Well, as the weekend is finally here, and I can breathe - having turned in grades, marched in commencement, etc., I would like to put in a bit of reflection for Jackie - as for what we take away from the week.  Actually, in my methods courses, we do a final in-class exercise called "What Sticks" (could easily be online) in which I ask each student to pick something they especially recall from the course that will stay with them.  They are amazed to hear each other's comments and learn from that final moment of thought.
So, I have "lurked" this week, although I had fully intended to post and post and post.  Why? I think we get an idea online of audience, topic and purpose.  We then decide who we are in relation to these and find our "proper" place.  Although in  my own local community, I am the AALPD consultant and the one who "knows", etc. , I quickly found that in this illustrious group, I am a learner.  I became content to read and absorb.  Sure, much of what was posted I could have also posted, but then, if someone else did it, then I did not need to.  If my voice was represented, that was sufficient.  Does this perspective make sense to anyone?
Helaine (online = Laine)
Long Island University
and Consultant, Literacy Volunteers

----- Original Message -----
From: "Taylor, Jackie" 
Date: Friday, May 18, 2007 8:03 pm
Subject: [ProfessionalDevelopment 1211] Re: [PD 1174] About Participation inlistserv discussions
To: The Adult Literacy Professional Development Discussion List 


> Hello Jane,

> 

> Thank you for your thoughtful message. I have imbedded my 

> responses in

> the useful format you laid out below...

> 

> 

> 

> ________________________________

> 

> From: professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Miller,

> Jane

> Sent: Friday, May 18, 2007 5:51 PM

> To: The Adult Literacy Professional Development Discussion List

> Subject: [ProfessionalDevelopment 1207] Re: [PD 1174] About

> Participation inlistserv discussions

> 

> 

> 

> Marie, Jackie, and everyone

> 

> 

> 

> I've been a subscriber to 3-4 nifl lists for 3 years now and generally

> have been a "lurker". When this discussion topic of on-line PD 

> came up

> I decided I would read all the postings as they came in so I wouldn't

> get behind, and would participate at least a few times. When 

> the topic

> on lurkers came up yesterday in Marie C's post, I took my second

> opportunity to post. Here are some thoughts:

> 

> 

> 

> 1) I think the term "lurker" is offensive. That word, in all 

> contexts,has negative connotations. The result of using that 

> term in on-line PD

> is to make non-posting participants feel guilty. As a trainer, 

> in a f2f

> training, I would never intentionally do anything with the 

> purpose of

> making the participants feel guilty. Marie suggested the term

> "non-active" but I'll use the term "non-posting". Although I rarely

> post, I feel that I am very active when keeping up with the lists.

> 

> 

> 

> 

> 

> *** I agree entirely. I always try to avoid using the term.

> Unfortunately, much of the research that I've seen in online

> interactions uses the term to describe those who do not post. I would

> like to find a better term. Do others on this list know of 

> research that

> describes non-posting in a more accurate manner? I consider 

> being part

> of a list as a continuum of participation, from reading to regularly

> posting. I agree that it connotes guilt. I like to think of active

> reading of posts as a relational way of interacting with the 

> list that

> does not carry the guilt of not posting.

> 

> 

> 

> The reason why I encourage posting is because I see the lists as 

> a way

> to share professional wisdom and to construct new knowledge. My worst

> fear is for an online community to die because it becomes devoid of

> interaction and dialogue on the list.

> 

> 

> 

> We could collect research relevant to us regarding online 

> learning, and

> post it in the ALE Wiki.

> 

> 

> 

> 

> 

> 2) Participating as a non-poster in the nifl lists these past 3 years

> has been tremendously beneficial to my own PD. I have expanded my

> knowledge about adult ed exponentially. I feel connected 

> nationwide to

> other adult educators and to leaders in the field. I feel up 

> to date

> in adult ed trends, research, legislation and hot topics in the 

> field of

> adult ed.

> 

> 

> 

> 

> 

> *** That's fabulous! I share in your experience.

> 

> 

> 

> 

> 

> 3) I click on almost every web link included in nifl posts. In this

> way, I learn about, access, and use the latest in research, 

> think tank

> reports, legislative updates, state adult ed websites, classroom

> resources for teachers, PD resources, news articles, etc. Countless

> times, the resources I have linked to through the nifl posts 

> wind their

> way into the trainings we design and deliver to adult educators

> throughout Colorado. Thus, our 400+ teachers state-wide benefit also

> from my participation in the nifl lists. 

> 

> 

> 

> 

> 

> *** Same here in Tennessee. I also encourage teacher leaders to

> participate as members of the field by following dialogues and

> interacting on the lists (Hi Micki, Lisa, Carol, and all!!)

> 

> 

> 

> 

> 

> 4) I think many non-posters are such because of the 

> difficulties in

> keeping up with postings. From the time I left work yesterday until

> this afternoon - when I returned to the office from an all-morning

> meeting - 30 new posts had arrived - just from the NIFL PD list. 

> I had

> an additional 48 new emails from other lists and from individuals

> contacting me about my "real work". 

> 

> 

> 

> 

> 

> *** Certainly lots of positive energy, interests, and concerns around

> the topic!

> 

> 

> 

> 

> 

> 5) My "real work" has suffered this week as a result of my 

> spending so

> much time each day reading the PD discussion list. In reading 

> just the

> nifl PD posts and in composing this posting I have spent an 

> hour. I

> won't be able to keep this up. I have got to get back to the 

> work I am

> paid to do. But next week, the nifl FOB list is going to have a

> dynamite discussion on content standards. I'd like to try to 

> keep up

> with that every day, but can I? 

> 

> 

> 

> 

> 

> *** Do you receive your postings in "digest format?" This 

> bundles your

> list subscription emails into one or two emails/day. Anyone 

> should feel

> free to contact me off-list if they want their emails "bundled." I'm

> here to help. (jataylor at utk.edu) 

> 

> 

> 

> 

> 

> 6) I now work for the state. When I am in the office and not out

> training teachers, I sit in front of a computer all day. When 

> listservpostings come in, I am right there to get them. 

> However, I have

> learned that MANY teachers access email only a few times a 

> month. For

> those teachers, they would be unable to jump in and post 

> responses to a

> list discussion because by the time they access their email, 

> they might

> have hundreds of posts and the discussions would have come and gone.

> So, they may be active by reading, but not by posting.

> 

> 

> 

> So, the list discussions are very valuable, both to those who 

> post and

> those who don't post. Each subscriber has to find the way - and the

> time- that is feasible for her to participate.

> 

> 

> 

> 

> 

> *** I agree. I would like to see NIFL create a practical 

> resource guide

> and offer PD about how to customize one's list subscription, and 

> providea variety of resources for using the lists as 

> professional development.

> If you like that idea, you might suggest it to NIFL. Some states 

> may be

> providing teachers dedicated time to use NIFL lists as professional

> development. If your state does this (anyone's), please email 

> me; I

> would like to hear about it.

> 

> 

> 

> 

> 

> Many thanks for the time that each of you has now spent reading my

> lengthy posting! 

> 

> 

> 

> *** Thank YOU, for following my responses, and the week's 

> discussion. I

> remember when you contributed (on Wednesday). I always find it helpful

> to learn of your perspective on things.

> 

> 

> 

> Have a great weekend, Jackie Taylor, jataylor at utk.edu 

> 

> 

> 

> 

> 

> Jane Miller

> 

> Colo. Dept of Education

> 

> PD Coordinator

> 

> 

> 

> ________________________________

> 

> From: professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Marie

> Cora

> Sent: Thursday, May 17, 2007 12:10 PM

> To: 'The Adult Literacy Professional Development Discussion List'

> Subject: [PD 1174] About Participation in listserv discussions

> 

> Hi everyone,

> 

> 

> 

> Yes, I agree: Jackie you are modeling much of what makes a good 

> on-line

> facilitator. The person facilitating must synthesize and guide 

> and that

> is accomplished through many of the examples we have here: providing

> threaded summaries, revisiting questions, prodding and 

> prompting, etc.

> This is exhausting work on line because so much of it depends on

> writing, and of course you do not have that immediate gauge of body

> language, facial expressions, classroom tenor, to help you make

> decisions. You get good at reading between the lines of 

> writing. I

> double up communication by using regular email in addition to the

> learning platform - it adds a slightly different layer, it's in a

> slightly different format/space, and my emails usually follow 

> differentpatterns than communication at discussion board or 

> during chat. Email

> is the space where I do a lot of this background work that helps 

> supportthe learning environment. It's also where I send those

> reminder/prodding emails to keep people on track. I try to 

> respond to

> each and every post by learners so that the interactivity is 

> impossibleto ignore, and I ask a LOT of questions.

> 

> 

> 

> But this is in the venue of an organized, signed-up-for on-line 

> course.There are certain expectations I have of these 

> participants that

> generally ring true (that they want to be there for the duration and

> have specific and particular interest in the topic; I can be 

> assured of

> direct communication with each person). Managing or rather 

> moderating a

> large discussion list = such as this one - is a whole new ball 

> of wax.

> I would be really really interested to hear from people on this list

> about what they get out of the discussions when they do not actively

> participate. I just did a quick check of the AALPD Discussion List

> archives, and it looks like about 35 subscribers out of some 800

> (correct that number if I'm way off Jackie!) are having the

> conversation. So what are the rest of you doing with this discussion?

> Do you use it in some way in your own practice or program? Do you

> forward it or tell others about it? 

> 

> 

> 

> What makes you post or not? Time constraints? Comfort level? Would

> you be more likely to post to a discussion list like this one if you

> already have experience in other on-line venues? Are there 

> professionaldevelopment activities that Discussion List 

> Moderators could employ that

> would encourage participation by folks who read and don't post? 

> Anyway,as a Discussion List Moderator, I am constantly trying to 

> figure out how

> to draw out the lurkers; and consequently, I am forever 

> intrigued about

> the outcomes there because we have no way of knowing what, if 

> any, is

> the impact of the Discussion List on lurkers. We might be able 

> to do

> some follow-up and continued discussion with those who post, and 

> this is

> difficult enough. But to hear from those who are silent would be the

> best treat.

> 

> 

> 

> Marie Cora

> 

> 

> 

> 

> 

> -----Original Message-----

> From: professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Leecy

> Wise

> Sent: Thursday, May 17, 2007 11:25 AM

> To: The Adult Literacy Professional Development Discussion List

> Subject: [ProfessionalDevelopment 1165] Re: Leap to Online 

> Facilitation(was Participation, Engagement, and Completion)

> 

> 

> 

> At 08:49 AM 5/17/2007, Jackie asked wrote:

> 

> 

> 

> 

> But even if they "do come" when one builds the ship, so to 

> speak, it

> doesn't necessarily mean that they will interact online. They 

> may read

> or reflect, or hesitate for whatever reason. What are some of 

> the keys

> to unlocking interactivity online? How does one motivate 

> contributions? 

> What is the next leap in the learning curve to becoming an online

> facilitator?

> 

> 

> 

> Jackie, What you just did in your own response is to encourage

> interactivity by summarizing main threads and asking 

> participants to go

> a step further. That is key. In my PBS for example, forum 

> participationis required and highly rewarded (very important), 

> with rubrics to define

> the quality of participation expected. Of course, grades become 

> a huge

> incentive. Participants are required to answer the prompt early 

> in the

> week, with evident support from their readings and experience, 

> and then

> return at least twice during the later part of the week to respond

> thoughtfully to their colleagues. In the meantime, I am actively

> commenting, summarizing, prodding and reminding. The discussions are

> amazing, and I never fail to learn more than I could ever teach 

> even in

> courses that I have taught multiple times. Teachers unfailingly 

> reportthat they learned more from each other than from any other 

> aspect of the

> course, including the readings, which are dynamite. And they 

> keep coming

> back.

> 

> 

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