Category Archives: E-learning

Struggling to engage participants in virtual sessions? 7 strategies for creating more effective online gatherings

By Keeley Sorokti and Alyssa Dyar (guest blogger)

As a facilitator of a webinar, virtual team meeting or virtual class session, have you ever imagined what the attendees are doing while you attempt to engage them? Perhaps they have multiple windows up and are checking Facebook, sending an e-mail or running to the kitchen to grab a snack. Have you ever asked, “Does anyone have any questions?”, followed by deafening silence? In a world of constant distractions, how do we design and facilitate meaningful virtual sessions that connect and engage people to learn together?

In a blended or online learning environment, it is common to use web conferencing technology to facilitate synchronous class sessions. In our roles at Northwestern University’s MS in Learning and Organizational Change and School of Education and Social Policy, we help faculty design and facilitate virtual and hybrid class sessions using Adobe Connect, a web conferencing tool similar to WebEx or GoToMeeting. We work hard to make the sessions meaningful and engaging. Sometimes we succeed and other times sessions fall flat. Engaging sessions that create a learning community are usually a result of thoughtful design and facilitation.

We are often asked for tips on ways to create engaging sessions that avoid the dreaded talking head or voice plus slides that is so common. We decided to team up to share some of what we have learned about how to design and facilitate virtual sessions. Some of the tips may be specific to Adobe Connect, but most can be applied to any web conferencing tool. While our context is higher education, many of the tips shared here could be applied to virtual team meetings in a corporate setting or any virtual gathering.

1) Make the session seem effortless by creating a script with layouts that match.

Adobe Connect LayoutsMany instructors have found that teaching online requires more planning than in a face-to-face environment. It is important to have the entire class scripted out so that you can seamlessly direct students through the session and prepare back-up plans for issues that might arise. Use “Layouts” in Adobe Connect to plan out your entire class and keep them in order on the right hand-side so that you can easily move through the various layouts during the session. This will allow the facilitator to focus on the content, rather than the technology, while also helping to maintain participant engagement by varying the content and activities on screen.

Ideas & Application:

  • Upload any slides, videos, or other media in advance to avoid waiting for them to load during the session. Ask guest or student presenters to share their content with you ahead of time.
  • While you may vary the types of pods presented on screen (slides, polls, Q&A’s, etc.), we recommend keeping the attendee and chat pods visible as often as possible, and in the same location on screen, so that participants can easily refer back to them.

2) Take time at the beginning to review technology features and set session norms.

Adobe Connect raise handMake your students comfortable with the interface so that the sessions run more smoothly. Ideally, students participating in an online or blended course will have gone through an orientation process to become familiar with the basics, but if not, be sure to demonstrate how they can share their webcam, mute their audio, and use the chat. You may find students also need a tutorial on using the Share pod if they will be presenting. It is helpful to explain to participants how they can maximize pods for better viewing, and which actions affect all users (i.e. flipping through slides) versus only their own screen.

Determine which features will be most important for helping to manage your session – will students share their webcams? Will they use the status notifications? Be sure to set expectations for how you expect your students to participate, including where, how, and when they can communicate or ask questions (chat, hand raise icon, share webcam, etc.). For longer sessions, let participants know when breaks are scheduled so that they can get water, use the restroom, etc. and encourage them to use the Step Away status to indicate if they are not available.

Ideas & Application:

  • Set norms about how the chat pod will be used. Specify whether students should use the chat pod for social banter. This can help establish comfort and ease in a virtual environment, but some instructors (and participants) may find it distracting. Providing a separate chat window when you want students to answer a question or share their thoughts on a topic can help to focus on a particular topic while still allowing for important social interaction and connection.
  • As the instructor, keep your attendee pod in “Status View” so that you can keep an eye out for raised hands.
  • Make sure participants know how to message the host directly if they need to send a private message.
  • Send a reminder email ahead of each session with a direct link to the meeting room, objectives/topics that will be covered, and what they should have prepared ahead of time. Include troubleshooting tips and reminders of the session expectations that have been previously discussed.

3) Use webcams to make your sessions more personal.

In the online environment, it can be difficult to instill a sense of personal connection. Utilizing webcams can help make the session feel more like a face-to-face conversation. Not only will it help to put a face to the voice, but it makes it much easier for you (and your students) to use humor, sarcasm, etc. when users can see facial cues to help decipher tone. It is also more difficult for students to multitask if they are on camera. While it may be overwhelming to have every participant’s video on screen while content is being shared, be sure to display the presenter’s webcam to maintain engagement. With small classes, you may want everyone to share their cameras during class discussions and breakout sessions.

Keep in mind that some students and facilitators may be uncomfortable sharing their webcam. Demonstrate how they can share their webcam and pause the video so that other users only see their picture, rather than a live stream. While less dynamic, being able to see a photo at least helps classmates (and you) put a face to the name/voice. Similarly, explain to students that they can pause other users’ video streams if they find it distracting or if it is using up too much bandwidth (this will only pause the others’ video on their own screen, not for everyone).

Ideas & Application:

  • Utilize the “Filmstrip” view to allow multiple (or all) users to share their webcam, while only highlighting one camera at a time, presumably the speaker’s.
  • Have everyone share their webcam at the beginning and end of each class session (Hollywood Squares-style). Then begin the session with a quick icebreaker. This could be a quick reflection question (such as, What did you learn this week?) or fun personal topic to get to know each other. For icebreaker ideas, see the Tone/Climate section of ADDING SOME TEC-VARIETY 100+ Activities for Motivating and Retaining Learners Online.
  • End the session by sharing webcams again and asking participants to respond to a prompting question (such as, Share one thing you will do this week differently as a result of what you learned tonight.) Ending this way can feel less abrupt, while fostering personal connections. It promotes the creation of a learning community.

4) Make the session interactive.

In order to maintain engagement, try to involve the participants as often as possible. If you have been talking to your slides for more than five minutes, it is probably time to engage the attendees in some way before you lose them. Use polls and discussion questions to break up the content. Polls can be multiple choice or open-ended, and you can share the results with the class. This can be a great way to check understanding, survey opinions, and more. To switch-up the class dynamic and help participants better digest the material, sort them into smaller groups using Adobe Connect’s “Breakout Rooms”. Participants can be randomly or selectively put into groups, and hosts have the ability to move from room to room to check-in and facilitate discussion.

Ideas & Application:

From Erica Kalata, MSLOC 421 Advancing Learning & Performance Solutions Instructor

From Erica Kalata, MSLOC 421 Advancing Learning & Performance Solutions Instructor

  • Have something for attendees to do when they join the room. They can draw something on a whiteboard as an icebreaker, answer a poll or answer a question in a chat pod about what they learned that week. Pull them in immediately as opposed to having them go look at Facebook while they are waiting for everyone to arrive.
  • Encourage the use of webcams in breakout rooms to make the conversations more personal. Provide a “Notes” pod for each breakout room to jot down their thoughts – these can be shared back into the main room after breakouts have ended.
  • Use the messaging feature to send out warnings when breakout rooms will end, as it can be jarring to be in a small group discussion and then suddenly back in the main room. Give a warning a few minutes ahead of time, and then 30 seconds (and maybe even 5 seconds) before you bring everyone back.

5) Reflect back what you are seeing in chat.

In using the chat (and polling) features of Adobe Connect, it is important to pay attention to what students are saying and respond to students’ comments. Not only will this validate the use of the function and encourage participation, it can provide jumping points for deeper conversation. Specifically, in watching the chat, pay attention to trends, contrasting arguments, and comments from less-vocal students. Do not feel obligated to acknowledge every comment; give students the opportunity to respond to each other and create a dialogue between themselves.

Ideas & Application:

  • You can put multiple chat pods in a single layout and ask several different questions that students can respond to. After some silence start commenting on a few of the comments so that people feel acknowledged and it spurs more conversation.
  • With larger classes, it may help to have a facilitator, in addition to the instructor, to monitor the chat function. The facilitator can help answer questions, draw attention to interesting comments, and provide tech support as needed.

6) Be comfortable with silence.

quietMany people are more uncomfortable with silence in the virtual classroom than they would be in a traditional classroom. This has been eased slightly by sharing webcams more often so that facilitators are talking to people they can actually see — webcams seem to help the facilitators relax.

Instead of plowing through material, try relaxing into the space and allowing the participants to do the same. We often coach faculty to stay silent after asking a question or opening up discussion until they feel uncomfortable with the silence. And then stay silent for another 30 seconds after that. This not only allows the participants who may still be processing to think before the class moves on but also breaks up the rhythm of the session and makes people take notice. Remember, in a virtual environment it is difficult to notice if someone is thinking and about to speak. Participants are often more reluctant to interrupt in a virtual environment because they are unclear about how to get the facilitators attention.

Ideas & Application:

  • Use a timer for yourself to make sure you are giving participants time to process. Often an “uncomfortable” silence is perceived as much longer than it actually is.
  • Design some activities where students are writing something down on their own notepad at home in silence for a few minutes.
  • Remind your students to use the status icons to notify you when they want to speak. Be conscious of these icons and be sure to acknowledge them in a timely manner.

7) Create artifacts as a group for later digestion.

You can easily create and share artifacts that allow for real-time reflection and also open up possibilities for post-session learning and asynchronous discussion. While you have the option of recording an Adobe Connect session, smaller, more tangible artifacts (slides, notes, or chat transcripts) may prove more useful for your students to reflect back on the content. If using a learning management system or online community, provide a space for students to keep the discussion going – this is especially important in connecting the topic with the course overall.

Ideas & Application:

  • The host of the Adobe Connect session can e-mail the chat transcripts and then post them in the online class space or in a Google Document.
  • Create a Google Doc during the virtual session for silent brainstorming and individual reflection. The content in the document can be used to generate online discussion questions or can be revisited at a later time.
  • During (or after) the session, make note of interesting comments or topics that arise. Use these quotes to spur a deeper discussion in your learning management system or online community.

Share your ideas and experiences.

What have you found to be helpful in creating engaging and meaningful learning experiences during virtual sessions?

We are especially interested in hearing from attendees of virtual sessions. What works for you as an attendee of webinars or virtual class sessions? What doesn’t work?

We are always looking for new ideas so that our class sessions don’t all follow the same script. Continuing to find new ways to engage can be difficult so please share your experiences and questions by making a comment on this post.


Great Webinars: How to create interactive learning that is captivating, informative and fun by Cynthia Clay

ADDING SOME TEC-VARIETY 100+ Activities for Motivating and Retaining Learners Online (free e-book PDF) by Curtis J. Bonk and Elaine Khoo (The Ten Online Activities in Principle #1: Tone/Climate section has great ideas for icebreakers.)

What are some other resources you have found helpful?

Photo Credits

img_0005 via photopin (license)

Shhhh via photopin (license)


Is this Coursera Statement of Accomplishment Worth Anything?

I received my E-learning and Digital Cultures MOOC statement of accomplishment today. This has me thinking about assessment and certification.

The Voice Thread #EDCMOOC small group that I credit with helping me finish the course (see My Human Element) recently had a post-MOOC reflection synchronous conversation via a Google+ Hangout. One of the topics we discussed was assessment and certification, especially in an age of MOOCs and sites like Khan Academy. Felicia Sullivan brought up the idea of creating ways for certification to be separated from the course itself so that students/learners might be more inclined to focus on the learning. In other words, you could learn in various ways and then be assessed by some external body in order to show your mastery of a particular topic.

My MSLOC colleagues, Michelle Frisque and Teresa Torres, tweeted today about Mozilla’s Open Badges program which helped me further my thinking on this topic of certification. This is why I love Twitter!

Screen Shot 2013-03-16 at 3.28.12 PM

This type of badging program might offer a way for an individual to document his or her learning that happens outside of formal school settings. From their wiki:

Learning today happens everywhere, not just in the classroom. But it’s often difficult to get recognition for skills and achievements that happen outside of school. Mozilla’s Open Badges project is working to solve that problem, making it easy for anyone to issue, earn and display badges across the web — through a shared infrastructure that’s free and open to all. The result: helping people of all ages learn and display 21st century skills, unlock career and educational opportunities, and find new life pathways.

As Michelle Frisque mentioned, the City of Chicago is running Chicago Summer of Learning, a badging program using Mozilla’s open badge tool. The city is encouraging Chicago youth “…to engage in hands-on learning opportunities—particularly in science, technology, engineering, arts, and math”. I just signed up and am curious to see how my boys respond. I am starting to focus more and more on helping my boys engage in thoughtful ways with the technology that surrounds them as well as help them learn how to be intrinsically motivated life-long learners.

This Summer of Learning program seems like a great way to encourage the children of Chicago to keep on learning in a more free way over the summer! There are some compelling arguments for this type of system in this video by Mobile Digital Arts. It seems aligned with some of the ideas shared by Ali Carr-Chellman in her Ted talk called: Gaming to re-engage boys in learning.

So what is one to do with a Coursera statement of accomplishment? If you are curious what it looks like, mine is below. I’m not sure what I will do with this other than save it as a file on my computer. It certainly is not why I took the class. However, I do realize that there are particular contexts where this type of certificate might be important. There were some people who were expecting to get this statement almost immediately after the course finished and seemed upset that it was taking so long. I wonder how other EDCMOOC students are planning on using their statements of accomplishment? Maybe there will be a Cousera badge system via Mozilla soon – you can see a list of which organizations are currently issuing badges here:

EDCMOOC Statement of Accomplishment

My Human Element in the EDCMOOC

Authentic conversation is our human way of thinking together” (Brown, 2005, p. 204).

A few years ago I realized that a common theme in my life is the formation of community. After I had my first child I started a play group that met weekly for several years. I have been part of a women’s spirituality group for over eight years. When my son started a new school for first grade I quickly went about compiling a class roster and helped create a Facebook group so that the parents could connect and support each other. The part of my job that I enjoy the most is fostering community and knowledge sharing within MSLOC’s private online social learning community. Not surprisingly, I quickly found a community within this massive, global E-learning and Digital Cultures MOOC course. It was not planned nor do I know where it is headed. But I do know that it has increased my level of engagement and connection. I feel supported and validated. What was initially a bit scary, sharing my learning journey publicly, now feels energizing.

As I work my way through the videos and readings for the Reasserting the human topic (week 3) in the EDCMOOC, I have been reflecting on community and how to support learning with authentic conversation and human connection. Specifically, I’ve been thinking about how community forms and is sustained within a complex adaptive system, such as a MOOC. Complex adaptive systems are unpredictable, nonlinear, adaptive, emergent and self-organizing (Pascale, 2000; Tsoukas, 2005; Uhl-Bien et al., 2007). I’d say this #EDCMOOC qualifies! The self-organizing piece is what I find fascinating.

The Kolowich (2010) reading called The Human Element resonated with me on several levels, as a higher education learning professional, as a former graduate student who took classes in various formats and as an EDCMOOC student.

The Human Element in the Blended Learning Environment

Over the past several years, my colleagues and I in the MSLOC program  at Northwestern University have identified that making emotional connections has been a key factor in supporting a healthy, collaborative blended learning community. Some ways that we do this is by sharing webcams in virtual class sessions, by taking time to end virtual sessions with intention and reflection instead of just abruptly hanging up, and by creating instructor welcome videos for our alternative schedule classes that include sharing some personal information. (See more info here.)

make emotional connections Similar to Douglas Hersh, Dean of the School of Media Arts at Santa Barbara City College, who is referenced in the Kolowich article, we have found that incorporating more video and audio into our courses has helped our students feel more connected to their instructors before they ever meet them in person. We coach our faculty to share their authentic selves on camera as much as possible. Our videos are not heavily produced – the focus is on the authentic human connection, not on creating slick videos. You can see an example of one of our instructor videos here: Managing Transitions (notice how Dorie Blesoff shares her personal stories in the video).

Just like Hersh, we have also moved mostly off of Blackboard in favor of a private social learning community powered by Jive Software. In this nonlinear, organic online platform, members of our community are able to make connections, collaborate and share knowledge across and above class instances while still allowing for private class groups. Members of the learning community are able to have social presence in various ways, such as micro-blogging via status updates.

My Human Element Within EDCMOOC

The description of Hersch’s Human Presence Learning Environment  where students can post audio responses to discussion threads sounds like what I’m calling My Human Element within the EDCMOOC course, a Voice Thread discussion started by Felicia Sullivan on February 6, 2013. Basically, we each upload a picture to a Voice Thread profile and then we can make audio or text comments when we are able. The comments get put into one long recording and it is easy to move to a particular location – I typically find the last comment I heard and then start listening there. Visual cues are given to show who is talking.

I drew the image below to represent my EDCMOOC group which has slowly grown each day as new people join in.

voicethread-EDCMOOC Felicia Sullivan (@feliciasullivan) kicked off the Voice Thread by asking fellow MOOCers the following questions:

What is really most present in your mind right now related to EDCMOOC? What is the burning thing you are seeking out or researching or questioning? What really is top of mind?

She has adeptly continued to facilitate the conversation by responding regularly and making us feel that we all own this conversation/convergence. We have been discussing various topics such as e-learning and social media tools, the interesting position of studying something that you are also doing at the same time (going meta on MOOCs), the priviledge afforded to English speakers in this EDCMOOC, the possible inequities of MOOCs (see a recent post about this by Jen Ross – @jar) as well as the Voice Thread tool itself.

banksy - bird singing in a tree - 2

banksy – bird singing in a tree – 2

By sharing our voices, we hear each others accents, share a bit of personal information and make an emotional connection. Simply from hearing the background noises in the audio tracks and picking up on visual images in the pictures students have chosen to share, I have learned the following: Beth D. has a Dachshund (listen), Virginia has birds chirping nearby (listen), Rick seems to like the outdoors, Beth and Virginia both like to drink tea or coffee from mugs. Rick from Fresno, CA reflected on the power of sound in one of his Voice Thread remarks, “Hearing the birds chirping and dogs barking helps to personalize some of these interactions we’ve been having, largely via text.”

So I’d like to thank the students who have shared their voices on this Voice Thread: Felicia (Boston, MA), Rick (Fresno, CA), Miguel, Beth S. (Yorkshire, UK), Beth D. (Wisconsin), Virginia (USA), Sherene (USA), Fran (Australia), Luis Rafael (Venezuela), Marianne (Gainesville, FL). You have inserted a bit of predictability and safety into an otherwise nonlinear, sometimes overwhelming experience. This Voice Thread is the place I go before starting my EDCMOOC reading/viewing or checking my various streams. It is what I’ve been listening to as I start and end my day. I look forward to hearing more voices as the course continues! I have a feeling others have been listening and wonder what will compel (or prevent) people to join in.

What have been your experiences with self-organization in this MOOC or other similar environments?

What is the story of your own small group if you have one?

What does community mean to you within this context?

Related Content

EDCMOOC Voice Thread by Felicia Sullivan

Blog Posts

Online Content from members of the Voice Thread

Felicia’s Blog:
Rick’s Blog:
Beth D.’s Blog:
Fran’s Blog:

Reasserting the Human – Week 3 Readings / Viewing

Humanity 2.0: defining humanity – Steve Fuller’s TEDx Warwick talk (24:08)

Badmington, Neil (2000) Introduction: approaching posthumanism. Posthumanism. Houndmills; New York: Palgrave

Kolowich, S (2010) The Human Element. Inside Higher Ed

Monke, L (2004) The Human Touch, EducationNext


Photo Credits

Photo Credit: Make Emotional Connnections by sorokti cc
Photo Credit: My Human Element by sorokti cc
Photo Credit for bansky bird: Eva Blue via Compfight cc


Brown, J. (2005). The World Café: Shaping our futures through conversations that matter. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Kolowich, S (2010) The Human Element. Inside Higher Ed

Pascale, R. (2000). Surfing the edge of chaos : The laws of nature and the new laws of business (1st ed.). New York: Crown Publishers.

Tsoukas, H. (2005). Chaos, complexity, and organization theory. In Complex knowledge: Studies in organizational epistemology (pp. 210-229). Oxford: Oxford University Press.

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298-318.

The #EDCMOOC Conveyer Belt and Other Massive Metaphors

I participated in the #edcmooc week 2 Twitter chat yesterday. It felt like watching a conveyer belt that never stopped moving, a metaphor shared by @stevemac121 in response to the following question:

Q4: How would you characterize your experience in the MOOC thus far: is it a class, a network, or would you describe it otherwise?

Screen Shot 2013-02-10 at 3.48.39 AM Other metaphors included journey, adventure, matrix, pandora’s box, incidental learner’s paradise, learning network, classy network, shopping cart, rapid flow, community, maze, digital workshop, open space conference, fountain of info/resources, lemmings jumping off cliff into pool and a green light.

My responses to this question included:

Screen Shot 2013-02-10 at 3.49.06 AM

Screen Shot 2013-02-10 at 3.48.51 AM

Screen Shot 2013-02-10 at 3.48.13 AM

After the chat I caught up on some Week 2 reading including the Rebecca Johnston (2009) article that explores internet metaphors. This inspired me to create a couple of digital artifacts representing some of the metaphors for students’ experiences of the MOOC

#EDCMOOC Metaphors

Haiku Deck: E-learning & Digital Cultures MOOC

Storify: Metaphors: E-learning & Digital Cultures MOOC

What has your experience been like in this or other MOOCs?

What metaphor would you use?


Other Artifacts from Twitter Chat

TAGSExplorer (Social Network Analysis meets Twitter Archive)

Full log of #edcmchat via @danishbuddha


Johnston, R (2009) Salvation or destruction: metaphors of the internet. First Monday, 14(4).

Photo Credits

Conveyer Belt


MOOC Gifts – #EDCMOOC Week 2

Sometimes I open a book to a random page to see what little gift I might receive. This is how E-learning and Digital Cultures MOOC has felt this week. When I can steal away from my e-mail queue and long task list and check the #EDCMOOC Twitter stream or Google+ community, I never know what will catch my eye. Each time I have opened the streams this week, I have learned something new that has helped me think about my own work in new ways. These are some of the gifts I have opened this week:

1. NEW TERM: I came back to the Digital Viking term coined by Amy Burvall when Linda Saukko-Rauta shared a Digital Viking infographic. The students in the MSLOC Creating and Sharing Knowledge class this quarter are working on enhancing their own personal learning networks and are being challenged to push themselves out of their comfort zone. I can’t wait to share Amy’s five Digital Viking behaviors with them, especially Hoist the Sail- Embrace the Fail! See #msloc430 tweets to follow that class.

2. NEW TECHNIQUE: I participated in a collective brainstorm developed by Felicia Sullivan that asked Who are the MOOCers? . This has given me some new ideas for ways to use Google Apps for synchronous or asynchronous brainstorming. We have been using Google Docs for awhile now in various ways (create affinity diagrams synchronously using Google draw, virtual class whiteboard for hybrid class sessions, online brainstorming/reflection with multiple students typing in the same Google Doc, etc.). When people are brainstorming in the same document and seeing each other type, they start responding to each other and building off ideas in real-time. Using a Google Form in the way Felicia tried offers a new way to quickly gather people’s thoughts without being influenced by what others are typing. It’s always good to have options depending on the goal of the activity.

3. NEW TOOL: I participated in a Voice Thread created by Felicia Sullivan that helps students who learn asynchrously talk to each other, allowing for greater connection and embodiment. This has given me some ideas for news ways to set up discussions and online engagement that are flexible enough to work across multiple time zones, a discussion I just had with colleagues last week.

4. NEW CORNER OF EDCMOOC-LAND: I found a category in the Google+ Community called Digital Artefacts that has helped me populate my Digital Artifact note in Evernote with a collection of promising tools to explore. I’m waiting to get my invitation to, one of the tools I found.

Click here to read more about these gifts in the ThingLink I created.

It is Friday of week 2 and I started reviewing the resources for this week tonight for the first time. I don’t feel behind though; I’ll catch up over the weekend. But even if I don’t, I have benefited greatly from being part of the online community. I am connecting with new people, sharing resources with my colleagues in the @NU_MSLOC program and learning to turn off the task-oriented part of myself that often prevents me from pulling up out of the weeds. In short, I have new enthusiasm for the work that I do. So thank you for the gifts fellow MOOCers!

#EDCMOOC – Week 1 Scaffolding to Avoid Dropping Out

I’ve dropped out of a MOOC before, so when I started participating in a MOOC (Massive Online Open Course) called E-learning and Digital Cultures last week I wanted to set myself up for success. To do this I reflected on the way that I learn and the reasons why I never participated in the MOOC about MOOCs in Fall of 2011 despite my initial enthusiasm. I didn’t really commit to it the first time around. I neglected to set aside dedicated time to the MOOC and didn’t set up a framework to manage the massive amount of content.

As a graduate student in the MS Learning and Organizational Change program, I took several courses that were mostly self-directed, such as my independent study and my capstone project. These courses had some instructional scaffolding built-in that kept me on track, such as advisor meetings and assignments that prepared me for the final papers. It also didn’t hurt that a grade would be entered into the system at the end of the quarter!

In order to set myself up for success in this completely self-directed course, I decided to spend most of the first week setting up my own scaffolding around the course content and online discussion. One of the first resources I found helped me get started: 25 Tips To Make the Most of a MOOC. I tend to go down rabbit holes if just dive into the content so I intentionally did not look at the Week 1 materials until I had done the following:

Luckily, I am comfortable with most of these tools so did not get bogged down in trying to learn about them. I wonder what this would be like for someone who is not a regular user of social media tools?

I also have created the following learning goals for myself:

  • Try some new tools for creating digital artifacts so that I am able to complete the final project which involves creating a publicly available digital artifact which expresses something important about one or more of the themes covered in the course. Drawing / creating visuals is not my strong suit, so this will push me.
  • Write a few blog posts — I’ll admit that this is a bit scary for me but I’ve written two posts already and nothing bad has happened so far.
  • Read and view at least some of the course content during the week it is assigned.
  • Enhance my own personal learning network to support my role as Assistant Director of Academic Services in the MSLOC program at Northwestern University.

So far, I have met my goals for Week 1!

Watching the recording of the Google+ hangout with the course facilitators hooked me. I kept thinking that a trip to Edinburgh might be in order in the future as I observed this group of colleagues facilitate an authentic discussion that shows that they are also learning through this process! I agree with my colleague, Jeff Merrell, that they conducted a great session (See ‘Where are’ vs. ‘who are’ the professors. Thoughts on Google Hangouts and #edcmooc).

My personal learning network has grown already. I’ve started following various edcmooc’ers on Twitter and Google+ as well as some of the blogs.

As I was thinking about creating a digital image for this week, Juliette Swett, a student in the MSLOC program, tweeted about a new tool for creating images and connecting content. Screen Shot 2013-02-04 at 2.01.58 PMI played with ThingLink over the weekend and created a very quick and dirty overview of my first week in this MOOC. It represents my attempt to create scaffolding around the massive amount of content and conversation that is being generated. So far I feel like I’ve just been peeking through a fence watching #edcmooc with an occasional shout out on Twitter. I would like to engage more thoughtfully (and publicly) with the actual content in Week 2. You can see the image below that I created to represent my Week 1 experience. It is best to go to the artifact itself so you can interact with the image.

For an interactive version of this artifact, click here.

ThingLink – First Attempt

Scaffold Photo Credit: j neuberger via Compfight cc

Gather with Purpose

I have found that the intersection of community, technology and learning is more meaningful when I step back and ask myself and my colleagues the following question:

What meaningful work can we do together that we could not accomplish individually?

In other words, how can we gather with purpose?

The phrase Gather with Purpose came to me while my MS Learning and Organizational Change (MSLOC) colleague, Jeff Merrell, and I were preparing a case study about creating a collaborative learning community for the 2011 Chicago E-learning Tech Showcase.

We shared three themes that we (MSLOC staff and faculty) had begun to identify as important for stewarding collaborative learning communities:

  1. Make Emotional Connections
  2. Encourage Discovery
  3. Gather with Purpose

During and after the case study presentation the theme that has resonated the most with people is Gather with Purpose. As Jeff Merrell mentions in a blog post, perhaps this is because so many of us have sat through class sessions (virtually or face-to-face) and meetings that seem like a waste of time. An instructional video or e-mail update would have sufficed.

In order to come up with the themes, we thought about the ways that a collaborative learning community has been fostered within the MSLOC program and then grouped them together. Some examples of gathering with purpose are:

  • Video Presentations: Student teams create video presentations that are shared with the whole class prior to a class session. The class session is used for discussing and critiquing the presentations in order to make connections and go deeper.
  • Simulations & Role Plays: A virtual class session is used to practice consulting. The instructors act as clients and students act as consultants. A scoping call with the “client” happens prior to the virtual session.
  • Knowledge Jam: Instructor gathers a panel of subject matter experts to participate in a knowledge jam with the students around a particular topic.
  • Group Reflection/Brainstorming via Google Docs: 15 – 25 students simultaneously answer questions, reflect or brainstorm a topic at the same time during hybrid or virtual class sessions. Everyone has a voice, not just the extroverts!

For me, the phrase Gather with Purpose is a reminder to slow down and be intentional about designing and planning virtual, face-to-face and hybrid gatherings/meetings/class sessions. The phrase helps me be more present during both the planning phase and the actual gathering. It also allows me as a participant to be more present because it acknowledges that all of our voices are needed when we gather. Our lives are all so busy and it is easy to just quickly slap together a ppt deck rather than take time to ask ourselves why we are gathering.

  • What is it that we can do together that we cannot achieve alone?
  • How can we make emotional connections and be energized by our gathering?
  • How can we design gatherings that hold people’s attention and perhaps even allow participants to go deep and stop multitasking?
  • What is the content or knowledge needed for this meeting and how will that be delivered or acquired prior to the session?

I hope that this blog can help me be more intentional with my own learning and reflection. Perhaps it will allow me to gather with more purpose online. While I am entering into blogging as purely an individual endeavor, I have a feeling it will open up some new connections and maybe even increase my own personal learning network along the way!

Related Resources

image from slightlyeverything on flickr