'Being there' for online learners

A colleague loaned me Lehman and Conceicao's (2010) book, Creating a Sense of Presence in Online Teaching some time back, not long after I started the PGCert in Technology-Enhanced Learning. I have carried it with me for months, and only just now have I stopped to have a good look at this.

Of course, I should have looked at it before now, but this is indicative of the challenge I have had to make time for PGCert studying throughout the year! Anyhow, I am engaged from the opening page, as the first chapter begins with two separate scenarios. Both of which are very appropriate to the context in which I am exploring the benefits and challenges of t-eL (which I guess is why they include such scenarios!)... The first describes Amanda, a mature learner (it seems the word 'learner' is preferred to 'student' when talking about online learning?), in full-time employment with a young child. She is new to online learning and has feelings of anxiety and isolation associated with the thought of being unable to interact with the tutor and her fellow students. I suspect this scenario represents a good description of the students we are likely to get on the MAPP 'distance' (FDL) course next year and is indicative of those who took the Intro to Positive Psychology distance learning module this year.

The second scenario describes Carlos, who is a tutor at a community college who has now been asked to translate his ‘traditional’ (i.e., face-to-face) courses to online courses. He is understandably a little reticent about this as he is concerned that it will be hard to convert his interactive sessions that involve students working in small groups into courses that are effective online. I’m with you Carlos! This describes my situation pretty well. OK, so I don’t feel as though this is something I am being asked to do, more it is something I want to do. But there is still a great deal of trepidation about how one goes about ‘converting’ ones course materials in this way!

Lehman and Conceicao go on to discuss the importance of ‘presence’ in online learning as a way of dealing with these kinds of anxieties and concerns among both learners and teachers working in the online environment. They cite the work of Bioca, Burgoon, Harms, and Stoner (2001), who conceptualise presence in terms of ‘telepresence’ and ‘social presence’. Lehman and Conceicao (2010) conceive of these as ‘being there’ for online learners (telepresence) and ‘being together’ with online learners (social presence). Key characteristics of these are accessibility (and this is bi-directional: tutors and learners are accessible to each other) and the transparency of the technology. There is, perhaps, some overlap here with the early stages (stages 1 and 2) of Salmon's (2000) five stage model, which emphasises the importance of access and motivation on behalf of the online learner (stage 1) and online socialisation (stage 2).

They go on to introduce the 'Being There for the Online Learner' model in which they bring together these aspects of 'presence', how they may be created and experienced, and how they relate to the inner and outer world of the learner.

Suffice to say, I am glad I finally stopped to look in the Lehman and Conceicao book!

References
Bioca, F., Burgoon, J., Harms, C., & Stoner, M. (2001). Criteria for scope and conditions for a theory and measure of social presence. Paper presented at the Presence 2001: Fourth International Workshop. Cited in Lehman, R. M., & Conceicao, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to "be there" for distance learners. San Francisco: Jossey-Bass.

Lehman, R. M., & Conceicao, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to "be there" for distance learners. San Francisco: Jossey-Bass.

Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page. 

MAPP 'distance' validated!

Today was the validation for the 'distance learning' version of the MAPP... or officially the MAPP-FDL. I am pleased to say it was validated. No conditions, just some recommendations and a commendation. Yippee!

One of the recommendations did relate to the use of the term 'flexible and distributed learning' (FDL) and that we should should clarify what we mean by this term. The documents were modified accordingly, and this also led to us saying a little about what we mean by FDL on the course web pages here.

If you're really interested, the full validation documents are provided in the Bb shell, within the Introduction to Positive Psychology [Distance Learning] folder. Enjoy! ;-)

Introduction to Positive Psychology (Distance Learning)

As noted in an earlier post, the main context for me undertaking the MSc in T-eL (though I am
increasingly seeing this more as the PGCert in T-eL as I can't see me continuing past the first year of the course as I have found it very difficult to create the time and space for studying!) is the development of distance learning versions of modules that form the MSc Applied Positive Psychology (MAPP). The intention is that we will work towards validation of a 'distance' MAPP this year for this to be available from September/October 2015. The business case for this has already been approved and so we are now preparing validation documents ahead of a validation event towards the end of April, early May, 2015.

Our first step towards this was through the development and delivery of a 'distance learning' version of the Intro to Positive Psychology module that forms the opening module of the MAPP. This ran for the first time in semester 1 of 2014-15 at the same time I was beginning the MSc (or should I say PGCert!) in T-eL. I am therefore using this as a backdrop for the learning on the T-eL course as an opportunity to critically reflect on the process of developing and delivering materials from a T-eL perspective.

The module recruited seven students. Three based in the UK, two based in Denmark, one based in Italy (and New York - she relocated for part of the semester), and one based in Canada (Vancouver). This is a small cohort, but a size I was happy with given that we hadn't actively advertised the course, and a smaller group might be easier to manage for the first time running the module.

The module materials (including module feedback) can be found in my PGCert Bb organisation. The Bb module shell itself can be made available as this also has all announcements, etc. [its module code is PS726]. Overall, the module seemed to run well and was well-recieved. Some key reflections are:

• Being prepared - I was underprepared. The practical running of the module was a challenge to keep up with, partly due to me having taken on some additional teaching as a Visiting Lecturer at another institution over this time. I would have liked to have had much more of the materials prepared ahead of time, but in practice I was creating the 'presentations' as they were needed on a week-by-week basis (sometimes on the day they were due to be uploaded!). These were Adobe Captivate presentations based around Powerpoint presentations with an audio narrative. I am deeply grateful to Dave Bull in the Open4Learning unit as it was he that was taking my Powerpoint and narrative and turning this into the Captivate presentation. It was he that had to cope with me sending him the file on the day it was due and it was he that had to get this converted and uploaded the same day! Thank you Dave. And my apologies. :-)
• Preparing the students - Had I been more prepared, I would have better prepared the students. Both for what was expected in terms of assessment, as well as preparing them for online studying. As I now reflect on the importance of 'access and motivation' (stage 1 of Salmon's (2000) model), I realise that I could (indeed, should) have placed more attention on supporting students in terms of the basics of how the course would work, accessing Bb, how to get IT support if needed, etc. I think I was fortunate that no major issues of this nature arose, though in future I need to ensur students are provided with enough resources and support at this early stage.
• Community - As the course progressed, I became more aware that more could be done to encourage and support greater student-to-student interaction. This is something we see clearly in the 'attendance' version of this module (and the related modules on the MAPP) when students are with each other in person one weekend each month. Online learners did engage with the discussion boards and communicated with each other in that way. We also used the discussion boards to allow discussion of the poster assignments towards the end of the module and this seemed to work well (students commented on each others' posters and asked questions, and a discussion and sharing of experiences emerged quite naturally). One aspect of the 'attendance' version of the module that I didn't incorporate into the 'distance' version was co-coaching, where students coach each other with assignment work. I felt this might be too difficult to do, but I now realise that Skype could allow this easily and it will be especially important to include this element in future versions of this module (and the other 'distance' MAPP modules).

This latter point, regarding 'community', was picked up in some of the informal module feedback from one of the students. She felt the group did not develop a 'cohort identity'. I agree, and more could be done at the early stages to encourage and support this. If one was to relate to Salmon's (2000) model, then it would be to some extent at stage 1, but primarily as stage 2 (online socialisation) of this model where greater emphasis could be placed on supporting students to develop their individual and group online identity. This aspect of community, and cohort identity, becomes an important feature of the MAPP and needs to also be an important feature of the 'distance' MAPP.

UPDATE [12 May 2015]: The MAPP 'distance', or MAPP-FDL, as it became... has now been validated!

Reference
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.

Development: Stage five of the five stage model

This final stage of the model is where learners are more independent in their learning and demonstrate greater critical thinking and self-reflection. Relating this to the distance learning module I have been running that is now reaching its conclusion, while it may be true that some of the students have reached this stage, it is fair to say that this is probably not typical. And I think it is understandable and reasonable to not expect this to be the case. This is a single module over 14 weeks. The module itself, while offered as a stand-alone course, is designed to be a introductory course/module that forms part of a bigger whole.

As and when we have the MAPP-DL running, we might expect students in the second semester modules to be reaching this stage (or reaching it more quickly) as they are already comfortable with the learning technologies, they are continuing to work with a student cohort they have socialised and exchanged with (if appropriately supported) and they are building their knowledge further.

Knowledge construction : Stage four of the five stage model

At this stage, learners are more confident, more active in their learning and interaction, and require less and less technical support. They are therefore more actively involved in knowledge construction than at earlier stages and may be more involved in creating opportunities to explore and challenge the topics they are encountering on the course.

It seems to me that the boundaries between stage 3 and 4 are quite blurred, and maybe that is intentional and understandale. I suspect the boundaries between all stages are to be somewhat fuzzy.

In terms of the Intro to Positive Psychology distance learning module I have been running, this aspect seems to have developed quite naturally. On reflection, I think my support has paralleled that which the 5 stage model suggests an e-moderator might do at these stages to support learners as they progress. There is more I could have done, such as more active encouragement of co-coaching between students, though I am feeling reassured that my actions seem to have been in line with this model of good practice!

Information exchange: Stage three of the five stage model

If learners have successfully passed through stages 1 and 2, then at stage 3 they are building on these and beginning to share more information, interacting with each other, and developing strategies to engage with the course content.

On the Intro to Pos Psych distance learning module this has been happening. Students are engaging well with the discussion boards, and have been spontaneously building discussions, responding to each other. Some of these I have tried to stimulate and play a part in to encourage others to post comments. In retrospect, and now being more familiar with this model of e-learning and the thinking behind e-tivities, I could have been even more mindful of this. That is, rather than encouraging or inviting students to post thoughts to the discussion board, I could have made this a 'required' e-tivity, by having students post at least one comment for each discussion thread and commenting on at least one other's post. I might have also asked a different student each week to be a 'facilitator' for the discussion that week and have them take responsibility for beginning the discussion.

UPDATE (2 Feb 2015): I related these ideas to one of the summative assignments for the Intro to Pos Psych distance learning course. This is a poster presentation that students submit via turnitin for assessement. In the attendance version of this module, students give either an oral presentation or a poster presentation to the group as part of the final teaching weekend. They are then encouraged to look at other students' posters and to ask questions to the person whose poster it is. The idea is that this feels like a poster session that you would get at an academic conference, and it gives the students some experience of disseminating and discussing their work in this way.

To replicate this online, I asked students to post their posters on the discussion board and then to look at others' posters and to post questions for at least 2 other students. This built some good in-depth discussion between students that needed little input from me (I did make sure I asked at least one question to each student). The depth of the discussion was in some ways greater than the discussions that we sometimes see at the attendance weekends. Added to this, we have the record of the discussions automatically archived in the discussion board, which may be useful for the external examiner. Result! [I will attempt to copy this discussion across to my PGCert Bb organisation, but if this i snot possible I will aim to add the PGCert T-eL Course Team to the PS726 module shell.]

The magic of Skype!

This evening was a nice lesson in how we (or at least I) have become increasingly comfortable with
what technology allows us to do! Over this past semester I have been a visiting lecturer at Regent's University London (RUL) and whilst there today I was due to have a tutorial over Skype with a student on the distance learning Intro to Pos Psych course (the course delivered through here at Bucks) who happens to be based in Vancouver on the West Coast of Canada. As it turned out the internet connection at RUL was down so we couldn't do the tutorial.

However, as I had Skype on my phone I was at least able to IM the student via 3G. So the lack of a wifi or cabled link to the web didn't stop us and eventually as I was walking down Baker Street towards the tube, I was able to have a real-time 'tutorial' via the Skype IM facility with a student in Vancouver! I was able to give concise answers to specific questions she had regarding her assignment which allowed her to move forward. I am still utterly amazed at what communications technology now allows us to do. A great example of this supporting learning and teaching in a subtle yet helpful way. :-)

This is just the latest example in how Skype (and related communication tools) are becoming increasingly integrated as tools that allow us to support students in different ways. For example, I am increasingly holding one-to-one tutorials with students over Skype, even those who could visit the University campus relatively easily. This is because it is reliable, convenient and time-effective for both students and myself. Also, as I work in a shared office environment, it is often not practical to hold tutorials in my office space if one is not wanting to disturb others as well as feeling less constrained to talk freely. Using Skype in this way also makes it possible to have tutorials with MAPP students outside of the monthly teaching weekends (as these weekends are often very full as it is!) especially with students who live some distance away.

This year we have also attempted to support MAPP students via the use of Skype when they have been unable to attend a scheduled teaching session in person. For example, as we have students who travel internationally to attend the teaching weekends, we have allowed students on a small number of occasions to 'Skype in' so they could follow and be part of the sessions. Whilst this was appreciated by the student Skyping in (one was based in Qatar; another, on a different occasion, was based in Austria), it did create an extra challenge for the tutor and also created a small disruption for some of the students when trying to engage with the 'Skyped in' student in small-group discussion.

I am now looking back over these experiences and seeing how they relate to Salmon's (2000) model. It is hard to place them at any one stage of the model... perhaps there are elements here for stages 1 to 3 here, from online socialisation, through information exchange, to knowledge construction?

Reference
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.#

Online socialisation: Stage two of the five stage model

Stage two is when students are beginning to engage with the materials, the tutor (or are we to refer to the tutor as the e-moderator?), and with other students.

One of my first attempts to begin bringing students 'into' the course on the Intro to Positive Psychology distance learning module has been to direct students to the discussion forum on Bb and write a post to 'say hello!' to show they made it there, knew how to post a comment, and to say a little about themselves and what brought them to this course. I feel now this was a little one-dimensional and could have been just one of some more in-depth attempts to begin interactivity between students. The attendance version of this module has students introduce themselves to the group and this can be quite an uplifting exercise as students begin to quickly share information about themselves. This is harder to support and encourage online when students feel more distant (literally and figuratively) from each other.

However, mindful of Salmon's (2000) five stage model, I will consider ways in which I can give greater emphasis to this important element of online socialisation for students. For example, I can encourage students to say more about their background, their interest in positive psychology, what has brought them to the course, and what they hope to gain from the course. The next time this module runs it will likely form part of a fully 'distance' MAPP and so the module will be part of a longer programme. That said, there will still be some students who are on the module as a stand-alone short course.

Reference
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page. 

Access and motivation: Stage one of the five stage model

Salmon (2000) outlined a five stage model for e-learning that has become an established model
around which online courses are developed. This model is a central theme throughout the Certificate Stage of the MSc t-eL. The intention is that this will be the first of five blog posts to relate to each of the five stages of Salmon's model.

Stage one relates to access and motivation, and emphasises that learners at this early stage will be focused on the practical tasks of accessing materials, getting online, negotiating usernames and passwords, and so on. At this early stage they are likely to be motivated though this motivation may be fragile if technology, course structure, and tutor support do not make then entry to the course as welcoming, easy, and stress-free as possible!

The distance learning module I am running this semester is now 4-5 weeks in, and this is probably something I may have taken somewhat for granted! I did try to consider the likely issues facing learners such as usernames, IT induction, access to Blackboard, and so on. I realise now this is especially important and something I want to pay even more attention to the next time we run the module (by which time it may be part of a fully distance MAPP programme!).

Reference
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.

The context

Still finding it a challenge to make the time needed to read and write as much as I feel is needed for the course. That is not to say that reflection is not taking place!

The context for my taking this MSc is that I have just begun (since early October 2014) delivering for the first time a fully distance learning module, Introduction to Positive Psychology, that forms part of the MSc Applied Positive Psychology (MAPP) at Bucks New University. The module runs from October - January, and has recruited 7 students. Not many, though this was without any advertising. I am pleased we have at least some students on the course, and it is a small group to begin with as we find our feet with it! The module is also offered as a stand alone short course, and is part of our attempt to develop a distance learning delivery for the full MAPP. This would be alongside the existing delivery in which students attend one weekend per month. 

As we have a number of students travelling internationally each month, and more enquiring about the possibility of distance learning we feel that there is a need to have this form of delivery. Further development of online materials and support via Blackboard will also further support our existing students. Over the next year, we will seek to validate a distance learning MAPP in time for September 2015. 

Thus the plan is to develop my understanding of t-eL and I see the MSc t-eL as a way of supporting my work on the Intro to PP now as well as the planning for the distance learning MAPP.

UPDATE 1: A later blog-post including reflections on the Intro to PP distance module can be found here!

UPDATE 2 [12 May 2015]: The MAPP 'distance', or MAPP-FDL as it became... is validated!