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John as a teacher: How can John get people to really recognize the value…

- - - - A definition: "CO_OPERATION: Involves inherent interdependence – like the cast and crew of a theatre production, for example. Roles and responsibilities are clearly defined, but are open for negotiation. This method of collaboration brings with it a strong sense of accountability."
      - A definition: "COLLABORATION: Students make individual progress in tandem with others, working towards a common goal. Students are accountable to one another and, with appropriate direction, will self-manage this. Pupils learn to better understand and anticipate difference, recognise it in themselves and others, and use it to their advantage."
    - - Your network consist of people that you have connection with. Both strong and weak ties. The members of your network are constantly changing. You define the purpose of your network.
        PLNs Theory and Practice part 2 by Kay Oddone
        
        Who did John identify for his PLN? Some names: Maha Bali; Doug Belshaw; Gráinne Conole; Alec Couros; George Couros; Alistair Creelman;Stephen Downes; Linda Harasim; Linda Hill; Diane Laurillard Kay Oddone; Gilly Salmon; Jane Secker;Steve Wheeler and Dave White. Names have changed and appeared and guided John in his quest for collaboration. John follows blogs and writes his own; participates in email groups; and contributes to twitter feeds, tweetchats and youtube channels.
      - The Network is THE Learning
      - Mahi Bali talks about some people she connected with online, and later met in person to do a presentation live together. She said that in a way she felt like they had gotten to know each other better than the people she work with and meet daily. Because of that they had shared ideas and read in blogs what they where thinking. They had been more "in each others minds" than people generally are.
        Maha Bali on Collaboration
    - - Community of Inquiry framework
        
        There are three essential elements of a community of inquiry: Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education The Internet and Higher Education, Vol. 2, No. 3
        
        Social presence ” is the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”
        
        Teaching presence is “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes”
        
        Cognitive presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse“.
      - Types of Communities
        
        Community of Learning (CoL)
        
        Community of Practice (CoP)
        
        Professional Learning Community (PLC)
- - - - The aim of collaborative learning is to optimize the student´s own and other students´ learning (Johnson & Johnson. Theory Into Practice 1999;38:67-73).
      - Engagementis more about what you can do for your students. Empowerment' is about helping students figure out what they can for themselves. George Couros
      - “…innovation springs...through cooperative and collaboration with others to draw on existing knowledge to create new knowledge”
    - - Unesco 21st century skills & Unesco ICT Competence framework for teachers
        
        Read about Communication and Collaboration on page 5. Communication and Collaboration are important skills in the workplace. In many professions there is a need to be able to give instruction, express opinions and motivate others. It is also becoming more importand to be able to collaborate, not only locally but also over long distance and even to work in international teams.
      - 4C's of education
      - OECD Future of Education and Skills 2030
- - - - The Role of Synchronous Communication in Asynchronous Online Courses
        
        By including active synchronous opportunities in the course, John will help the community to develop shared goals and a collective focus. This will encourage collaboration and, thereby, increase active participation. This will further improve the collaboration as the group gets to know each other. John's leadership will help to create a community structure with guided activity leading to increased trust between learners and with his facilitation of an engaging and empowering learning experience.
        
        Harasim emphasises the importance of three key phases of knowledge construction through discourse. This is because discussion is a core component of the teaching. Textbooks, readings and other resources are chosen to support the discussion, not the other way round. John's role is critical in ensuring that the core concepts, practices, standards and principles of the subject domain are fully integrated into the learning cycle.
        
        idea generating: this is literally brainstorming, to collect the divergent thinking within a group. John must facilitate idea generation and encourage active participation by all members of the group.
        
        idea organising: this is where learners compare, analyse and categorise the different ideas previously generated, again through discussion and argument;
        
        intellectual convergence: the aim here is to reach a level of intellectual synthesis, understanding and consensus (including agreeing to disagree), usually through the joint construction of some artefact or piece of work, such as an essay or assignment.
        
        John is kept busy planning and organising collaborative activities to enable the following to happen:
  - - - John can use technology to help learners to develop soft skills as well as hard skills. Developing their soft skills help group members to empathise with each other and recognise the value of collaboration. This allows them to share the task(s) John sets amongst the group making use of all their competencies in a way that makes the whole greater than the sum of its parts.
        
        John must ensure his group members know how to give and receive peer feedback to enable growth mindset. https://www.youtube.com/watch?v=NWv1VdDeoRY
- - - - John could use the following approaches online to encourage and enable his learners to develop as a supportive community.
        
        Word Webs
        
        Think-aloud Pair Problem Solving
        
        Think -pair-share
- - - - Maha Bali on Collaboration.
- - - - "Individuals in innovative organizations learn how to inquire, they learn how to actively listen, but guess what? They also learn how to advocate for their point of view. They understand that innovation rarely happens unless you have both diversity and conflict. Creative agility is about being able to test and refine that portfolio of ideas through quick pursuit, reflection and adjustment. It's about discovery-driven learning where you act, as opposed to plan, your way to the future. It's about design thinking where you have that interesting combination of the scientific method and the artistic process. It's about running a series of experiments, and not a series of pilots."
        Quote from Linda Hill - How to manage for collective creativity
        
        John encourages opposing viewpoints; demands elaborate explanations; provides and receives help and negotiates with participants and stakeholders to keep the group's work productive.
    - - There is a difference between lurking when collaborating in institutions and lurking online. As students or empoyees we are obliged to contribute to the team. But in online networks we are free to choose how much we would like to contribute.
        TedTalk titled Institutions vs. Collaboration by Clay Shirky
        
        John wants the lurkers in his group to contribute, engage and bring their competencies into the work.
    - - :
        The facilitator should not grade students based on the end product. Students should be graded based on their process and individual reflections.
        Maha Bali on Collaboration
        
        John's assessment is only part of the assessment process. Progress for the group also involves peer feedback with everyone looking at the whole process, providing individual reflections with comments and both synchronous and asynchronous group participation.