8 Ways Project Guides 8 Ways Project Guides Provoke LearningProvoke Learning

Presented by Jenn Geddes, Kim Marin, Shanna Johnson, Cheryld Emala, & Troy Teeter

OverviewOverview

What is Coral?What are Project Guides?What are the 8 Factors of Learning?How do they tie together?How can this model be adopted into other

classrooms?

Coral: Collaborative On-line Coral: Collaborative On-line Research and LearningResearch and Learning

The collaborative project is an applied research project of psychology students enrolled in two different courses at WCU and CUP.

Students at West Chester University are enrolled in a Senior Seminar, Dynamics of Small Group Behavior.

Students at Clarion are enrolled in Psychology of Women.

Project Guides are former students of Coral.

Characteristic of CoralCharacteristic of Coral

Teams based at two different sites.

Collaborative Learning.

Teamwork. Shared goals. Focused outcomes. Teams develop a sense

of community.

Course is consistently changing.

Interaction & Feedback.

Faculty & Peer Guidance.

Constructive Criticism Use of Technology.

Collaborative Technology Collaborative Technology ToolsTools

Survey of Internet experience Web Board (web-based

discussion boards) Coral Reef (real-time chat room) Video Conferencing (ISDN /

ATM) File Manager Coral Website Desktop Video Conferencing:

Laptops with Net meeting capabilities

On-line Calendars Coral list-serv E-Mail

Web (Discussion) BoardsWeb (Discussion) Boards

Are the primary means of communication.

Allow asynchronous communication.

Encourage exchanging team ideas as well as socializing.

Messages are threaded. Messages are archived every 2

weeks.

CORAL ReefCORAL Reef

An on-line chat room Used by teams for synchronous communication Used on a weekly basis Teams schedule chats

Video ConferencingVideo Conferencing

Is used by students, not faculty. Is used for discussion and decision-

making in organizing their research & collaborative analysis proposal.

Assists students in defining ‘team-member roles’. I.e. who is responsible for various part of the research proposal.

Used for synchronous PowerPoint presentations.

Video ConferencingVideo Conferencing

Students’ clarify asynchronous misinterpretations.

Share knowledge with distant site members – content.

Team members settle group conflict via the face to face interaction.

Encourages greater cohesion among sites.

File Manager File Manager Accessible anywhere on the InternetAccessible anywhere on the Internet

On-line file managers are used to:

Edit papers Exchange articles Stores drafts of papers Drafts of PowerPoint presentations The file cabinet for each team. Share teams communication patterns

Web Cams & LaptopsWeb Cams & Laptops

Allow students access to CORAL tools, the discussion boards, file-managers, chat rooms, and websites.

Desktop video-conferencing via NetMeeting. Purpose – to contact team members when decisions need to be made outside of their scheduled class.

On-Line CalendarsOn-Line Calendars

Organize due dates Are used to schedule chats Organize team members’ schedules Organize differences in university schedules (e.g.,

spring breaks).

Project GuideProject Guide

Expectations– Perception of project guide role

Role: “Guide” not “Direct”– Interpretive mediator between professors and students– Start off with more “hands-on” approach and gradually

move “back” (child learning to walk)– Allow mistakes to occur for learning purposes– Offer suggestions and feedback to alleviate frustration,

offer guidance

Project Guides Begin to Become Project Guides Begin to Become a Rolea Role

Trial and error Begin to determine what a project guide should do Help with organization Focus more on communication and less of writing

style Communicate with the professors

– Make suggestions as to how to improve class– Give feedback

Role of Project GuideRole of Project Guide

Students’ perception of us– “Accessible”/non-intimidating resource– Mediator between professors and students

Evolution of role– Hands-on approach– Students highly reliant on P.G. for guidance and

support– Emphasis shifted from writing style to group dynamics

and effective communication– Regarded as important resource

Project Guide ResponsibilitiesProject Guide Responsibilities Help team members establish academic and personal

relationships– Facilitate and encourage team communication– Discourage perpetuated influence of perceived and speculated

cultural differences Highlight individual personality types and encourage utilization of

individual strengths

– Compensate for experiential differences ex.(freshman non-major vs. senior psychology major)

Model effective online communication– Maintain visibility

Daily web board postings Presence at video conferences Presence at chats

Project Guide Responsibilities Project Guide Responsibilities cont.cont.

Provide direction for team members– Importance of past experience as student in class with

P.G. responsibilities– Post weekly plan with suggestions– Help organize team to meet deadlines

Encourage inactive team members through reinforcing emails

– Answer or redirect technology questions– Answer or redirect assignment questions– Offer feedback and suggestions on assignments– Recommend available resources– Proactively offer help

Ways In Which Project Guide Ways In Which Project Guide Evoke 8 Factors of LearningEvoke 8 Factors of Learning

Developed by Marilla D. Svinicki at the University of Texas at Austin.

Project Guides help facilitate learning of students by means of peer mentoring.

Peer Mentoring aids in….Peer Mentoring aids in….

Motivation of students.

Using Prior Knowledge

Clarifying goals. Facilitating active

learning. Deep processing.

Working with others in group setting within sites and across sites

Use situation variables of group dynamics.

Teach self-regulation.

1) Motivation level and 1) Motivation level and directiondirection

Motivation is influenced by:– Utility of the task being learned– Challenge and interest level of the task– Expectations for success at the task– Degree of perceived control by the learner– Purpose of learning (learning vs grade)

Motivation level and directionMotivation level and direction

Project Guides influence student’s motivation by:– Assist the task being learned.– Challenge students to do their best work.– Setting expectations of performance level.– Provide direction and positive expectations

based on previous experience in class

2) Learner prior knowledge2) Learner prior knowledge

The more you know, the easier you can learn.Prior knowledge assists in picking out

important features to learn.Prior knowledge determines where and how

things will be stored.Misinformation is a barrier to learning.

Acting on Prior KnowledgeActing on Prior Knowledge

The more the student knows, the easier it is for them to learn task at hand.

Use PG’s prior experience enabling students to utilize it to reach own potential.

Encourage students to teach each other.Build to strengthen prior knowledge ie.

Computer skills.

3) Clarity of goals of learning3) Clarity of goals of learning

Clear goals.– make the learning target easier to hit.– help chart the path to success.– allow learner to chart progress, which

influences motivation.

Clarifying GoalsClarifying Goals

Setting clear goalsinterpret expectations set by faculty for

studentsFaculty takes back seat, while project guides

answer questionRedirect group when necessaryHelp chart their progress individually or as a

group (WTW & Progress Reports)

4) Degree of active 4) Degree of active participationparticipation

Active participation:– Influences motivation.– Increases attention.– Creates an opportunity for practice.– Gives learner an opportunity for feedback

on understanding.– Increases the probability of deep

processing.

Degree of Active ParticipationDegree of Active Participation

P.G. Increase the level of Active Participation.– Influences Motivation Level of Group– Increase individual attention– Gives opportunity for feedback from peers– Increases the probability of deep

processingEntire class is accomplished through active

participation

5) The depth of processing5) The depth of processing

Learning can occur at several levels:– Surface processing equals memorizing.– Deep processing equals understanding.

Deep processing involves developing structural knowledge by making connections.

Deeper processed information is retained longer and used more flexibly.

The Depth of ProcessingThe Depth of Processing

Learning occurs at several levels:– Surface processing equals memorizing.– Deep processing equals understanding.

Act of actually performing group communication is deep processing; “hands-on experience”

– Project Guides help students understand the foundation principle of group dynamics.

6) The opportunity to work 6) The opportunity to work with otherswith others

Working with others:– Forces learners to articulate their

knowledge.– Provides multiple perspectives.– Provides multiple models of thinking.– Gives moral support to beginners.– Provides social reinforcement.– Exerts social influence on behavior.

The Opportunity To Work With The Opportunity To Work With OthersOthers

Class group dynamics function on working collaboratively with team members

Work with students on-site and across sitesFunction by working beside fellow

classmates, peer mentors and faculty

7) The situation present during 7) The situation present during learninglearning

Learning is tied to whatever is present during initial learning.

Learning should occur under conditions linked to real use.

Varied practice aids in flexible transfer.

Situation Present During Situation Present During LearningLearning

Class situation can be linked to the professional work environment

Various tools used which are also used in the professional work environment

8) The degree of self-8) The degree of self-regulation by the learnerregulation by the learner

Learning is a skill that can be learned.Self-regulation involves getting control

over:– Learning strategies– Motivation and emotion– Resources

Self-regulated learners can go on learning without us.

Degree of Self-Regulation by Degree of Self-Regulation by the Learnerthe Learner

Class functions through self-initiative and intragroup encouragement

Group members set personal deadlines and plan project completion time-lines

Suggested ChangesSuggested Changes

Clarion Mini-Conference Clarion Mini-Conference ExperienceExperience

Voiced concerns and suggestions– Change in final project to focus on group dynamics

rather than presenting the final paper– Start videoconference on the first day of class– More of a focus on APA format– Increase of progress reports to focus on the

collaboration process Acted as transitional period from student to

project guide– Adjustments made

Current Guides SuggestionCurrent Guides Suggestion

Availability of project guides in class– Presence during class time, videoconferences, chats

Concentrate second week of class on establishing relationships between group members– Geared towards each others strengths and similarities

Relay and reinforce expectations of work ethic and responsibilities to excel in class

Suggested Changes cont.Suggested Changes cont.

Project guide’s responsibility for weekly update of group dynamics– Observations and suggestions

Pull away from web board numbers with greater emphasis on quality

Separate web board and chats designated for project guide collaboration

New Project GuidesNew Project Guides

Suzy NicholsAshley Lemak