Hello Gina, and others,

Here are some thoughts about building community online using  
technology.  In this scenario I am assuming that a potential adult  
learner has little or no experience with a computer and does not own  
one.

Let's assume we have a learner with intermediate level literacy  
skills in English  who has a new (for her) computer and an interest  
in getting online to take a basic skills course, but has not  
purchased Internet service.  She gets a one-page, easy-to-read notice  
with the computer (which she got inexpensively on a one-year or two- 
year lease/purchase agreement) which says "For help in setting up  
your computer, call this phone number."  Online technical assistance  
is provided 24/7 by a pool of people who have been adult learners who  
now have their high school equivalencies.  They have been trained to  
help new users set up their computers and to help them with basic  
computer operations. They are backed up by techies. When they talk  
with a new user  for the first time, they:

1. Explain that they are there to help, that the service is free,  
that the new user can call as often as she wishes
2. Give their name and phone extension (or other identifier) so that  
the new user could ask for them by name
3. Ask the new user, if this hasn't been done yet, to take the  
computer (monitor, internal CD-ROM player, printer, hard copy  
manuals, software and surge protector) out of the box and choose a  
place for it to be set up (on a table, near a wall plug, and perhaps  
near a telephone outlet or cable modem outlet)
4. Walk the new user through setting up the computer, printer and  
modem, one step at a time, then through testing it out, and
5. Ask the new user if they want Internet access, and if so walk them  
through the options, and then ask them to call back once they have  
chosen one.

There is a another set of steps for the ISP installation phone call.

Once the ISP is operational, there is another set of steps for  
opening a browser, for using e-mail, for using an online messenger  
(such as Instant Messenger),for using Internet telephony, and  for  
using (free multi-tool office software program) Open Office.  These  
are all described in plain English in the manual, but are also  
available by telephone.  After e-mail is set up, the New user is  
asked to practice this by sending the online T.A. person questions by  
e-mail or Messenger. Gradually, e-mail and messaging are increased,  
but telephone is always an option.

Another set of steps -- and perhaps a different person -- for the  
software installation

Another set of steps for an introduction to installing and using the  
CD-ROM introduction to using the software.

A new person -- a mentor or tutor who is available to answer  
questions about the instruction software and/or the online learning  
environment.  The student (no longer a "new person" is asked to  
enroll in an introductory online course on using Open Office ( and  
maybe internet telephony and other tools) while beginning a course or  
computer-assisted instruction module in an adult education or  
Literacy topic area/level.  The student is increasingly connected  
through e-mail, internet telephony and messaging, to other students  
in the course or study area the student is interested in.  Community  
begins to be built.  A tutor and/or mentor is still always available,  
but now there are others who can help, too, people online who are:  
"study buddies", online learning group members, resource people,  
etc.  At this point perhaps there is an environment like AlphaRoute  
(see free guided tour at http://english.alpharoute.org/) which by  
design helps to build community online.  Also, at this point the  
learner is encouraged to consider talking about this online way of  
learning with friends and family to see if they want to enroll too.

 From this point on, the lessons, the virtual learning environment,  
and the tutor/mentor all refer to other ways of learning: self-study,  
online research, online tutorials, online study diads, study groups,  
courses, online apprenticeships, internet telephone conferencing  
(maybe even video conferencing) etc. so that the student fully uses  
the online learning community as well as becoming a good information  
researcher and independent learner.  The goal is to have the online  
community be as fully interactive as a good family, classroom, club,  
faith-based, or other community where one feels a sense of purpose,  
belonging and connectedness, caring and support.

What would you (anyone reading this) add to or change in this  
scenario?  What's missing?  What other ways (radio, or  
videocassettes, for example) could supplement some of these steps?    
Does anyone know of an existing model that looks something like  
this?  Could anyone envision this happening with a handheld device --  
a Blackberry or Ipod telephone -- instead of a desktop computer?

David J. Rosen
djrosen at comcast.net




On Nov 23, 2005, at 11:39 AM, Bennett, Gina wrote:


> Hi David, let me see if I can respond to your questions re:  

> AlphaRoute.

>

> AlphaRoute has been, until fairly recently, an online literacy  

> resource

> mostly limited to the province of Ontario. It is gradually being  

> rolled

> out nationally & my college has been a bit of a pioneer, pilotting  

> it in

> the province of BC. Our students have really enjoyed their AlphaRoute

> involvement. Our experience indicates that as long as the mentor has a

> positive attitude towards learning with the computer, the learner

> welcomes the computer as a learning tool.

>

> The mentors for our project have all been volunteers. We provide a

> half-day training session (either in small groups or one-to-one) &  

> then

> we support the mentors mostly by email or phone afterwards. Each  

> learner

> is paired with one mentor, although occasionally a mentor will support

> more than one learner. The mentor usually tries to meet with the  

> learner

> (in person) once a week, & then responds to messages, marks completed

> assignments, & gives feedback by email. Of course, they also provide

> that essential 'soft' support: encouragement, problem-solving, &

> modelling good learning behaviour. Sometimes they use the phone.

>

> (In Ontario, it's my understanding that instructors in literacy  

> programs

> provide the mentorship role to a group of their students, as a part of

> their paid work.)

>

> You asked: what else does this system need in order to function  

> well at

> a distance? I think if the learner already 'has a life' online (e.g.

> checks email regularly, uses a webcam perhaps, chats with friends),  

> then

> they would be able to participate in a supportive relationship with

> their mentor online. But it takes a while for some learners to get  

> that

> comfortable with the technology. The technology really has to become

> transparent for them (or for anybody!) before they can "feel" the

> support, encouragement etc. through/in spite of the medium. Just my

> opinion, of course -- but if the learners don't feel a support  

> network,

> many of them will fail to persevere. That distance support network has

> to become tangible.

>

> You also asked: Why couldn't friends and families of learners enroll

> together (i.e. to build & extend the learning community)? Well, of

> course they COULD! It's just... I think this is an area that's not

> researched well enough yet. How do we develop, promote, & extend  

> online

> learning communities for literacy-level students? How do we create an

> online "sense of place" & provide an effective, warm online support

> system?

>

> Gina

>

>>

>> -------------------

>> Gina Bennett

>> eLearning Support & Coordination

>> College of the Rockies

>> Box 8500

>> Cranbrook, BC  V1C 5L7

>> 250.489.8287

>>

>

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