Alevizou_ Distributed Mentorship P2PU
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The document discusses the P2PU (Peer 2 Peer University) community and its approach to distributed mentorship through peer interaction and collaborative learning. It highlights theoretical perspectives, instructional dimensions, and patterns of peer engagement, alongside analytical themes and challenges within the framework of open educational resources. The report emphasizes the importance of participant interaction, tutor presence, and the evolution of course structures in facilitating effective mentorship and learning experiences.
Alevizou_ Distributed Mentorship P2PU
- 1. Distributed Mentorship: Peer Interaction & Collaborative communities in P2PU Panagiota Alevizou OpenEd 2010, The Seventh Annual Open Education Conference , Barcelona, 2-4 November 2010 CC-BY-SA
- 2. Overview Brief overview of P2PU Notions of mentorship & collaborative learning Theoretical & perspectives Indicators for Inquiry Communities? Mentoring models and peer interaction activities Analytical insights Open Creative Non-fiction writing Copyright for education Conclusions and implications for evaluative work Community indicators Activity and performance in OER
- 3. P2PU overview Community of volunteer tutors and OpenEd/ OpenContent Activists Boutique courses Orientation Collaborative development User Actions Contribute Discuss Share & reflect P2PU blog http://blogs.p2pu.org/
- 4. Theoretical perspectives: online learning 1. “Communities of Inquiry” Garrison and Anderson, 2003 Garrison and Arbaugh, 2007 1. “Communities of Inquiry” Garrison and Anderson, 2003 Garrison and Arbaugh, 2007 3. Design framework for sociality (tutor/studen t) Enabling practice Mimicking reality Building identity Actualizing self Bouman et al., 2003 3. Design framework for sociality (tutor/studen t) Enabling practice Mimicking reality Building identity Actualizing self Bouman et al., 2003 2. “Mentoring and facilitation modes” Hierarchical Cooperative Autonomous (e.g. Heron, 1993; Boud and Miller, 1996) Instructor Behaviour Contribution individualized and content related messages Technical feedback Discussion management providing structure & pacing (expanded from Burge, 1994) 2. “Mentoring and facilitation modes” Hierarchical Cooperative Autonomous (e.g. Heron, 1993; Boud and Miller, 1996) Instructor Behaviour Contribution individualized and content related messages Technical feedback Discussion management providing structure & pacing (expanded from Burge, 1994)
- 5. Theoretical perspectives: social media Evolving communities in a public learning space? Dispersed individuals and relational networks engaging through shared interpretation of resources? Is P2PU ‘a productive networked learning environment’ (Jones and Dirckinck-Holmfeld 2009)? Object of analysis: Dimensions of self-representation Peer behaviour models: Participation in assigned activities Experiential perspectives Affective feedback & critical interchanges Galley, Conole and Alevizou, forthcoming/2011
- 6. Observational methodology Participation Identity Cohesion Creativity Sustained & measured overtime Self-representation Reciprocity or competition purposefulness Roles and leadership Group & self- awareness Supportive exchanges & playfulness Contradiction and evolution Participants’ core commitment Shared vocabularies, media outputs, genres and non-verbal community Speech acts of curiosity, respect, willingness to learn, empathy or antipathy Diversity of perspectives Genre and informational diversity - Adapted from Galley, Conole and Alevizou, 2011
- 7. Instructional dimensions & tutoring by design (or explicit teaching presence) 1. Identify main generic headings for core content 2. Search relevant open resources, cases, scenarios or narratives 3. Select format for sharing 4. Write pedagogical designs, design activities and instructions that contextualize and support the learning resources 5. Add own new materials to the open pool of content and in the learning space 6. Run course for six weeks 7. Refine and update before the a new round of the course based also on learner feedback and output(s)
- 8. Context: OCN from cycle 1 to 2 http://archive.p2pu.org/OCN%C2%A0Outline http://www.p2pu.org/creative-nonfiction-writing-v20-exploring-conflict-through-open-writing-mar-2010
- 9. Context: Copyright for Educators cycle 2
- 10. Structure and evolution of the Copyright for Educators course: A visual map
- 11. Self-representation, role trails & cohesive tones In OCN Reflection combining the empirical, and the anecdotal, the confessional and the professional: I was on vacation last week and in the library of the hotel, someone had left a copy of Sherwood Anderson’s collection of short stories,“Winesburg, Ohio”….he was so gifted at throwing in some deep thought or philosophy that left me thinking for days …. Can I please write like that? Tutor presence: consistent focused messaging; professional tone, authoritative voice vs. humor and familiarity ‘I love this narrator; she’s funny’. …’you’re very brave to write about your struggles.What makes it work as a narrative right now is the honesty of the first person narrator Student presence: Level of interaction / mode of participation / role assumption Leadership: Here's something that I found helpful, and that we may need for future scenarios Tone: affective, personal and emotional ‘Excellent point…Thanks for putting this all together’ ‘I have used this with for xx…why don’t you try xx’ Humor
- 12. Analytical themes & challenges Mentoring patterns Ad hoc vs. organized Co-presence and reflection Peer Interaction patterns Informational (sharing resources, annotating) Practical Social Discursive (affirmation, support, alternative PoV, deliberations) Humor Challenges Representing analytical insights Generalizing insights
- 13. Evaluation Instructor presence & course genre: explicit and implicit learning design to entice sense of purpose and promote student agency ‘Technical’ & Interface clarity: Participatory interface to entice 'positive narcissism’ and explicit ‘activity trails’ Student expectations and assumptions about accreditation or value Distributed mentorship and peer learning: Explicit leadership: but open to user agency and experimentation Do participants understand purpose and what they are doing? What makes drawn to participate and get involved? Is learner output sufficiently mapped out/promoted? (OER value) Mapping relations between the cognitive and social network
- 14. Credits Images Front Image: P2PU Cartoon by Alison Cole, @johnbritton, http://www.flickr.com/photos/johndbritton/4170987860/ P2PU values: P2PU Blog, http://blogs.p2pu.org 19/04/2010
Editor's Notes
- #2: Cartoon CC-BY-SA by Alison Cole: @ johnbritton The P2PU is a social wrapper for Open Educational Materials http://www.flickr.com/photos/johndbritton/4170987860/
- #15: Cartoon CC-BY-SA by Alison Cole: @ johnbritton The P2PU is a social wrapper for Open Educational Materials http://www.flickr.com/photos/johndbritton/4170987860/