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From WikiEducator

Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page.

Outline

Workshop Design Activities

• Duration: 1/2 day to 1 day
• Format: Face-to-Face
• Title: An Accelerated Introduction to Wiki Skills & WikiEducator

(: This F2F Workshop is not a replacement for the online (and facilitator-supported) Learning4Content workshops.)

Pre-Work

• • bring bio, photo (have available on say, Yahoo, Gmail account)
  • observation, reflection skills
  • register an account on WikiEducator
  • advance reviewing of WikiEd website

Part I: Wiki Community Values (WikiEducator)

• Slide: Wikis (open / closed) - Using Open Office
• Strategy, Vision - http://wikieducator.org/WikiEducator:About
  • Governance
• Free Cultural Values
  • Lesson / Activity: Distinction between traditional culture and free culture
  • Practicalities - copyright

• Community (Wiki) Engagement (this one will be videotaped)
  • Lesson / Activity: Distinction between traditional & wiki communities

Recap / Intro to Next Section

Part II: Introductory Skills

WikiEducator Overview

• • WikiEducator Account creation, bio, photo
    • Create an Account - http://www.wikieducator.org/Wikieducator_tutorial/Creating_an_Account/Instructions

(: Message: In advance of the wiki skills training, please create an account on WikiEducator. Go to http://www.wikieducator.org Please choose a user name and password combination that you will remember. Please verify the email that is sent to you - this is important because the system will notify you when wiki pages you are watching... have changed. In addition, this account registration process will be used to automatically create a wiki page with your User Name, and you will be able to post your bio, interests and contact information on WikiEducator. Here are instructions: http://www.wikieducator.org/Wikieducator_tutorial/Creating_an_Account/Instructions - Please familiarize yourself with the many dimensions of learning content development on WikiEducator! Check out the Projects section, and think about your collaborative interests! - http://www.wikieducator.org/Initiatives)

WikiEducator Overview - Functionality

• • External Tour - links, etc
  • Internal Tour, etc.
  • Home Page
  • User Page
  • Preferences (provide cheat sheet, re: desired preferences)
  • History
  • Recent Changes
  • Refreshing pages
  • Projects
  • Simple GUI
  • Summary
  • History
  • Templates (Learning Design, others)

Recap / Intro to Next Section

A Simple Graphical User Interface (GUI)

• Screenshot - walk through
• Simple, yet powerful (show templates)

Recap / Intro to Next Section

Editing Wiki Pages

• What is Wiki Syntax - a 'language'
• Editing 101
  • simply edit text
  • use the GUI editor
  • Summary
  • Preview
  • Save Pages

Just Do It!

• add content to your User Page - just start typing, then press "Save"....and observe what happens!

Recap / Intro to Next Section

Other

• hyperlinks - external, internal
• pictures
• templates (see tutorial)
  • Learning Design Guide - http://www.wikieducator.org/Learning_Design/Design_Guide
    • Sample Output: - http://www.wikieducator.org/LearningDesign:wikirandy)
  • ODL Resource Development: http://www.wikieducator.org/WikiEd_Resource_Development
• creating new pages - red / blue, logical flow, Work in Progress template, linking newly-created pages back to another link
• WikiEd Skills Certification Policy - http://www.wikieducator.org/WikiEducator:Policy_for_skills_Certification
  • WikiMaster / Apprentice Page - http://www.wikieducator.org/WikiMaster

Recap / Intro to Next Section

Part III - Active Collaboration - Experience Wiki Magic!

• Work on your User pages
  • Dyads - person next to you - watch recent changes...
  • Be sure to check the "History" tab.....it will also show you who has made what changes to the page.
• Experience of Collaboration

Recap / Intro to Next Section

In Future

• Course Design

Wrap -up

• Recap / Review
• Next Steps...
  • Practice, Tutorials, Learning4Content training (10 days) - gain certification
  • Learn new skills
• End of Workshop Assessment

Resources

Current Tutorials: http://www.wikieducator.org/Help:Contents

• WikiEducator Resource Development - http://www.wikieducator.org/WikiEd_Resource_Development
• Learning Design Guide: http://www.wikieducator.org/Learning_Design/Design_Guide
• Sample Output: i.e., http://www.wikieducator.org/LearningDesign:wikirandy)

I Intro to Randy Fisher & Teaching Situation

Intro to Randy Fisher

The instructor is Randy Fisher, 45, a consultant to the Commonwealth of Learning in Vancouver, and President of iCentro Networks, a management consulting firm.

I have 14+ years of experience related to stakeholder engagement, project design, coordination and implementation in business marketing and communications, education, training, career management and HR services.(i.e., education, forestry, energy, government and nonprofits (including social / immigrant services). I have designed and delivered a curriculum for networking and relationship-building, which has been delivered to corporations, non-profit organizations, the federal government and to individual career transition professionals. I am currently pursuing an MA in Organization Management and Development from Fielding Graduate University, and am completing my practicum in the BC Provincial Instructor Diploma program. I have also advised, trained and coached front-line staff, technical and IT specialists, middle managers and senior executives. In 2008, I wrote the Winter 2008 cover story for the BC Human Resources Management Association magazine : Mergers & Acquisitions: Are You Ready?.

Currently, I am consulting to The Commonwealth of Learning (http://www.col.org) in Vancouver on several global education projects including WikiEducator, Governance and Community Media and the Commonwealth Executive MBA / MPA Programmes. For WikiEducator, my role is to help build the WikiEd Community: I facilitate the development of connections and relationships within and external to our wiki community, which is based on open source / the free culture movement and self-organization. (http://www.wikieducator.org) I have recently facilitated several online workshops within the Learning4Content initiative, to provide free wiki skills training to educators from formal and informal environments. (http://www.wikieducator.org/Learning4Content).

Teaching Situation

WikiEducator is a project supported in part by the Commonwealth of Learning. In 2008, it received funding for a special initiative (called Learning4Content) to teach wiki skills to educators in formal and non-formal capacities, so that they could develop lessons on the wiki. This skills training takes place in online and face to face format.

To engage these educators, I am involved in designing an online tutorial into a one-day face to face course entitled: Wiki skills for WikiEducators.It is a non-credit course, however it does lead to a certification, congruent with WikiEducator's skills development certification. It has been delivered in various formats – 3 hour workshop all the way to a 30-hour course over 10 weeks.( mention: 10-day tutorial with facilitator support, online)

It will be taught at a client location (TBA) in Vancouver, BC.

Logistics & Requirements

Physical

• Classroom with computers
• Internet connections
• Internet browser installed (i.e., open source software such as Firefox preferred)
• Security clearance (i.e., security clearance on computers obtained, so that learners can reach the desired WikiEducator site)

Handouts / Links

• Web page with links
  • Free Culture article
  • WikiEd Syntax Cheat Sheet
  • WikiEd Learning Design Template
  • Articles:
    • Dear All,

You may be interested in reading the following article: A systemic and cognitive view on collaborative knowledge building with wikis by Ulrike Cress and Joachim Kimmerle to be publisheed in the June 2008 issue of Comupter-Supported Collaborative Leanring (DOI:10.1007/s11412-007-9035-z).

Link: http://springerlink.com/content/g509739lp56gk040/

Quickstart guide

1. Creating an account
2. Creating your WikiEducator user page
3. Basic editing.
4. Editing using open office
5. Wikipedia's Cheat sheet (also available as a PDF for printing)
6. Pedagogical templates
7. Tables
8. Extra Tips
9. Tips on creating accessible content on wiki
10. IGNOU Wiki Support and FAQ
11. WikiEducator Tutorials
12. MediaWiki Markup

Pre-Work

Learners are required to 'bring' / or have a location where they access the following:

• Picture, in jpg. format
• Bio
• Areas of interest in (1) education; and (2) collaboration
• A keen eye for observation

Teaching Philosophy

Basic Skills

FIX

is about teaching job-ready newcomers about the cultural nuances of the Canadian workplace and job-hiring process. The learners are new- or recently-arrived immigrants who have varying levels of English proficiency. A significant portion of the workshop’s activities are group-oriented (small groups, large group) to allow for information-sharing, networking and participation.

To help design the course, Hebrew- and Russian- language speaking Case Managers were consulted (i.e., Hebrew, Russian) to help design the workshop. A key recommendation was to use content that learners were familiar with, as a means to understanding the concept of ‘culture fit’ in Canada and the Canadian workplace. Accordingly, the workshop embeds a range of culture-specific examples (i.e., from their cultures; from the Canadian culture).

There will be guest speakers in the program. These are individuals who are employers and also have job functions of interest to the participants (i.e., IT, engineering, project managers). They will provide their perspective, in their own language for a part of the overall program. They are invited and prepped by the instructor.

The purpose of this Course is for new- and recently-arrived immigrant job seekers to learn new tools and techniques for increasing their effectiveness in the context of the Canadian workplace.

Learners themselves constitute an important resource and ‘network’ for each other as they seek to successfully integrate into Canadian life, workplace culture and their new home country, and connect with each other sharing insights, information and their experiences.

the hiring process. Clearly, if they have the requisite skills, their job search will be faster and easier --- I do teach our client-candidates Job Search and Interviewing Techniques and Internet Research).

From the employer’s perspective, whether it has to do with behavioural interviewing techniques or the difficult task of knowing about different cultures, the responsibility ultimately falls to the client-candidate to successfully navigate Canada Workplace Culture to achieve his/her goals.

Bio:

http://www.wikieducator.org/User:Randyfisher

ID 3106: Philosophy of Teaching & Group Counselling

Section I: Evaluation Purpose Overview

Introduction / what is the program?

Enrolment in the program is low among two JFSA target groups: (1) Russian-speaking clients; and (2) Hebrew-speaking clients.

The purpose of the evaluation is to identify ways to increase enrolment; encourage Case Manager buy-in (i.e., they make the referrals / recommendations to their clients to attend this course); and identify appropriate marketing strategies and channels of communication / distribution.

Initial Reasons:

• poor publicity and marketing efforts;
• lack of understanding by understanding by Case Managers;
• lack of materials in the language of each group (i.e., Russian, Hebrew)

Additional Reasons:

• lack of ‘buy-in’ among Case Managers (i.e., ‘their’ investment)
• content / program does not feature people speaking in their own language
• content / program does not feature employers

The evaluation will identify the primary variables responsible for low enrolment. This information will be shared with Case Managers for their input and feedback, and the course / program design, delivery and marketing activities will be modified by incorporating their feedback.

Section II: Background Information Concerning Program

Program Origin

As Coordinator of Job Match Services at Jewish Family Service Agency, I frequently observe how frustrating the Canadian job search experience is for new and recent immigrants. Immigrants are promised a welcoming country in Canada. However, they often find securing a job similar to what they’ve done in their country of origin or transit, next to impossible. They are now valued on the basis of ‘Canadian experience’ — which they have none.

Moreover, Canadian employers want to hire people they like, understand and trust. They wish to work with people who share their values and mitigate the risk of hiring someone who does not fit their culture.

Successfully navigating Canada’s Workplace Culture is a vital skills and essential to obtaining employment.

The basic goals of the course are:

Original:

• To help newcomers integrate and adapt to Canadian society / workplace culture.
• To develop skills for Increasing their effectiveness in getting / keeping a job in Canada.

Revised:

• To help job-ready newcomers integrate and adapt to Canadian workplace culture
• To develop skills for Increasing their effectiveness in getting / keeping a job in Canada
• To foster connections between employers and participants; past Newcomers (i.e., employer-speakers) and current participants.

• Participants will be able to explain the activities for a successful Job Search in Canada’s workplace culture.
• Participants will also learn about observing and identifying hidden cues / signs that hinder or prevent them from job search / workplace success

Program Characteristics & Design

The program is a mix of mini-lectures, small group and large group activities. A very strong emphasis is placed on group activities and information-sharing. It is a non-credit workshop.

• 8-10 weeks; 1 session per week
• 3 hours – each session, Tuesday afternoons
• Location: Jewish Family Service Agency HQ, 1985 West Broadway (in between Burrard & Arbutus), Vancouver, BC

What do I do to maintain quality instruction in my classes? Why do I believe I am doing good work?

In a phrase, I create an environment that motivates and engages learners.

I am passionate and enthusiastic about the course subject matter, and strongly believe that if newcomers and long-time residents have access to critical information about Canada’s job hiring process and related workplace practices, then their chances of success can rise dramatically. I use my creativity, enthusiasm and improvisational ability to add energy and fun into the curriculum.

I do my best to make the classroom a safe, respectful and comfortable environment where learners from diverse cultures can learn from the instructor (me!), the materials / exercises and other learners too. My focus is on creating a challenging educational environment where there is no ‘wrong’, but rather an opportunity to learn and practice new skills.

I strive to make my teaching style and content match a variety of different learning styles. I use an ‘Agenda’ to help set up the day – to keep the students (and myself!) on-track. I ensure that I have an activity for each lesson and make extensive use of opportunities for self-reflection and small- and large-group work (group dynamics); including readings, role-plays, case studies, brainstorming and working in small teams. I design lesson plans to include adequate time for debrief and feedback, as this is an important area for class dialogue, reflection and learning for the group(s) and individuals. I state relationships among the various ideas in the content, and follow-up with a summary and review for each lesson.

I also do my best to ensure clear boundaries where there is no question regarding the appropriateness of my conduct within, and outside the classroom.

I believe I am doing good work because I consistently get positive feedback – from evaluations (both questionnaires and follow-up interviews) from job-ready clients in the workplace.

Moreover, I have been able to obtain the confidence and input of Case Managers, and they in-turn have made referrals to the program. I also feel confident and comfortable delivering this content, and am striving to improve professionally and tweak elements of the course to make it even more interesting and beneficial.

II Videotaped Lesson

III Copy of Lesson Plan

IV Course Profile & Curriculum Guide

- somewhat done

V Description of Student Learners

Description of students

Students are registered through a referral from a Case Manager (JFSA, or partner agency).

• Age: 30-50 years old
• Socio-economic: Middle Class
• Demographic: Male & Female; some married with children, others - single
• Culture: Eastern Europe & Israel, some Latin America
• Ethnicity: primarily Jewish, or connected to the Jewish community
• Language: Working knowledge of English; native languages  Hebrew, Russian / Ukrainian, Polish, Spanish
• Education: High  Masters’ Degrees in their native countries;  highly-educated & technical professionals

VI Evaluate Instructional Media

VI …. Used During the Videotaped Lesson (brief report)

VII Evaluating Student Learning

VIII Formative or Summative Evaluation