Archive for the ‘2019 class summaries’ Category

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Class 4: Team Project – Future Work

February 28, 2019

John started the class by reminding you all of the deadline for your first assessment item next week. It must be submitted in Brightspace before 5.00 pm next Thursday, 7th March. But, don’t wait until the last moment – get your submission in early. It’s easy: just provide the link to your blog. Full details are given in the ‘Assessment’ section of the module in Brightspace. Remember, you must make the submission in Brightspace so that it is registered and John can provide feedback.

The University is carrying out a survey of staff and students using Brightspace for this pilot phase. Please take this Brightspace Mid-Pilot Review (Students). Your feedback is important so that improvements can be made before the full rollout in September.

It is important that you login to Brightspace regularly during the course of the week. The Essential Reading given for each class is a necessary preparation for our meetings but also provides background material to the subject of your blog posts. You need to be reading and viewing it so that you can cite appropriate examples in your writing. Take the short Quizzes to check if you understand the content. Although they don’t count for assessment purposes they are a useful way of identifying content you might not have fully understood. If you have any suggestions for improving the content please let me know.

Then we turned to the Team Project. In response to John’s query about whether you had arranged team meetings it seems that some have met and some have not yet met. It is important that you start meeting this week. You will remember from Sitearm’s talk last week that teams need time to form. So start working together from now on – visit SL, work on your class assignments, and begin thinking about the project. Give yourselves as much time together as you can to get to know each other.

There is a lot of detail in the brief and plenty of reading to guide your thinking and help develop your approach to the project. Use the time you have without classes next week to get started and become familiar with the material. Another important guide you should review carefully is the assessment rubric for the project. That gives you the criteria on which you will be assessed. There is no point in being busy on work that is not relevant so study the criteria for guidance on how to proceed.

Here is a short (viewing time is less than two minutes) extract from the class discussion:

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Class 3: Teamwork and Collaboration

February 21, 2019

Guest speaker Sitearm Madonna talks about partnership team building.

We were joined by guest speaker Sitearm Madonna this evening. Sitearm is a graduate of the module, a former engineer in the US oil industry, expediter of projects in virtual worlds and musician, with extensive experience of team work. He spoke to the slides that will remain in the classroom for the rest of the semester. We were also joined by Dudley Dreamscape, another graduate of the module, professor at the University of Akron and guest speaker in a later class. John noted that both Sitearm and Dudley had performed so well on the module that they scored the highest marks ever awarded.

Sitearm started by asking us all to think of a time when we felt good about working on a team and to write down one word that would remind us of the experience later in the class. We were also asked to repeat the exercise for a time we had negative memories of a team. He emphasised that teams generally get projects completed, no matter how badly they perform. The aim is to continually strive to achieve better outcomes by supporting team development. This starts by building commitment and competence. Team members need time to get to know one another informally, in addition to the formal engagement, so they can perform effectively together.

Best practice for building teams that produce results.

Recognising the stages of team development is essential for managing time and ensuring that all members can contribute meaningfully. Each stage requires a different type of input and engagement. For example, when the team is in the ‘forming’ stage members may need to spend more time working together to develop cohesion whereas the ‘performing’ stage might require each member to complete their own contribution independently. Sitearm also described the practices of team work: brainstorming, deciding, briefing, and debriefing – explaining when and how to activate each one. Throughout all of this team members will constantly play different roles. When decisions need to be made it is important to have someone in the role of ‘coordinator’ or ‘shaper’ whereas ‘specialists’ and ‘team workers’ are essential to putting the project into production.

Partnership team building model.

Sitearm concluded by showing us his newly developed Partnership Team Building Model. It demonstrates the work a team needs to do in order to reach the goal of generating an outcome.

Following his presentation Sitearm asked for contributions based on his questions at the beginning of class. There were many good examples given such as Aestheicant’s experience of a team that worked well because everyone felt able to amend and improve on ideas; EvaKKCara’s satisfaction when a committed and hard-working team gained a tangible outcome at the end of the process; hummush’s comment that all members helped each other on different aspects of the project brief so all felt very well informed on the aim of the project; and JCraig1988’s discovery that his opinions and ideas tended to broaden out the more he worked on a team. Equally enlightening were the examples of negative team experiences: Alik98 recalled the embarrassment resulting when the lack of communication among team members led to a disjointed and terrible presentation; robadamson was dumbfounded when team members that didn’t show up for any meetings were shocked when they received no credit for the final piece of work; YuwenXing remembered the huge amount of additional unnecessary work that resulted from an unclear division of tasks. Everyone shared experiences and examples that demonstrated the importance of preparing appropriately for team projects and continually monitoring the health of the team.

John thanked Sitearm for a very interesting and informative talk and complemented the students on your engagement with insightful examples and reflective responses. Sitearm provided this link to the slides he used for the talk. Here is an edited version of Sitearm’s talk:

Many of you hadn’t picked up on the Project Teams announced on Brightspace this week so here are the details again. Please make contact with each other and read the preparatory material for next week’s class where we will consider the brief for the Team Project.

Project Teams.

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Class 2: Blogging to the world

February 14, 2019

This week’s class started with John asking if anyone had visited SL since the last class to complete the assignment. Everyone said they had done so. Then you were reminded that you should send a link to your blog to John. Remember that the first assessment takes place after Class 4 and counts for 20% of your final mark so it is worth getting your posts written on a weekly basis.

We continued by talking about writing to your blog. John explained that regular posting will help your confidence in writing and at the conclusion of the module you should have experience of writing in an accountable manner. We discussed the different voices available: descriptive, narrative, reflective, critical and analytical; along with the importance of references and citing from the module reading lists. Finally, the importance of proof-reading before publishing was emphasised.

Then John asked if some of you would present your bios (About me pages from your blogs) just to get some experience expressing yourselves with voice in SL. Aestheticant volunteered and after sharing a considered bio told us she would be updating it for next week. Nobody else had a bio prepared so it was agreed that you would be ready for next week.

After that we all left the classroom and moved out to the garden to talk about the practicalities of work in on online environment. You agreed that while avatars gave some animation and life to our engagement they fall far short of providing the kind of cues we are used to in Real Life. The ability to read body language is completely missing, as is the subtlety of mood changes and loss of attention. Therefore it is very important to make up for this by presenting cues explicitly. The use of emojis and emoticons arose in response to this realisation. In SL we have already seen that giving regular feedback is necessary. The point to remember is that any virtual space is much less conducive to accurate communication than Real Life so we need to make a conscious effort to address the shortcoming. Each environment will have its own conventions and etiquette and we need to be aware of the importance of learning these and abiding by them.

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Class 1: Welcome to SL

February 8, 2019

A new year, a new university and a new class group.

Everyone gathered promptly at 8:00 pm in TU Dublin’s SL campus for the first class of 2019. All students were set up with their shiny new avatars, voices activated and ready to learn – a really great start to the module!

We started off by making friends with each other. This enables us to see if class members are online in SL and to communicate by text when someone is in a different location in SL. John also invited you to join the module group so you are registered as module participants. This will allow you to access the classroom building and also supports notifications and other group communication. John also confirmed everyone’s SL name and matched it to your Real Life (RL) name and student number.

Then we all trooped out to the balcony to stretch our legs (well, our avatars’ legs) and took the class photo. This demonstrated that you all have a high level of avatar dexterity – you would be surprised how difficult it can be to get avatars to post for a photo!

When we settled back into class John talked about the format of the module. Class time is for discussion and, to prepare for that, you will need to read the assigned texts (or view the videos) in advance. This will ensure the discussion is informed and reflective. You will also need to plan for visiting SL between classes to complete the assignments and, after class 4, work on the Team Project.

While we didn’t discuss online etiquette explicitly you were all very good at giving confirmation of your presence, for instance, typing ‘Y’ when asked if you understood what was being said. Avatars do not do body language very well so positive reinforcement is something you need to be aware of constantly. One of the easiest and most immediate ways of providing feedback is through text messages in ‘local chat’. For example, you can type ‘Acuppa Tae nods in agreement’ or ‘coldtoesies has a puzzled look on her face’. This approach supports the discursive nature of the class and ensures everyone remains engaged.

The new Virtual Learning Environment at TU Dublin, Brightspace, is being piloted for this module so John asked for feedback on how it is working – feel free to be as critical as you need to be. Review the section for the next class well in advance to familiarise yourself with the content. Use the short quizzes to check if you understand the topic and don’t forget to do the assignments set after each class meeting.

Finally, John reminded you that while these class summaries are useful they do not replace class attendance!

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