
enough content to motivate others to join.
• Information Overload Theory:
Contribution rates drop as user population
and their contributions grow.
• Social Loathing Theory: The larger the
group, the less personal effort.
Buchem/OEB2011/Case study: Minerva 27
28. Lessons learned …
Promote expansive learning
• Create opportunities for taking responsibility
• Foster self-organised forms of learning
• Promote positive error culture
Foto: http://www.flickr.com/photos/letcombe/1586241241/
Prevent social loathing
• Foster sub-groups for strong membership
• Assign individual members specific goals
• Recognise personal, unique knowledge
Foto: http://www.flickr.com/photos/letcombe/1586241141/
Buchem/OEB2011/Case study: Minerva 28
29. Open questions
• How many members are
needed to trigger a
community?
• Is effective group size
dependant on the type of
technology used?
Buchem/OEB2011/Case study: Minerva 29
30. Thank you for your attention!
Mediencommunity: http://www.mediencommunity.de
Dr. Ilona Buchem: http://www.ibuchem.com/
Buchem/OEB2011/Case study: Minerva 30