Workshop Scope

1. Workshop Scope Technical tools Soft tools Interaction Styles Online Personality Assessment Hildebrandt und Partner & zorn consultants

2. SIETAR 2004 Remote Cooperating and Learning. How to team, cooperate and learn effectively and efficiently online Henning Zorn www.zornconsultants.com Dr. Marcus Hildebrandt www.learning.de Hildebrandt und Partner & zorn consultants

3. It is time for a paradigm shift (I) Marcus: A German participant after attending our „Spinner workshop“ at the Learntec 2004 conference: “I had the impression that the virtual run up of the workshop was more intensive than the actual f2f workshop itself.“ Henning: A Brazilian participant after having gone through an intensive 6 week‘s eCoaching session. “For me the comments of the facilitator were extremely useful, it was like talking to him. (face to face).“ Hildebrandt und Partner & zorn consultants

4. It is time for a paradigm shift (II) People from almost 50 countries participated in Henning‘s eCoaching sessions. This is how respondents evaluated the sessions: 100% said issues where relevant to their work. 98% said that they could relate and integrate given advice to / into their daily work. 96% found the assignments useful 96% thought the coach contributed to their learning experience Hildebrandt und Partner & zorn consultants

5. It is time for a paradigm shift (III) Walther, J.B.: Computer mediated communication (CMC) is sometimes hyper-personal rather than the predicted impersonal (filtered cues theories): Experienced CMC users rated text based media as rich or richer than telephone conversations and face to face conversations. Hildebrandt und Partner & zorn consultants

6. What makes you feel somebody’s presence even when he is not there? What makes you a successful eModerator / eCoach?Assignment (I) Hildebrandt und Partner & zorn consultants

7. What makes you a successful eModerator / eCoach?Assignment (II) One of the major purposes to attend a SIETAR conference is networking. Here is your chance: Select somebody in the room you would like to get to know. Write her/him a message to establish contact (3-5 lines on a paper)! You have 7 intensive minutes time… Hildebrandt und Partner & zorn consultants

8. What makes you a successful eModerator / eCoach? What drives this paradigm shift? • The driving competences are: • Successfully creating social presence online or in other screen to screen (S2S) communication situations! • Use intercultural / transcultural approach for learning / coaching design! Hildebrandt und Partner & zorn consultants

9. Definition of social presence The degree to which the partner of interaction is perceived as a person (Paechter, M. Schweizer, K. und Weidemann, B.) In face to face communication situations social presence is mainly created through the richness of non-verbal or para-verbal information channels. Hildebrandt und Partner & zorn consultants

10. Examples (I) 3 Categories for social presence (Online community of inquiry): Affective responses (emoticons, humour self-disclosure) Cohesive responses (phatics and salutations, vocatives, addressing the group as we, our or us) Interactive responses (reply features, quoting directly from the conference transcript, referring explicitly to the content of others messages) Hildebrandt und Partner & zorn consultants

11. Message Article No. 432: [Branch from no. 430] posted by Sally on Mon, Oct. 12, 1999, 12:06 Subject: re: Week 6 questions Hi Guys: Just got home from a very hectic day, but I want to respond to some of the postings before I fall asleep at the dinner table ;-) Joe asked: “Do you have experience with either one of the models (be it extensive or limited)?” Where I work, we tried the author-editor model but since 1988 we have moved to the course team approach. I have to agree with Gerry’s very perceptive comment about the cost, time and other demands of this approach. What really frustrates me is that our textbook fails to mention any of these types of things. Does anyone else feel the same? Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the tube. Cheers Sally Example (II) Fictitious message taken from Rourke et al Hildebrandt und Partner & zorn consultants

12. Message Article No. 432: [Branch from no. 430] posted by Sally on Mon, Oct. 12, 1999, 12:06 Subject: re: Week 6 questions Hi Guys: Just got home from a very hectic day, but I want to respond to some of the postings before I fall asleep at the dinner table ;-)Joe asked: “Do you have experience with either one of the models (be it extensive or limited)?”Where I work, we tried the author-editor model but since 1988 we have moved to the course team approach.I have to agree with Gerry’s very perceptive comment about the cost, time and other demands of this approach. What really frustrates me is that our textbook fails to mention any of these types of things. Does anyone else feel the same? Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the tube. Cheers Sally Example (II): Indicators for social presence Affective Response Cohesive Response Interactive Response Hildebrandt und Partner & zorn consultants

13. Ways to create para-language online: Emoticons ASCII-Art Sound words: „mmhh, aha, yupp, uh-huh, smack“ Action words: „click here!“ Capital letters: If you do not stop I SCREAM! Akronyms: rtfm! (read the fu… manual) Avatars Example (III) d=(^o^)=b japanese: yeah /=====================\ / : : : : : : | : : : :| : : : : : \ { : : : : : : : | : : : :| : : : : : :} \ : : : : : : : | : : : :| : : : : : / \======================/ Bandage Hildebrandt und Partner & zorn consultants

14. Culture’s Impact on eMethods • Result / Objectives • Effective communication / learning should produce: • Reproducible knowledge • Concepts • Attitudes / paradigm shifts • Competences / Know how / Skills Context Where With whom Others’ expectations & receptiveness Presentation Language Media Layout Order / Flow Characters Colours Expectations towards: Process Needs Own and others’ Roles & Responsibilities Communication and Learning Styles Hildebrandt und Partner & zorn consultants

15. Power Distance High Low Instruction Participation Father Facilitator Central De-central Respect Initiative Risk avoidance High Low Structure l. e. Open l. e. Absolute rules Flexible rules Coach: Answers Guidance Deviation: Dangerous Interesting Relevant Relative Cultural Preferences based on G. Hofstede Individualism High Low Leisure time Increasing k + s Freedom of learning Working environment Challenge / sat Deploy of own talents Mistake: shame Guilt Moral obligation Functional relation Masculinity High Low Achievement Relationship Promotion Stability Assertive Modest Fixed roles Flexible roles Confronting Compromising Hildebrandt und Partner & zorn consultants

16. Some General Remarks on eCommunication General Approach Positive, confident and trustful Integrity is crucial to make this work Work from participants’ strengths The coach / moderator needs distance involvement Communication requirements Communication efforts should be directed to adding value Clear communication is crucial Avoid reactive replies – always re-read before sending International setting => English language Hildebrandt und Partner & zorn consultants

17. High Individualism Self-directed learning On-demand availability Peer2peer communication High Achievement Focus On-the-job-coaching High Security Structured learning path Provide small early wins Focused themes Personalized approach Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

18. High Individualism Self-directed learning On-demand availability Peer2peer communication Multiple sourcing Possibilities for creating own learning paths Less structured assignments Self-evaluative exercises 360 degree methods Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

19. High Power Distance High profile project Reward completion Supervisor’s involvement High Security Structured learning path Provide small early wins Clear assignments Significant Achievement focus Experts’ visible involvement Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

20. High Achievement Focus On-the-job-coaching Groups assignments Rotating leadership roles High Security Structured learning path Provide content details Group feedback Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

21. High Power Distance Include supervisor Reward completion High Security Structured learning path Provide small early wins Focused themes Personalized approach Significant Achievement Focus On-the-job-coaching Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

22. High Individualism Self-directed learning On-demand availability Peer2peer communication Multiple sourcing Possibilities for creating own learning paths Less structured assignments Self-evaluative exercises 360 degree methods Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

23. High Individualism Self-directed learning On-demand availability Peer2peer communication High Achievement Focus On-the-job-coaching Create maximum visibility High Security Structured learning path Provide small early wins Focused themes Personalized approach Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

24. High Security Structured learning path Provide small early wins Focused themes Personalized approach Fair Power Distance On-the-job-coaching Reward completion Involve superior Culture’s Consequences for eMethodsbased on G. Hofstede eMethod supporters Hildebrandt und Partner & zorn consultants

25. Encounter • Culture 1 / Culture 2 Escalation Boxadapted from: Training Management Cooperation (TMC) 6. Encounter continues without further friction 6. Encounter continues additional friction occurs Clash 3. Communication Check Examine orientation and attribution Ask questions to determine source of friction Person A annoyed Really annoyed 2. Escalation Box Person B more annoyed Person B annoyed Person A more annoyed 5. Modify behaviour 4. Increased understanding Hildebrandt und Partner & zorn consultants

26. Media appropriateness (I) Hildebrandt und Partner & zorn consultants f2f, telephoning and email: assessed by Kuhlen

27. Media appropriateness (II) Hildebrandt und Partner & zorn consultants f2f, telephoning and email: assessed by Kuhlen

28. Media appropriateness (III) Hildebrandt und Partner & zorn consultants f2f, telephoning and email: assessed by Kuhlen

29. Media appropriateness (IV) Hildebrandt und Partner & zorn consultants f2f, telephoning and email: assessed by Kuhlen

30. Media appropriateness (VI) Hildebrandt und Partner & zorn consultants

31. Media appropriateness (VII) Hildebrandt und Partner & zorn consultants

32. Liam Rourke, Terry Anderson, D. Randy Garrison, Walter Archer, “Assessing Social Presence In Asynchronous Text- based Computer Conferencing” Journal of Distance Education(2001) • Rainer Kuhlen (Universität Konstanz)Fachtagung der Wirtschaftsprüfer (2002) Elektronische Foren und "Virtual communities" – zur kommunikativen Begründung des Wissensmanagement • Walther, J. B. (1994). Interpersonal effects in computer mediated interaction. Communication Research, 21(4), 460- 487. • Walther, J. B., & Parks, M. R. (2002).  Cues filtered out, cues filtered in:  Computer-mediated communication and relationships.  In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed., pp. 529-563).  Thousand Oaks, CA: Sage. Literature Hildebrandt und Partner & zorn consultants