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Class 0ne 01/11/05 1720: before class—room is warm, very warm. I arrive about 10 minutes before class and John and a couple of students are here—and more trickle in—low talking—student walks in and asks, “is this adult learning?”— Lots of contextualizing—people asking about textbook, organizing their stuff— I smell the perfume o the lady next to me—not good or bad, but I notice. It occurs to me that we are all doing a million things. This will connect us for the next couple of hours. Room is quiet now—it is 5:30. There is apprehension think in the air—we are a community already—almost—what a difference from online—cough—body posture—socially acceptable etc. 5:33 I start the recorder and there is dead stillness in the air. I don’t think any of these people know each other. The silence may be unsettling for some—I don’t know—it’s funny, we are all just ‘waiting’ for the teacher—to teach us, I suppose. Room description—2 lines of florescent lights each 3x3
17:37 John starts speaking—welcome and procedural and orientation—housekeeping—and introduces the research idea and recording (there are 10 students (not counting John or me)—6 female, 4 male—6 black, 4 white I hear a stomach grumble—something you can’t hear online Class Exercise: 10 adjectives that describe me— It’s really hot in here! Lots of grunts, throat-clearings, coughs, body shifts and movements It occurs to me that we are slowly getting used to each other Also, I note that John’s introduction was heard in ‘real time’ by all those present—this is so different from online Average age seems to be 30-ish (Margin note: a late
student walks in and john tells him what we are doing—what would be the
equivalent of this online?) Denna giving her adjectives: legs crossed and drawn in—I notice that I am making many observations—turns out to be John’s daughter Tonya—reading lots of facial gestures Facial gestures, vocal inflection, hand gestures, feet, legs—feedback, laughs I never really noticed how much information is received—and—we all share the same physical space—context is automatically generated!—not like online (Margin note: vocal
inflection and tone quality is very important here) Deep voice—male black very well-spoken—will this create impressions about him that aren’t available to others (as in online)?
18:16 John divides group into two camps—those who most want to like themselves and those who want to be unafraid. Discussion about experience—reflecting 18:45: 10 minute break Everyone leaves the room except two students, john and me 1900; John has passed out some paper and made a few announcements Passes out a ‘contact list’ sheet Procedural—login—help desk problems—procedural Proceduural—Syllabus 1915: assignments—going over course outline *important—John has 4x8 index cards for people to fold in half and… --more procedural questions re what’s on the web site and how to get there *Interview question: how much time do you spend online with Mygateway 1926: John gives first assignment Hands out sheet and describes the illustration I hear people talking out in the hall and I hear the sound
of someone speaking in another room (I
notice that I find it comforting to hear
people in the next room—makes it seem not so lonely—comforting—not
distracting at all—I wonder if others find it so) People seem comfortable when John speaks I think his voice has a sedative effect on an audience (I wonder if what people are used to
buying (tuition) is the comforting tones of a teacher)
John’s body posture John hands out “our Knowledge Base Statement Hands out reflections on my self-directed learning experience paper 1945: Marjean keeps coughing—she looks like she’s a little SOB—some restrictive (obstructive) lung issues—I wonder if she’s a smoker, or a reformed smoker People talk about their experiences—very nice—very pleasant exchanges—student fans himself John looks at his watch—does anyone want to #######? 2127: after class ends and John asks me to go with a few
(4-5) students up to the TLC to log in—Sandra, and a few others—this interchange (and
those like it) enhance the social bonds we’ve made during class. Already I feel that I’m part of a group—that I belong—that
there is a true social dimension to my experience 1530:
reading posts from ‘getting to know me DB forum—I notice that several of the
class members have posted their 10 adjectives Also
now I notice that John has responded to each person’s post—saying just a few
lines—I suspect that he is doing that just to ‘legitimize’ each person Also,
I noticed that one or two persons received 2 reply posts—and it reminded me
of ‘popularity’ back in grade school. Could
it be that a person who gets more replies is perceived as more popular? And
could the reverse be true? That people who get too few or no responses are
less popular? I also wonder what other people (online) look like—Dana said, “I am very pretty” and this presents all kinds of images to the mind—probably none of them very accurate
Class 2 Wednesday; 1/18/05 Before class arranged chairs in a circle with Dan I have placed myself in the corner opposite the door and
feel more comfortable—I can do my work while sitting at the big table located
in the front of the room 1730: it’s time for class to start so I turn the recorder—I want to be able to go back and track how long everything takes—to get set up It’s 5:30 but only one student has anything ‘food-wise’ –that is Benard—I hope I got his name right Dr. H is sitting there and looking at students Course starts with small talk about the weather (another social bonding exercise) There is a real sense that the group will ‘work’ only when led by the instructor—we are conditioned to ‘wait’ for the leader Now Dr. H goes to the board and begins to write There are currently 8 students in the room all looking down and/or reading DH passes out the class….?????? A new student introduces herself and my stomach makes a loud noise—wouldn’t have that ptoblem online! I am tired and the lights are bright Small group experience: talk about positive learning experience and give catch phrases
Sharing self Involvement, motivation, connecting Addressing fears—lack of knowledge Tanya talks about nurse training F2F uses all the senses Step-by-step tutorial—learn by doing –brain storming “Who’s going to start off” meets with laugh—seems to ease tension Tension—this is maybe a theme or a domain Tension—what increases tension? What reduces tension? “____________” is a kind of tension— Page 10 of 46 I notice that as the three small groups report their
words, the closed grouping opens up spatially (spaciously?) so that it
minimized backs being turned to each other “______________” is a kind of social convention “Patience” as a key work—boy, that is really an important component of teaching AND learning Student uses the term “marvelous instructor” John tells his story about Malcolm Knowles—LMCA Astronomy story—people seem genuinely amused—John is hamming it up—really enjoying the story—waiting for something—lesson learned: connect with people I notice that eye contact is a very central component in turn-taking. I also notice that eye contact is mostly directed to Dr. H—this seems to maintain social control and creates a hierarchy Eye-to-eye------------------eye-to-eye with groups Poem: she danced one time “Eye contact” is a sort of control “______________” is a kind of control I notice that when somebody says something they must “signal” that they are done or that they want to say something “_______________” is a sort of Signal 18:34: John receives at least 90-95% of the eye contact, facial expression, nods, laughs “______________________” is a kind of feedback (nods, laughs, eye brow movements Small group experience: bad learning experience Tanya tells about nursing philosophy—I tell about my truck story—dan talks about “overview “________________” is a kind of environment Hot/cold—bright/dim –loud/quiet “_________________” is a kind of distance “_______________” is a kind of student activity “_______________” is a kind of teacher activity If an alien walked into the room, would he know who was in charge? And how “__________” is a way to define social status
I tell my story about the red truck but the tape ran out Group discussion is tightly controlled by gesturing, pauses, eye contact “_______________” is a kind of gesture *****What are the parallel domains for the online students? What is the online equivalent of spontaneous laughter? Spontaneity is lacking online John tells another story ****Do ‘stories’ function in different ways (online vs face-to-face)? ****Compare stories in the classroom and stories in the discussion board forum “_______________” is a kind of story John tells another story: the help desk My father and learning: why was learning so painful with my father? I remember struggling with problems and he was like an alien force to me….. John tells an old joke and gets lots of laughs (story) John the story teller So, if eye contact to John = power/deference by the student, what does eye contact from mean__inclusion? “_____________” is a kind of inclusion 19:20 winding down on small group exercises—people are falling into a pattern now with group leaders reporting in (sequence?) and group members adding to report Social cohesion seems to be occurring ****What is the online equivalent of F2F social cohesion” “_______________” is a kind of social cohesion Great stories by Brian—quite the talented speaker—this adds a dimension to F2F—what is the equivalent of online vocal modulation/inflection College professors—some can teach, some can’t—they are content experts—all content no method----“ I teach—you may or may not learn—that’s your problem Maybe ‘student-centered’ education is a result of (reaction to) this tradition It occurs to me that online courses are very student centered—context process 19:35 after 2 hours and 5 minutes John finally calls a
break—the relief in the air is palpable—most student stay in the room and are
very talkative—some standing—bathroom—I suspect for most ****Should do individual
descriptions of participants both F2F and online—my perceptions would be
interesting re differences between online and F2F—F2F participants would
include physical descriptions, mannerisms, vocal quality—online descriptions
would be limited to text-based suppositions “_______________” is a kind of online-only/F2F-only awareness Return from break—procedural issues re access to Mygateway I notice that John is flexible with the schedule “________” is a kind of flexibility Last 10 minutes of class procedural issues—assignments, readings Learning how to learn (self-directed learning) develop the “tools” “_______________” is a sort of learning tool Do we teach our children how to learn? Process oriented Final thought: I can explore and share more complex thoughts online—that is, the ‘forum’ is more egalitarian—I wanted to express a thought but we ran out of time—that wouldn’t have happened online “________________” is a kind of forum “___________________ is a kind of time Class 3 –1/25/05
There are 9 students here—not counting John and me I notice that our circle of chairs is not much of a circle *good discussion on differences between f2F and online
class—These students seem to be asking
the same questions—asking—“social component” I like face-to-face I tend to forget how those that don’t do this everyday don’t have a sense of how the online side works Very quiet period right now but no tenseness in the air 17:39: I hear a woman singing Frere Jacques—brother John—are you sleeping brother John Sounds outside the classroom is a kind of environmental conditioning. “__________________” is a kind of environmental condition (physical proximity, eye contact, body posture, temperature)—any visual display is a kind of environmental factor—lighting, color of a room—cream-colored cinder blocks and matching tile ceiling –white board Question: how much time (ratio) does instructor talk vs student talk? Page 18 of 46 Computers metaphors—hard drive Thorndike—Merriam -----history of Andragogy What is learning *turn taking I notice a little grunt from speaker causes her to direct her glance “____________” is a kind of attention getter (grunt, look, cough, hand-raining) *people wait for a “quiet” spot to begin talking—or a pause I notice that Brian Jones is not here—he made more of an impression than others— I wonder how much ‘vocal qualities” play in our remembrance of others 1603: Brian and Tanya come in late and Tonya sits between me and John—Brian sits just to my right. I feel a little crowded in—like my personal space is slightly violated “______________” is a kind of personal space John expounds about Cyrill Houle—1961: ‘kinds of motivation” I notice that Dan uses hand gestures with his fingers to indicate “in parentheses” –online this would require “ “ marks Page 19 of 46 Tonya’s phone rings and adds to the noise factor in the class “_______________” is a kind of noise Cell phones in class is a kind of modern phenomenon/distraction In F2F there is a physical place we center on a concrete place (a confluence of time and space) and we are objects in that matrix of space and time Also the pattern of weekly time –5:30 every Tuesday—Rhythm is a structural device “______________” is a kind of structural device (class time) Brian references an earlier comment by repeating “like with that football player” –this is a way to reference someone else’s comment “____________” is a way to reference something I have to remember that all students are here to ‘get through’ the course—so all behaviors are, on some level, means to that end “__________” is a way to get through the course (make positive impression on the teacher) Creating a positive impression on the instructor has to be primary -----missed about 8 minutes of good discussion—I don’t think that John spoke in these 8 minutes I notice how people’s voices are very influential in my appreciation of their words Pacing of words also varies—some people use many words in a minute, others use fewer Interesting idea would be to court words per minute What are the rules of turn-taking and how does it differ: online and F2F –I guess there really is no ‘turn-taking’ online, you just put your stuff out there I can see out the door and down the hall about 60 – 7- yards—it gives me a good feeling because…… 1852: Long discussion on Knowles—I’m getting tired I feel like I’m really getting to know John and his relationship to Andragogy I think that everybody takes their own ‘stuff’ from what goes on John’s been doing most of the talking for about ½ hour Laughs punctuate the quiet—students need to laugh in order to release pressure from being still and quiet for so long 1910: I help Marjean corry log in in the FRC 1935: return from break and John starts to talk about the learning contract Procedural process “_______________” is a kind of F2F procedural process “_______________” is a kind of online procedural process 1950: John goes to the board and talks about the two axes
of learning
Class 3 (2/1/05) Just had a heated discussion with John—he’s very frustrated with the online section—having lots of trouble setting up the assignment for group discussion. We need to come up with a mechanism for assigning topics—will work on that tomorrow It’s 5:30 now and there are 8 students here I’m taking to sitting in the corner of the room at a 2’ X 5’ table and an orange chair (not a desk) –easier for me to take notes and I like it here—good view down the hall and across the room as well Finally, a list of people officially 1740: John starts the discussion on self directed learning I notice that even though we are sitting in a circle (semi
circle) John still sits at the front and faces the “audience—seems that old
habits are hard to break. We may not have rows but the communication pattern
is clear “_________________” is a kind of visual statement (of status) Placement in a room is a kind of statement of status How does/do power relationships work out online, or, do some standard power relationships not exist? Page 23 of 46 Again, I notice that at least 90 – 95% of the eye contact goes to John—we are having a discussion but also could be described as a series of ‘comments’ to the moderator Again, I hear soft (male) voices from the next classroom—for some reason I like this sound—comforting to know that we’re not the only ones down in the basement under Ward Barnes Library Amir talks about SDL as a ‘tool’ for learning and uses the analogy of ‘tools’ you use to build a house—that is, SDL is a process and a means to an end Brian: “ I like what you said, But…. “_____________” is a way to get along socially Creates smooth flow, allows others to save face Ie: --not saying that what you said was stupid--:I think that….. There must be social smoothness 1804: Sandra and Brian engage in dialogue—both lean forward and address each other Discussion is getting interesting now—topic of SDL is wandering: are we talking about theory or application? Seems to me a F2F is much more about the instructor than an online class: John communicates volumes about his perceptions and ideas about Andragogy 1827: handout: the skills of self-directed learning Face to face is akin to a ‘performance: the Henschke show—every Tuesday night “_____________” is a kind of a performance 1846 great discussion and interaction Clothes: a sort of statement about self posture--tone 1930: break and then back to talk about process issues: assignments and discussion leaders Break: 5 of the women in the class sit around and talk sociably—travel, domestic issues, small talk and lots of laughing—much social bonding goes on during breaks “__________” is a kind of social bonding “_______________” is a kind of stress release (breaks) 1953: sign up for discussion leaders Laughing and spontaneous volunteers—so much easier face-to-face—WHY? What is happening here that doesn’t happen online?
Class 2/15/05 Amir presents Transformational Learning John is talking about learning Contract—there have been several questions of concern about how to proceed My ears really ringing tonight—very irritating Shouldn’t have had beer with those burgers! L I think we are becoming clearer re the learning contract Dan asks questions directly to John: ‘what is the source of that vision?” John tells story about Jack mezirow—a story is like a parable Oral tradition much to learn about how orality and text-based learning happens Laughter is very prominent in this course Look up laughter and its effects in group discussion Page 28 0f 46 Transformational learning 1947: discussion Lots of head-shakes and nods—eye contact, body posture vocal quality—the ‘sound’ off a person’s voice—all these guide discussion Also time line—(line or?) Also, there is a rhythm involved in group discussion Any fool can learn from his own mistakes/a wise man learns from the mistakes of others”… Amer
2-22-05 Tyrome starts out his presentation of informal and incidental learning ‘kinesics’ ‘trivia’ Once again the feeling of sitting around in a circle with a group of peers is very enjoyable Breaks become ‘ritual Seat arrangement is ‘ritual Class becomes ritual—every Tuesday—5:30 PM at UMSL “____________’ is a kind of ritual John tells another story “___________________” is a type of story There are many quiet spells tonight ‘Quiet’ is a kind of space –‘not being present’ is a kind of space
Laughing “__________________” is a kind of laughing “_______________” is a kind of feedback This group laughs a lot—topic of informal learning is conducive to laughter Dan uses hand gestures “___________________” is a kind of hand gesture Hand gestures are a kind of (communication medium Do students value ‘teacher talk’ more than ‘student talk’? Legs crossed---------thumb-snapping Interested in cueing for comments How do we know how to take turns Bits of silence and eye contact Amir—sparks up the discussion by disagreeing Brian
‘smooth-voice’ Jones
speaks again—he has the floor for several minutes “__________________” is a type of authentication (brian’s deep voice; John’s teacher status) I am really starting to
fade (if I was online now I’d be signing off) Sort of like a TV studio set: after we describe the set, the basic floor arrangements, lighting, etc, and the actors, the only thing left to talk about is the ‘plot line ( course content)—so, from now on maybe I should focus on content Ritual Sandra talks Quiet spell John talks
3-1-05 I’ve read the material on women and looking forward to the discussion. I’m a little afraid of offending others—don’t want them to isolate me—because I want to be on good terms for interviews 1610: interesting discussion on women’s learning—Amir doing much talking Like a web comes out of a spider—it’s natural John tells story that he told me already re men not speaking/women not speaking Very emotive comments tonight Everyone sitting on familiar poses John is doing his own learning and talking about person/family—lots of laughing John’s daughter comes into the room I notice little side conversations with Mar jean and (?) Amir is really dominating the discussion—big mouth—Tyrome hasn’t said a thing yet Women have been oppressed 1855 Women raise their daughters and spoil their sons
3-8-05 Context-based learning Who’s here? Does attendance mean anything in online experience Does attendance matter in F2F—thatis, is it significant to ’miss’ class sessions (or go to them all) in terms of process and experience Here: marjean,
Kathy, Dan F2F allows for very fluid feedback MarJean reads a definition of ‘context’ and then asks others to say which article uses that definition One student asks her to repeat the definition Feedback—feedback—feedback Context: in an online class text is the context Humor People editorialize on their own responses Dan refers to a part of the book—everybody picks up book---people say. ‘refer to page? –this is a process activity “___________” is a way to pause
3-18-05 Critical post-modern perspective Context is important People arrive, settle themselves, get out pens, paper, articles All objects that are associated with the task at hand School—room—chair—body—all go to create an environment (a context) I can actually feel myself settling into a ‘student classroom frame of mind” “__________” is a kind of context builder There is a ‘time out’ from other worldly concerns as we discuss adult education issues As class starts there are just 5 students here (so far) The predominant activity is reading, glossing, taking notes, preparing for discussion F2F is sort of like an ‘event—no, it is an event—walled off from time and space—we are in an adult ed bubble
3/29/05 –started a little late tonight with the tape recorder—forgot to turn on—mike is plugged into the wrong hole—I don’t have the….. (?) comes in late and we make room for her in the circle Turn-taking: eye contact very much dictates how turns are negotiated Someone says something and no one wants to respond directly—there is a ‘polite pause “______________” is a way to save face, be sociable (polite pause; agree on a forum post)
4/5/05 Session on the brain and consciousness (by Tamika and Benard) Benard and (?) are working together to put on a presentation and display of the brain (John in the half-circle—not his usual place Benard sits on the desk in the front of the room and putting the points (arguments as bullets on the board (I had to go to get markers because there were none There is also an easel with a picture of the brain—kind of corny but, again, I’m struck by how different the presentation is from the real John’s bottom line is: ‘what does this have to do with adult learning” John quote: “maybe nobody needs to hear
it, but I need to say it!” I had to scratch my foot—had to take foot out of shoe—I felt very self-conscious—wouldn’t happen online The presentation of your physical self is very important “_________” is a kind of physical presentation (clothes, mannerisms, postures, perfumes, odors—online equivalents?) Subliminal: discussion circle is breaking up ½- circle
“ya know” , ‘Ya know”, are sort of audio filler—what is
the online equivalent? John’s theory of hypnosis
4/12/05 Mary Cooper is the surprise moderator for this evening I notice that the chemistry seems to be a little bit off balance—interesting that the class seems like a unit, and how one person can change the chemistry—that is, the class (as a whole) seems to have a ‘personality’ and the mix of people directly that personality Watching a video on acupuncture and (michupichu?) Everybody seems to go into the ‘TV watching mode—I see less physical activity—little or no movement—much quiet The monkey parable How would the narrative work as a method of self exploration online
Class starts and I’m a little late because I just interviewed dan Creech But I walk in and the semi-circle os gone and people are sort of sitting in different ways I’m a little confused and don’t know what’s going on but John starts talking Brian leads—the Socratic circle—so, it’s a circle inside of a circle—inner circle speaks—outer circle listens (I note that there are only 8 students here so far I think it’s interesting the way Brian used physical space ‘The art of conversation” –Dan says that we don’t cultivate conversation as a social art form any more Channeling motivation—lots of quiet pauses Tonight I feel tired and don’t really feel like talking—besides, I didn’t read the text --more silence I really like the structured talk-silence-turn-taking sequencing---I think it helps define and give a clear coutour to the discussion All in real time—Brian times This class has presented a ‘structured’ discussion—a way to minimally organize the flow of the discussion—maybe there is a counter-part to this in the online discussion format “___________” is a way to structure conversation (online/F2F) Teaching—using the ‘story’ We can use the ‘story’ as a vehicle for learning—could this be utilized online? (of course) “_______” is a kind of online story
5/3/05 Exercise (?)—pick symbols that represent each theory—we picked frog, circle, etc Group formation: 2 groups (circles) our group takes first 4 chapters second group takes the last 4 chapters (theories) This is the next-to-last class—people seem to be very comfortable with each other
5/10/05 –last class Recorder is on at 5:30 PM Last class starts with small talk and a typical adued food –class –food arrangement in front of room—a few people have loaded plates and are snacking “__________” is a kind of small talk I’m sitting in the back of the room ‘out’ of the circle Discussion goes on—Marjean keeps coughing—excuses herself—leaves room—comes back and is still coughing What is the equivalent of online coughing? Think about how most online courses are really just correspondence courses that use the internet instead of snail-mail X2 people who said that they had taken online courses before said that they really didn’t interact very much I think that Amir likes to hear himself talk—he keeps hitting the same themes—afro-centricism—father/son You have to…..learn what you need to learn—not what they need to teach you |
carpeting is
dark brownish --desks are pure black—there are piles of paper for the course
People
seem a little more relaxed now—still not very much small talk but everybody
seems to have papers, books and other items
to
arrange conversation and communication (this would be meaningless online). I
notice how the physical arrangement really gives a different feel to the room
(online equivalent). I am outside the ‘inner circle’ and feel left out of the
main activity—not a bad feeling, though, because I’m comfortable being the
‘observer’.