|
|
This
guide features an 11-step process for making online collaborative
projects successful.
The
new guide also offers...
- explanations
of various kinds of online collaborations -- discussion groups,
data collection & organization, document sharing, synchronous
communication, & online workshops & courses
- tools
& websites that can be resources for creating each of
these forms of collaborative environments
- tips
for "moderating" online collaborations.
Examples
of school-based online collaborations appear throughout the
guide, which was produced by the Northeast & Islands Regional
Educational Laboratory at Brown University, the National School
Network, & the Teacher Enhancement Electronic Community
Hall.
Below
are excerpts from the "Implementing the Project" section of
the chapter, "It's Your Turn: Designing & Implementing a
Collaborative Environment." The entire report is available online
at: http://www.lab.brown.edu/public/ocsc/collaboration.guide/
Single
copies are free of charge by calling the LAB Publications Department
at (401) 274-9548, extension 782, or can be ordered online:http://www.lab.brown.edu/public/pubs/pubs_order.shtml
|
|
1. Determine goals.
|
Ask
people who will be involved in the project, such as school administrators,
curriculum coordinators, & lead teachers, what hey want to
accomplish. They may not be sure of the goal itself, so discuss
their needs & refine the plan.
|
|
2.
Decide when you want to begin the project & the guidelines
for communicating.
|
A
first meeting could be face-to-face. Some participants may need
to feel the sense of recognition that this can elicit. It's a
way to build trust & a relationship from the beginning. Subsequent
meetings would be conducted online.
|
|
3.
Decide how teachers will be compensated for their extra time.
|
If
the collaborations take place during school hours, find out whether
teachers will have classroom coverage. If it is a summer project,
find out if they are eligible for stipends. Investigate whether
they can receive professional development credits through their
school system or local university. This can be a major selling
point, so make sure you have these answers before approaching
teachers.
|
|
4.
Advocate strongly for your online conference.
|
This
is where you need to frame your mission carefully. Try to anticipate
the reaction to your request of administrators or others whose
support you will need. For example, are they willing to fund the
purchase of new hardware or software? Will they authorize release
time for participants? Will they help recruit participants? Be
prepared to meet negative responses with examples of successful
collaborations by other groups.
|
|
5.
Prepare a preliminary action plan/proposal that details what you
are studying & when.
|
This
is your chance to articulate your goals & lay out an initial
timeline with specific benchmarks. The proposal can serve as a
starting point for discussions.
|
|
6.
Establish what hardware & software are available, & think
about the features you want your environment to have.
|
When
planning a collaborative environment, it's probably safe to assume
that users do not all have the same software & will have to
acquire it, unless your group members all have access to similar
hardware, software, and technical support. Think in terms of the
existing infrastructure & its implications for choosing a
computing environment....
- Do
users have access to the Web, or only email?
- What
kind of computer access do participants have?
- Does
everyone have similar hardware & computing power?
Keep
in mind that you may not have a choice at all. It's possible
that your hardware can only support certain software programs,
or your school district may already be using a specific type
of groupware.
|
|
7.
Identify those you want to join the project & how you are
going to invite participants.
|
You
might decide to solicit volunteers either through email or word
of mouth. If you want participants who are already comfortable
with Internet technology, posting an announcement to a mailing
list server or on a Web site are good choices. To find an appropriate
mailing list server, check indexed lists of newsgroups & mailing
lists such as Reference.com -- http://www.reference.com/
-- or the List of Lists. http://catalog.com/vivian/interest-group-search.html
You
might also consider approaching principals. Once convinced of
the merits of your proposal, many may be willing to promote
your project at meetings. Still another option is to send an
invitation via the regular mail or in a teachers' newsletter;
make sure you send a copy to other potential supporters such
as principals, department heads, & the superintendent of
schools. In the letter, be specific about your goals. Let potential
participants know how much time out of the classroom this could
require & mention classroom coverage &/or stipends if
they are relevant. Provide enough details to make the project
understandable, but let them know it will be an evolving, fluid
experience. Also, give a date for the kick-off meeting.
Do
you want to have an application process or include all volunteers?
If it's a competitive process, provide information about both
the application process & your methods for choosing participants.
Decide
whether you want to bring in outside professionals. If so, who
are they? Find out if they are willing to participate. Consider
having a computer teacher be part of the conference, so you
have built-in help for any technical glitches that may occur.
Be sure this expert is aware that you may be asking for technical
assistance as problems arise.
|
|
8.
Select the participants & the moderator(s).
|
Consider
the number of people who can participate while keeping the work
manageable & the feeling personal. Depending on the group's
experience with Internet technology, you may want to use more
than one moderator -- one for content issues & one for technical
support.
|
|
9.
Prepare for the first group encounter.
|
Arrange
for participants to come together for an initial meeting. Like
any other first encounter at a teachers' seminar, participants
should introduce themselves, explain why they are interested in
working on the project, what their expectations are, & what
they think they can contribute & learn. Make sure you have
a skilled moderator who can help you conduct the meeting. (See
the next section on being an effective moderator.) Review the
preliminary proposal with the group & make sure it is on target,
or at least within range. Discuss changes that need to be made.
Make sure everyone is still on board. Does the project need to
be substantively revamped or can the work begin? Before you close
the meeting, define the next step, whether it be overhauling the
plan or convening online to begin the collaboration.
|
|
10.
Let the discussions begin!
|
The
moderator can take the lead in raising questions, posing scenarios,
& offering suggestions for strategies & activities. Once
participants get comfortable with the technology, they will likely
take a more active role in shaping the discussion.
|
|
11.
Now that you have a new community of learners, make sure they
help you evaluate the project work.
|
Evaluation
should be an ongoing process to which all participants contribute.
The group's moderator can help guide this process by regularly
asking the group about their progress.
|
|
To subscribe
to (or unsubscribe from) EDInfo, address an mail message to: listproc@inet.ed.gov
Then write either SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME
in the message, or write UNSUBSCRIBE EDINFO (if you have a signature
block, please turn it off) Then send it!
Past EDInfo
messages: http://www.ed.gov/MailingLists/EDInfo/
Search: http://www.ed.gov/MailingLists/EDInfo/search.html
Past ED Initiatives:
http://www.ed.gov/pubs/EDInitiatives/
Martin
Huntley, Peter Kickbush & Kirk Winters
U.S. Department of Education
kirk_winters@ed.gov
|
Distance-Educator.com
› Designers Channel
›
A Practical Guide for Educators
