© 2007 Capella University - Confidential - Do not distribute Collaborative Online Learning Asynchronous People-Skills Training Using A Problem-Solving Approach

© 2007 Capella University2 Outline Part 1: Topic & Goals, Take-Aways, Definitions Part 2: Example Concept - Roadmap - Moodle Part 3: Design/Develop/Deliver Adapt - Keep It Small - Timelines - Delivery (Doorprize Time!)

© 2007 Capella University3 Disclaimer The scholarly exploration of social, business, or technological trends, techniques, or products contained herein does not imply that Capella Education Company either supports or opposes those trends, techniques, or products for its own business and educational use.

© 2007 Capella University4 Acknowledgement Moodle at TIES (Technology and Information Educational Services) a local Moodle users group who generously hosted the Moodle application demonstrated in this presentation

© 2007 Capella University5 Topic & Goals Program Topic A people skills training solution for Geographically dispersed trainees Synchronous* training is not the best choice BONUS: Works well in other training situations Session Goals Gain an overview perspective of Designing collaborative online learning, Delivering these kinds of learning experiences. Take-aways Determine if online collaborative problem-solving has potential for your organization ** At the same time, such as a conference call, webinar, or face-to-face training.

© 2007 Capella University6 Take-Aways (in a little more detail) Get some insight into … …the potential of online asynchronous collaborative learning for people skills development. …what it takes to successfully design and prepare participants for a collaborative learning experience. … the nature of Moodle. …what kind of a mindset facilitators, developers and participants need

© 2007 Capella University7 From faculty development to a business example Capella’s experience with faculty development Developing an effective, supportive online interaction style Developing assessment and feedback skills (on learner work) Analogous softskills for business (example: Managing virtual teams) Developing peer interaction skills Developing problem-solving skills

© 2007 Capella University8 Definitions Online asynchronous Participants need not be on their computers at the same time. Collaborative learning via problem solving Participants work together to solve an unstructured problem (no one right answer, no one right approach to solve)

© 2007 Capella University9 Definitions (continued): Constructivism “The social constructionist philosophy believes that people learn best when they interact with the learning material, construct new material for others, and interact with other students about the material.” Rice, W. H. (2006). Moodle e-Learning Course Development: A complete Guide to Successful Learning Using Moodle. Birmingham, UK: Packt.

© 2007 Capella University10 Social constructivism versus other learning paradigms Knowledge exists objectively; can be transmitted Knowledge is created by each individual and group It’s the results that count How you get there is as important as the result An expert’s solution is most valuable The group’s collective solution is most valuable I’m successful if my solution is adopted I’m successful if the group embraces its solution I don’t really believe that my “soft skills” will benefit. I can see the possibilities for practicing people skills.

© 2007 Capella University11 Wrapping up Part 1 Asynchronous training Design emphasizes interaction with learning materials with other participants Participants collaboratively solve unstructured problem (a collective deliverable) that requires practicing softskills Skilled facilitators guide the interaction

© 2007 Capella University12 One Minute Reflection #1 What thoughts, questions, concerns, ideas have come up for you so far?

© 2007 Capella University13 Our (business) example Topic: Managing Virtual Teams Unstructured Problem: Collaboratively create a “Virtual Team Manager’s Handbook” for XYZ Company Softskills practiced: Peer interaction skills Problem-solving skills

© 2007 Capella University14 Our Example – Concept diagram (elements) Collective work product Discussions Personal Take-Aways Administrative aids Learning materials

© 2007 Capella University15 An Example: Participant view

© 2007 Capella University16 An Example: Participant view with design concept Collective work product Discussions Personal Take-Aways Administrative aid Learning materials

© 2007 Capella University17 Give participants an animated “tour” of the navigation possibilities Example: Administrative Element Discussions Collective work product Personal Take- aways Learning materials A Capella Example of a Captivate Presentation

© 2007 Capella University18 Example: Learning materials

© 2007 Capella University19 Example: One content-oriented resource

© 2007 Capella University20 Example: Discussion

© 2007 Capella University21 Example: Collective work product (Wiki)

© 2007 Capella University22 Example: Personal Take-Aways (Journal)

© 2007 Capella University23 One Minute Reflection #2 Did seeing an example stimulate some questions, thoughts, reflections?

© 2007 Capella University24 Design Adapt what you know Keep it small to start: Pilot versus full scale ADDIE Determine a reasonable design/develop timeline and multiply by Five if you are technically adept Ten if you are new to learning technologies

© 2007 Capella University25 Design: Adapt What You Already Know Pre-assessment Manager involvement (pre- and post-) Groundrules / Rules of Engagement Skilled facilitator(s) Attendance-taking (aka accountability) Well-selected resources Relevant problem Supportive, engaging atmosphere Sharing between groups Post-assessment Follow-up

© 2007 Capella University26 Example Adaptation: Groundrules / Rules of Engagement Face-to-Face Approach Ice-breakers/team-builders Confidentiality Commitment to the date(s) of the session(s) Asynchronous Collaborative Adaptation Initial telephone session to establish trust, generate an open climate, reinforce importance of the process/task Process stays in the group – only the product is shared outside (addressing written record aspect) Commitment to blocks of time each week

© 2007 Capella University27 Design: Keep it small to start FROM THE PARTICIPANT & FACILITATOR POINTS OF VIEW: Smaller task Smaller time commitment Small group(s) Well-selected (but few!) resources FROM THE DESIGNER/DEVELOPER POINT OF VIEW: Choose a generalizable task Won’t be a small design/develop time commitment (!) Give some thought to scalability regarding future participant numbers (Resources are easy to scale)

© 2007 Capella University28 Design/Development: A reasonable timeline Why multiply your best estimate by 5x (or 10x)?

© 2007 Capella University29 Delivery Options: Why Moodle? Counterexample: Conduct your training via Organization of communications is weak A built-in distraction Learning structure is lacking Support for facilitation is virtually non-existent (more…) Moodle is designed to support Social constructivist learning Accountability Variety of resources, activities, and more

© 2007 Capella University30 Delivery: Moodle Hosting Ideal for a pilot Scalable Can transition to self-hosted or stick with hosting option Pilot hosting cost: $200 or less

© 2007 Capella University31 Delivery: Skilled facilitation Adapt what you know (again!) Do some research Pilot the delivery only (use your colleagues) Be honest with your pilot participants

© 2007 Capella University32 One minute reflection #3 Any final thoughts you want to capture before we close?

© 2007 Capella University33 Recapping Part 1: The potential of asynchronous online collaborative problem solving Part 2: Example Part 3: Adapt what you know Keep the pilot small Realistic pilot timelines Moodle hosting

© 2007 Capella University34 Q & A Questions?