CEBentley

This face2face session introduces the sequence and rationale for Collaborative Explorations (CEs), which are designed for in depth online interaction and inquiry over a delimited period of time. [|Peter Taylor], Director, Graduate Program in [|Critical and Creative Thinking], and [|Science in a Changing World] track, University of Massachusetts, Boston, peter.taylor@umb.edu This page, with live links, can be viewed at http://bit.ly/CE16May

a. overview > * CEs = an extension of Problem- or Project-Based Learning (PBL) and related approaches to education in which participants address a scenario or case in which the problems are not well defined, shaping their own directions of inquiry and developing their skills as investigators and prospective teachers (in the broadest sense of the word). > * Typically: consists of 4 sessions, one week apart; same small group interacts in real time live via the internet for 60-90 minutes. Participants spend similar time between sessions on self-directed inquiry on the case, posting of inquiries-in-progress with their small group, and reflecting on the process (which typically involves shifts in participants' definition of what they want to find out and how). b. case or scenario > Today: //"What valuable aspects of face2face interactions should be brought better into online courses, MOOCs, synchronous online meetings, and how?"// c. sign up > agree to time commitment d. get set up > on google+ with hangout plugins, headset etc. Join community for the CE.
 * Invitation**

> [|Freewriting] to clarify our thoughts and hopes about
 * Session 1; Autobiographical intros**

> * each person takes 5-7 minutes to //tell the story// of how they came to be a person who would be interested to participate in a CE on the scenario. > * //gather and share our thoughts// at the end (using a format like http://bit.ly/CIQ1e then posted to the google+ community).

Between-session work: Initial investigations & posts

> Freewriting -> check-in -> turn-taking “dialogue process” -> gather and share our thoughts.
 * Session 2: [|Five-phase format] discussion**, to clarify what we are thinking about the case

Between-session work: More inquiry and posting related to the case. Prepare a [|work-in-progress (W-I-P) presentation]

> * 7-10 minutes total for each participant > * [|Plus-delta feedback] is made by everyone on each presentation >> + (=something you appreciated) >> delta (= to be developed further)
 * Session 3: Work-in-progress presentations**

Between-session work: more inquiry, revise W-I-P presentation into product (shareable to wider world?), post reflections

>> + (=something you appreciated) >> delta (= to be developed further)
 * Session 4: [|Five-phase format] discussion**, to reflect on experience, outcomes, process, next steps

After session 4 (optional): Participants share products to the wider community

-- (http://bit.ly/YSzxAQ): //1. Use computers first and foremost to teach or learn things that are difficult to teach or learn with pedagogical approaches that are not based on computers// [e.g., bring in participants from a distance; make rapid connections with informants or discussants outside the course; contribute to evolving guides to materials and resources] //2. Model computer use on best practices for teaching-learning without computers// [e.g., In CEs students (or participants) become //self-directed and collaborative learners//—gaining tools, ideas, and support from instructors and peers (or other participants) who they can //trust//; integrating what they learn with their own personal, pedagogical, and professional development]
 * The use of the internet should be guided by two principles of online education**

(High-profile MOOCs do not appear to be governed by these principles and are not conducive of deep or "thick" inquiry.||