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8 Ways Project Guides Provoke Learning. Presented by Jenn Geddes, Kim Marin, Shanna Johnson, Cheryld Emala, & Troy Teeter. Overview. 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?.

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8 ways project guides provoke learning l.jpg

8 Ways Project Guides Provoke Learning

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


Overview l.jpg
Overview

  • 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?


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Coral: Collaborative On-line Research 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.


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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.

Characteristic of Coral


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Collaborative Technology Tools

  • 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


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Web (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.


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CORAL Reef

  • An on-line chat room

  • Used by teams for synchronous communication

  • Used on a weekly basis

  • Teams schedule chats


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Video 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.


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Video 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.


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File Manager Accessible 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


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Web 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.


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On-Line Calendars

  • Organize due dates

  • Are used to schedule chats

  • Organize team members’ schedules

  • Organize differences in university schedules (e.g., spring breaks).


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Project 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


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Project Guides Begin to Become a 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


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Role 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


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Project 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


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Project Guide Responsibilities 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


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Ways In Which Project Guide Evoke 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.


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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.

Peer Mentoring aids in….


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1) Motivation level and direction

  • 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)


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Motivation 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


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2) 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.


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Acting 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.


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3) 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.


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Clarifying Goals

  • Setting clear goals

  • interpret expectations set by faculty for students

  • Faculty takes back seat, while project guides answer question

  • Redirect group when necessary

  • Help chart their progress individually or as a group (WTW & Progress Reports)


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4) Degree of active participation

  • 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.


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Degree 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 processing

  • Entire class is accomplished through active participation


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5) 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.


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The 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.


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6) The opportunity to work with 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.


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The Opportunity To Work With Others

  • Class group dynamics function on working collaboratively with team members

  • Work with students on-site and across sites

  • Function by working beside fellow classmates, peer mentors and faculty


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7) The situation present during learning

  • 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.


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Situation Present During Learning

  • Class situation can be linked to the professional work environment

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


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8) The degree of self-regulation 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.


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Degree of Self-Regulation by the Learner

  • Class functions through self-initiative and intragroup encouragement

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



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Clarion Mini-Conference Experience

  • 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


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Current 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


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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


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New Project Guides

  • Suzy Nichols

  • Ashley Lemak