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Building trust and engagement in online CoPs - Coggle…
Building
trust and engagement in online CoPs
TECHNICAL
Make sure the platform is easy to access and navigate
Support tech skills with video tutorials
Slowly introduce educators to different digital resources and help build their confidence.
INTERACTION
Offer different channels and modes of interaction
Have flexibility so engagement can fit in with their lives
Make turn taking protocols more evident
Demonstrate good forum posts
Use forum assessment criteria (if applicable)
Loop input tasks so participants learn experientially and then reflect on the experience
Create an intrinsic reason for participants to log in (they'll get lesson ideas, resources, solve problems, etc). They should feel as though they are saving time by taking part.
Find out more about your participants' needs and interests
Engage in group discussion via chat or breakout rooms
Allocate role so we could ask the quieter ones to be the spokespeople / feedbacker / notetaker / summarizer
SHARED PURPOSE
Find a shared purpose for doing something
Promote action-research and integrate learning and doing
Study on a particular problem as a team
Offer choices
Design flipped task sets in the forum in preparation for the synchronous meeting
Vary your instruction using video and audio mediation with the help of web tools e.g. Vocaroo, Flipgrid
Make your expectations clear and demonstrate what you'd like to happen if needed
Use process options
Leading- what do participants already know? Eliciting from experience and questioning/encouraging HOTS
Showing- demonstrating an activity or technique (for example, through video or loop input)
Feeding- adding to participants' knowledge base through trainer input or a text (could be done as a flipped task)
Throwing- participants take centre-stage and micro-teach/plan an activity/output for their context and share with the group
Ask them to act as mentors or buddies to less experienced trainers in asynchronous pairwork activities
SELF-AWARENESS
Do a reverse brainstorm activity, ask participants to read comments by teacher educators who have finished a project and said 'It wasn't very interactive', 'There wasn't much discussion outside the live sessions' or 'I missed a few of the synchronous sessions so I didn't learn much from my peers' and get them to think of possible causes for that.
Introduce the concepts of 'community of practice' and 'social constructivism' in the first live session and elicit how knowledge is built in an online space
Introduce Gilly Salmon's model
so they see how one thing scaffolds the next
Promote self-directed learning through needs assessment, goal setting, self and peer assessment and evaluation
WEB-TOOLS
Sharing/ virtual boards
Padlet/Google Docs/Jamboard/VEO
Polling
Poll maker/Mentimeter
Online collaborative writing
Google docs/Google Slide/Jamboard
Brainstorming
Bubble.us/Coogle/Miro
Voice recorder
SpeakPipe/Loom/Volley