Sharing Practice- A Collaborative E-learning Experience. Raymond Watson, Lavinia Mclean, Emmett Tuite & Gerry Clarke. Open Training College & IT Blanchardtown. .

Collaborators From ITB – Lavinia McLean, Emmett Tuite, 19 third year social care students From OTC – Gerry Clarke, Raymond Watson, 5 third year social care students

Why? Previous research from both colleges had explored the idea of the ‘online’ community of practice BUT both found that while the concept was beneficial for students (sharing etc), the concept did not produce collaboration

Therefore... A cross institutional project designed to support the development of a student based community of practice for applied social care students across the Institute of Technology Blanchardstown, Dublin and the Open Training College, Dublin. Facilitated through the creation of a shared, moderated, on-line space using linked Moodle sites.

Collaborators Within an intriguing endeavour that is creative in nature—by sharing knowledge, learning and building consensus. Rather than the negative meaning of helping a foreign body or agent.

Collaboration Shirky (2005) identifies an opportunity to create collaboration through building it into a system rather than specifically focussing on interpersonal relationships or demanding collaboration as a requirement of a particular role. A suitably structured and co-ordinated system creates a situation whereby people work through issues and challenges together simply as a result of being in the ‘system’ together.

Aims Significant levels of peer based support Development of key resources linking theory directly to practice within the professional environment (eg. Case studies) Online space to allow students to access potential support at any time. Capacity for students to dictate topics and discussions to meet their needs, development and growth as key members move to the centre of the community. Students can identify the benefits of becoming a active member of a community of practice when in practice.

How? Develop a five week online course that students from both College’s would participate in. Case studies, video clips, reflection activities as tools to encourage collaboration.

Insert sample video here??? Focus on the use of innovative teaching methods: case studies, video, reflection etc as tools to get the students collaborating and considering different perspectives. Also important to use information that extends from their formal learning but is also different. Benefit of this is that we had 4 lecturer practitioners who are involved in teaching in different areas and are bringing 4 different teaching styles etc to the project

Activities One activity asked the students to view five video clips of key characters and to express an affinity to one character and to state why this was the case These characters included Vicky Pollard, Ricky Gervais’ Derek, Renton from Trainspotting , Kevin (car crash survivor) played by Jason Ritter, R MacMurphy. Debate between students of both Colleges around Vicki Pollard, why would you want to work with her? Students started discussing the other student’s experiences, points of views

Process An overall structure for the linked Moodle site was mapped out with conditionality built into each activity. This structure identified key areas of focus whilst providing space for student directed content and interaction. A selection of students (total 24) from the Applied Social Care degree courses in each college were identified for involvement. Students were provided with basic training in using Moodle to ensure they were technically competent.

Process Lecturer involvement in discussion forums and activities was generally low in order to allow the group to develop organically. The (relatively) structured nature of the site meant students mapped their own way through the issues reasonably easily and did not need a lot of support or direction. Issues highlighted and discussed were intended to be progressively more complex, reflecting some progression within the community.

Salmons 5 Stage Model Discuss and highlight the different methods of scaffolding we provided with specific examples discussed at each of the 5 levels

Overall Evaluation Engagement was high. Students who were more prominent in the early stages stayed involved (is this due to being suited by this method of learning, being especially conscientious, workplace setting or random chance?). There appears to be something of a ‘critical period’ for establishing the community and getting people involved (as with any other group).

Student Evaluation Students cited sharing practice experience and learning about other peoples practice experiences as being the main reason for involvement. In relation to the majority of components of the project students preference was that it be up-scaled (seeking a bigger project, running for longer & in the case of about 1/3 of students that it also be assessed). Students evaluated the project in very positive terms.

Future Development Potential to extend the network, across more students/courses/colleges and practice settings. Course is fit for purpose (and can be used again) Material and methods were very effective in engaging the students Lack of synergy/output from the students : may be the focus for the next project? BUT Balance between ensuring there is an output versus real collaboration Students felt the collaboration extended their learning Students did feel the collaboration extended their learning (and anecdotal evidence from the classrooms also supported this)

References Brannigan, N. (2009) The Virtual Community of Practice as an appropriate model for learning in Collectivist Cultures. Global e-School and Communities Initiative. http://www.gesci.org/assets/files/Virtual_CoPs_as_an_appropriate_model_for_learning_in_collectivist_cultures_update.pdf Wenger, E., McDermott, R., & Snyder, W., M. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge ‐ Seven Principles for Cultivating Communities of Practice. Cambridge: Harvard Business Press. Salmon, G. 2004. E-moderating: the key to teaching and learning online, 2nd edition, London: Routledge. Shirky, C. (2005) Institutions vs. collaboration, Ted Talks. http://www.ted.com/talks/clay_shirky_on_institutions_versus_collaboration.html. Wenger, E. (N.D.) Communities of Practice. Retrieved from http://www.ewenger.com/theory/ 25/03/2012. Watson, R. (2011) Moodle as a community of practice or learning or neither. Social Care Ireland conference 2012.