lack of peer rhythm

Group rythm | Simon Cole | May 14th, 2003

Sue,

Just read the Newsletter. I must say that one of the things I've felt frustrated about this course - as I reach the end - is the lack of peer rthym (let's drop that stupid 'h'!). On a number of accasions (did I drop another unnecessary letter there!?) (oh, and changed a vowel, dear me) I have tried to start a module-based group e-list, but to no avail.

Simon

Re: Group rythm | James Hobbs | May 14th, 2003

Hi Simon,

I'm also nearing the end and would also have liked more interaction, so I know what you mean. But I suppose you can't have it both ways; if we're given the freedom to do modules in the order and at the pace of our choosing, then it's bound to be extremely difficult to find people doing the same stuff at the same time and at the same pace, AND who want to talk about it. We've already got the list and the workshops, so I can't see much more that the Aston folk could do. If I'd been forced to work to fixed deadlines I doubt I'd have made it this far, so overall I think the positives considerably outweigh the negatives.

But it can get a bit lonely at times, so I think for anybody starting out the way to go is definitely to find an e-mail friend who's also just starting out and looking at a similar time frame, and to keep in touch throughout the course.

My thoughts for the day.

James
Japan

Re: Group rythm | Jenny de Sonneville | May 14th, 2003

Hi all

Like Simon and James I am nearing the end of the Masters and have really enjoyed the Modules and the assignments. I strongly recommend the course. But my one reservation is that I think participants need to be able to work pretty independently because we are all working at our own speed on our own Modules.

However for me, like Simon, it was important to have the freedom to work at my own pace. Some months I worked an incredible amount. At other times it just did not flow! But that is the nature of my life. And it works well for me because when the going is good I go for it.

When I had study weekends or times at Aston I realised how much I enjoyed the interaction with fellow participants and how that gives one energy and expands one's thinking. I think it is good to have to articulate your ideas with others. I now feel more at ease with the writing process after writing the assignments, but I haven't had practice in articulating my ideas.

I do admire the way Aston tries to keep in touch with our thinking on these matters. I feel the tutors do want feedback and do look for ways to make more interaction possible - for example, through the Discussion list and by sending us lists of participants doing the same Modules. But those strategies did not work for me.

I guess everyone has to find his or her own motivating strategies. I was lucky that Julian put me in touch with a fellow participant in the Netherlands at the beginning and we met up a few times per year. It did not matter that we were working on different assignments. I also met up with others at the Study weekends and Summer School and we discussed assignment ideas. We emailed a bit- but with work , getting the assignments done and maintaining a personal life, the email contact slipped by the wayside at times.

But still at times I have felt lonely and that it why I am writing this. Because I feel that that may be the reason some people drop out. There are moments when you don't understand something in the Module and or you feel a bit stuck in your assignment and it is difficult to know where to turn. I admire those who put their questions straight out there on the Discussion list. That is what is for. And the tutors are good about responding. But from speaking to other participants I know many are not comfortable with such a public airing of their views.

Another strategy I have is to get other teachers at work interested in the subjects that I am working on. I guess I am lucky that some of the teachers I work with are interested in discussing and trying out ideas. I started the Masters with the idea that I would not continue if it did not enrich my practice. For me that is what Action Research is about. I have felt very enriched through getting more into the theory and discussing it with others, tying it up with my practice and reflecting and making adjustments.

Perhaps others would share their strategies for overcoming the loneliness of the long distance learner!

Jenny

Group r(h)ythm | Keith Richards | May 14th, 2003

Hi

Thanks to Simon, James and Jenny for their contributions to this.

I think it's a fundamental issue and we've decided to make progression our main theme for the coming year in terms of development on the MSc. This will be tied in to the balance that has to be struck between individual freedom (and possible attendant isolation) and group progress (with resulting lockstep implications), so any thoughts on the subject would be welcome.   At the moment we're still at the stage of kicking around preliminary thoughts and ideas.

All the best

Keith

Group rhythm | Andy Boon | May 14th, 2003

Interesting point...

My dissertation is about using Instant Messenger to develop as teachers using the Cooperative Development framework. I also feel that using an instant messenger service (MSN or AOL) would be one way to unite certain groups and transcend the feeling of isolation we all feel- these could be chaired by the course tutor (time permitting) or a participant with a particular question in mind.

Andy in Japan

Group rythm | Simon Cole | May 15th, 2003


I really started something off it seems! Just want to add that as far as isolation is concerned, I've learnt (the hard way) to lean more heavily on the module tutor. After all, we've paid a lot of money, not just for the materials, haven't we?

I think Andy's idea of instant Messaging is an excellent one and on more than one occasion I've wondered why this hasn't been exploited. Maybe a good way to do it would be if participants can show they are online for a particular module. You can show your level of availability, have group conferencing like a chat room, etc., and you can dip in and out whenever you want.

Simon
Japan

Re: Group r(h)ythm | Jerry Talandis Jr. | May 15th, 2003

Keith:

In response to your response about the issue of progression on the MSc, it seems to me that there are CPs who enjoy the freedom of being able to choose their own pace, and others who would prefer a more structured approach (like me). Would it be possible to cater to each group simultaneously? For example, you could have new CPs decide on one of two tracks when starting the MSc: one "free" approach, much like it is now, and another one with a strict progression with deadlines, etc.   Could this work? I'm just curious.

Andy:

You mentioned that Instant Messenger could be a real good way for CPs to stay in touch during the program. There is a lot of good new technology out there that helps people stay in touch, but the fact is, not everyone is up on all the latest tech. An idea: work instant messaging into the FND. Perhaps there could be a new unit added called "communication technology and distance learning." Something like that.   The portfolio task would force CPs to learn, do, and analyze some instant messaging interaction. It seems to me that if using communication technology is that important, CPs should be required to learn it early on.

Just some thoughts...

Jerry

Re: Group r(h)ythm | Keith Richards | May 16th, 2003

Hi

That seems like a very good idea. One way of doing this would to introduce optional teaching periods for individuals signing up to the group pattern. Those who don't wish to do this could still exchange with the tutor during this time, but they would not be expected to deliver on the agreed date.

However, I think we may also need to look at some sort of minimum submission target per year for every participant, e.g. FND in 6 months and a minimum of one double module a year for the next two years (= 60 credits in 2.5 years), this to double up to two double modules for the next year for those not exceeding the minimum (= minimum 100 credits over the first 3.5 years), which would then leave a maximum of 50 credits (two doubles and a single module) for the last "taught" year, leaving 6 months for the dissertation.

IMPORTANT NOTE: THESE ARE ENTIRELY PERSONAL RUMINATIONS AS OF THIS MINUTE. I HAVEN'T EVEN MENTIONED THEM TO COLLEAGUES (WHO MAY SEE ALL SORTS OF PROCEDURAL PROBLEMS I HAVEN'T EVEN THOUGHT OF), SO THEY HAVE NO FORMAL STATUS WHATSOEVER. I'D JUST BE INTERESTED IN ANY RESPONSE FROM PARTICIPANTS.

Keith

Re: Group r(h)ythm | Jenny in Cyprus | May 19th, 2003

Hi Jerry

I think your idea about incorporating some form of communication technology into FND is really good. I certainly would have appreciated it. I'm OK working on my own but would love to be given an opportunity to update my scant knowledge of messaging/chat rooms etc. so I would at least know how to get in touch with people if I want to.

Cheers

Jenny in Cyprus

Re: Group r(h)ythm | Jerry Talandis Jr. | May 19th, 2003

Hi Jenny,

Thanks for the feedback. Perhaps someday we'll be required to learn this stuff as part of the course. I think it would speed up the learning process, and it would ensure that everyone had some basic exposure to fundamental communication skills.

Jerry

Re: Group r(h)ythm | Jenny de Sonneville | May 19th, 2003

Hi Jerry and Jenny (in Cyprus),

This is a message from Jenny in Holland (our names are a bit confusing to say the least- maybe I should adopt a pseudonym!). I agree whole-heartedly with your suggestion, for two reasons: firstly because we really do need to keep up with the useful technology so that we can make effective use of it with our students and our own learning. Secondly, I suspect that in chat room we might get into both more informal and/or more sustained discussions than we do on the discussion list and the articulation would lead us further. For example, when I listen to myself or another teacher in a cassette recording, when I'm in the swing of a discussion I think, "oh did I say that?" It's as if in the middle of some quite unimportant chat one suddenly finds gems. It's the articulation process- that if we are just thinking on our own sometimes we get stuck and the thinking does not move on. But if we have to articulate our ideas, then often we clarify our thinking. However, some people (like me) need time to feel at ease in a situation. Sometimes I have not felt that ease with the discussion list- but the thought of a chat room appeals.

I also think Andy's dissertation on using CD in Instant messenger sounds interesting (I'm into CD at present), but I don't know what Instant Messenger is!

Cheers,

Jenny (Holland)

Instant Messenger | Andy Boon | May 19th, 2003

With the Group r(h)ythm e-mails circulating the discussion group, it seems that we all need a little bit of contact from time to time, whether it be to get a specific question answered, answer questioned, clarify an assignment plan or just get involved in a discussion which just stirs up the old motivation!

MSN Messenger is an instant messenger service which allows users to communicate in near synchronous fashion with other users who are on-line at that time. By getting a hotmail account and downloading MSN, once contacts are added to a 'buddy' list and participants are on-line, clicking on a person's name opens up a separate chat window. Other 'buddies' can be invited to the specific discussion. Text is entered in a 'MY LINE, YOUR LINE' FASHION very much like talk and the text appears 'instantly' in everyone's chat box to be read or responded to as one wishes. In this way, virtual real-time communication can be achieved.

To begin an ASTON ON-LINE MEETING, we would need a number of people to swap HOTMAIL addresses, download MSN, enter addresses in the MSN contact list and arrange a time to be on-line. A course tutor could chair discussions (if he or she is not too busy), or by someone studying a specific module.

Let's get the ball rolling- If anyone is interested in discussing the TD module on-line, get MSN, a hotmail address and let's get chatting!!!

Andy

Rhythm | Rita Balbi | May 19th, 2003

I found Sue's observations and questions challenging for two reasons:

1. Personal experience: when I was a school teacher, at the end of the school year I experienced a wonderful feeling of achievement as all the deadlines had been met, all the reports written etc. and for two months there was no risk of having to catch up with leftovers. At present I am working at a research and training centre that is open all the year around and runs courses also in summer. When something is close to be completed we already have to organise something else and we never have the feeling of having completed our tasks.

2. Regarding the Aston course: I enjoy sharing and working with others and in a special way I have enjoyed contacts with Jerry   whilw we were both doing MET, with the two Manuelas and Laura in Italy, with the attendants of last year's summer school.(I wish there werw one this year too!) But... it is almost impossible to keep the same pace and even if at times I would like more contacts, I simply cannot. This year I couldn't even attend the day Sue Garton had organised in Bologna for the Italian participants. What"s more I really enjoy the absolute freedom of choosing whichever module I am interested in and in the order I prefer, and without fixed deadlines. In my present life situation, I could hardly meet deadlines.

3. Proposals: I would be interested in having some data through the newsletter, for instance number of participants working at a module in the year, number of those completing it etc.

As this year there is no summer school, would it be possible to have a three day study period at Aston during next year on topics of general interest such as how to write dissertations, etc.? Coming for one day is not worth because of traveling expenses.

Rita Balbi, Italy

Re: Rhythm | Jenny de Sonneville | May 19th, 2003

Rita

I think for many of us in Europe it is actually easier to get to Aston than to some of the other European destinations.

Jenny

Re: Group r(h)ythm | Jerry Talandis Jr. | May 19th, 2003

Hello Keith,

Thanks for your feedback on the idea of providing two modes of study: the fast track, where students are restricted by time and submission deadlines, and the slow boat, a freer system similar to what we have now. I'm sure that there are a bunch of procedural problems with this idea, but I think it's an idea worthy of consideration. Is it possible to please everyone?

Jerry

Re: Instant Messenger | Steve Mann | May 20th, 2003

Hi Andy,

Thanks for the info. I've just registered for a hotmail account. I then downloaded MSN messenger. It had a Windows version and a Mac version.

I got Sue Garton to have a go and we managed to have a chat within 10 mins- so it isn't that hard to sign up and get going.

A few tips for signing up (for others)

1. Don't worry about filling in all the fields correctly, it sends it back and highlights in red what you failed to get right the first time.

2. There are a couple of pages of rubbish (Microsoft advertising)

Ignore 'webcourier free subscriptions' page and then 'featured offers' page

3. When you download MSN messenger make sure you select the appropriate version (in Sue's case it was 'for MSC Messenger 2.1 for Mac'

Has anyone tried ISPQ with a web cam?

Best

Steve

Re: Instant Messenger | Andy Boon | May 21st, 2003

Steve,

I use a web cam and microphone to chat to my parents in England. The main problem is the time lag between speaking and the other party receiving the message at their end- still it's possible to adapt and have a normal-ish conversation and as technology improves so the lag will shorten.

Andy

 

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