Successful Online Communities Slf Sept 2007

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Information about Successful Online Communities Slf Sept 2007

Published on August 20, 2008

Author: Henriettelaidlaw

Source: slideshare.net

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Presentation used at Seminar at SLF 2007

How to Create Successful Online Communities Henriette Laidlaw Phil Galbraith

Online Community – a definition A virtual community , e-community or online community is a group of people that primarily interact via some form of mechanism such as letters, telephone, email or Usenet rather than face to face. If the mechanism is a computer network, it is called an online community. Virtual and online communities have also become a supplemental form of communication between people who know each other primarily in real life. A computer-mediated community (CMC) uses social software to regulate the activities of participants. Significant socio-technical change has resulted from the proliferation of Internet-based social networks. (From Wikipedia, the free encyclopedia)

A virtual community , e-community or online community is a group of people that primarily interact via some form of mechanism such as letters, telephone, email or Usenet rather than face to face. If the mechanism is a computer network, it is called an online community. Virtual and online communities have also become a supplemental form of communication between people who know each other primarily in real life. A computer-mediated community (CMC) uses social software to regulate the activities of participants. Significant socio-technical change has resulted from the proliferation of Internet-based social networks. (From Wikipedia, the free encyclopedia)

A Community of Practice A community of practice is defined as “groups of people informally bound together by shared expertise and passion for a joint enterprise” (Wenger & Snyder, 2000: 139).

A community of practice is defined as “groups of people informally bound together by shared expertise and passion for a joint enterprise” (Wenger & Snyder, 2000: 139).

We are in the business of improving the quality of education in Scottish schools by improving the quality of leadership in them To change peoples’ practice requires deep learning based upon reflection on their part about the way they work at present In turn online provision for this purpose requires software which engenders reflection The “Together” communities

We are in the business of improving the quality of education in Scottish schools by improving the quality of leadership in them

To change peoples’ practice requires deep learning based upon reflection on their part about the way they work at present

In turn online provision for this purpose requires software which engenders reflection

Designing Online Communities of Practice for Success Invest in the means, not the end Ensure clear aims for the community Establish a captivating backstory Focus relentlessly on the needs of the members Resist the temptation to control Don’t assume the community will become self-sustaining. Seek out and support members who take on informal roles. Strive for “mass stickyness” in the form of the targeted “killer app”. Adapted from Scott Burkett, 2006 “ Collaboration” should be an over-arching theme. Supporting building social capital Foster a sense of trust Mitigate security and privacy concerns. Don’t be afraid to reinvent yourself from time to time Acknowledge what benefits the community.

Invest in the means, not the end Ensure clear aims for the community Establish a captivating backstory

Focus relentlessly on the needs of the members Resist the temptation to control

Don’t assume the community will become self-sustaining. Seek out and support members who take on informal roles. Strive for “mass stickyness” in the form of the targeted “killer app”.

“ Collaboration” should be an over-arching theme. Supporting building social capital

Foster a sense of trust Mitigate security and privacy concerns.

Don’t be afraid to reinvent yourself from time to time Acknowledge what benefits the community.

1. Invest in the means, not the end Focus on generating traffic and participation Inductions Special events Bulletins High level of facilitation High profile Hotseat guests

Focus on generating traffic and participation

Inductions

Special events

Bulletins

High level of facilitation

High profile Hotseat guests

1. Ensure clear aims for the community Support the further development of the leadership skills of depute /headteachers Enhance their day-to-day role by providing them with a mechanism for mutual support, the potential solution of problems and the sharing and creation of new ideas. Create a one stop shop for access to resources which have been created/identified by deputes/heads themselves. In doing so reduce the isolation of deputes/heads Raise the awareness about the potential role of ICT for management and administration, learning and teaching.

Support the further development of the leadership skills of depute /headteachers

Enhance their day-to-day role by providing them with a mechanism for mutual support, the potential solution of problems and the sharing and creation of new ideas.

Create a one stop shop for access to resources which have been created/identified by deputes/heads themselves.

In doing so reduce the isolation of deputes/heads

Raise the awareness about the

potential role of ICT for management and

administration, learning and teaching.

1. Establish a captivating “backstory” Sharing success stories During induction of new members In bulletins At national events In the press

Sharing success stories

During induction of new members

In bulletins

At national events

In the press

2. Focus relentlessly on the needs of the members Using head teachers as facilitators Easy access to resources Learning applications Professional bodies Focus Groups Feedback Evaluations (Twice evaluated)

Using head teachers as facilitators

Easy access to resources

Learning applications

Professional bodies

Focus Groups

Feedback

Evaluations (Twice evaluated)

2. Resist the temptation to control The members decide which topics to discuss Facilitators can assist in presentation and linking but members control the agenda If needed discuss with members to address online behaviour.

The members decide which topics to discuss

Facilitators can assist in presentation and linking but members control the agenda

If needed discuss with members to address online behaviour.

3. Don’t assume the community will become self-sustaining. Facilitation Advocates Within authorities Within sectors Incentives Refresher days Continue to refresh the site Focus on both long term and new users

Facilitation

Advocates

Within authorities

Within sectors

Incentives

Refresher days

Continue to refresh the site

Focus on both long term and new users

3. Strive for “mass stickyness” in the form of the targeted “killer app”. Cybrary Library of shared documents Reduces work load for members instantly

Cybrary

Library of shared documents

Reduces work load for members instantly

4. “Collaboration” should be an over-arching theme. Encourage contributions Encourage participation Cybrary Need help Facilitator contact Working groups

Encourage contributions

Encourage participation

Cybrary

Need help

Facilitator contact

Working groups

Online Communities Activity Percentage wise, Wenger et al (1998) suggest that activity rates are as follows: Core = 10-15% - participants who post, encourage activity, get involved often Active = 15-20% - participants who are sometimes involved, ie commenting occasionally Peripheral = 65-75% - people who read, sometimes known as "lurkers" – or readers Jakob Nielsen (2006) suggests that "User participation often more or less follows a 90-9-1 rule: 90% of users are “lurkers” (i.e., read or observe, but don't contribute). 9% of users contribute from time to time, but other priorities dominate their time. 1% of users participate a lot and account for most contributions: it can seem as if they don't have lives because they often post just minutes after whatever event they're commenting on occurs. “

Percentage wise, Wenger et al (1998) suggest that activity rates are as follows:

Core = 10-15% - participants who post, encourage activity, get involved often

Active = 15-20% - participants who are sometimes involved, ie commenting occasionally

Peripheral = 65-75% - people who read, sometimes known as "lurkers" – or readers

Jakob Nielsen (2006) suggests that "User participation often more or less follows a 90-9-1 rule:

90% of users are “lurkers” (i.e., read or observe, but don't contribute).

9% of users contribute from time to time, but other priorities dominate their time.

1% of users participate a lot and account for most contributions: it can seem as if they don't have lives because they often post just minutes after whatever event they're commenting on occurs. “

“ As a rule of thumb…in a month in a community of practice 10% of members visit, and 1.5% contribute” - “ 70,000 heads are Better than One” NCSL 2005 “ For every contribution made, 40 people are watching.” i.e. 2.5% of active members contribute Evaluation Report of NCSL’s Online Communities” Activity Levels

“ As a rule of thumb…in a month in a community of practice 10% of members visit, and 1.5% contribute” -

“ 70,000 heads are Better than One” NCSL 2005

“ For every contribution made, 40 people are watching.” i.e. 2.5% of active members contribute

Evaluation Report of NCSL’s Online Communities”

 

 

Why does members contribute? Anticipated Reciprocity Increased Recognition Sense of efficacy Communion From Peter Kollock (1999) & Mark Smith (1992)

Anticipated Reciprocity

Increased Recognition

Sense of efficacy

Communion

From Peter Kollock (1999) & Mark Smith (1992)

What about the “Lurkers” Reflecting Apprentice to the profession Sharing outside of the community Encourage others to participate

Reflecting

Apprentice to the profession

Sharing outside of the community

Encourage others to participate

Impact on Community Those who read but don't contribute are important, but without the active and core members, there's nothing to read! This really is a problem if your community is tending towards the 90-9-1 percent rule, rather than the 75-15-10 rule that Wenger predicts.

Those who read but don't contribute are important, but without the active and core members, there's nothing to read! This really is a problem if your community is tending towards the 90-9-1 percent rule, rather than the 75-15-10 rule that Wenger predicts.

Change in member activity Helen Nicol, 2007

4. Supporting building social capital Cognitive Reflection of management issues facing educational leaders Cross sector discussions Understanding of common issues Familiar taxonomy Understand the context of shared resources Lean the rules of the profession Structural Enables members to locate expertise within the community Leverage weak ties Access to experts Builds up a tacit knowledge base Exposure to new ideas Questions can be referred to an “expert” or a member in the “know” Brokering of connections Finding resources developed by other members Relational Coaching of new members, new to their professional role. Shared stories/experiences Trust Testing of new ideas Norm for helping Willingness to share Secure environment to express feelings Establish a positive reputation by assisting

Cognitive

Reflection of management issues facing educational leaders

Cross sector discussions

Understanding of common issues

Familiar taxonomy

Understand the context of shared resources

Lean the rules of the profession

5. Foster a sense of trust. LTS Restricted membership Anonymous reports At Induction Continuous Checks of membership Listen to members

LTS

Restricted membership

Anonymous reports

At Induction

Continuous Checks of membership

Listen to members

6. Don’t be afraid to reinvent yourself from time to time H2G has had three major overhauls in 4 years Adapt to change (new forums) Adapt to users requirements (new document types) New functions Search “ I found this useful” Acknowledging that people really need to focus on activity which improves practice within their particular domain if they are to function as a community of practice.

H2G has had three major overhauls in 4 years

Adapt to change (new forums)

Adapt to users requirements (new document types)

New functions

Search

“ I found this useful”

Acknowledging that people really need to focus on activity which improves practice within their particular domain if they are to function as a community of practice.

The Exchange Shared Discussion Professional Development A Curriculum for Excellence Cybrary Publications News Useful links Deputes Together Leadership and Management Additional Support Needs Early Years Primary Secondary Quality Assurance Raising Attainment Staff Room Heads Together Leadership and Management Additional Support Needs Early Years Primary Secondary Staff Room Access restricted to Deputes Access for Head Teachers and Deputes Access restricted to Head Teachers

 

 

 

Hotseat guests in the shared area David Cameron, Kenny Dalglish, Thomas Chalmers Over 450 already members registered in Deputes Together, in addition to 2250 in Heads Together 1 000 visits to the Community each week 10 000 items viewed each week Plus online facilitation and support 24/7 Access to ‘experts’ as well as your colleagues

Hotseat guests in the shared area

David Cameron, Kenny Dalglish, Thomas Chalmers

Over 450 already members registered in Deputes Together, in addition to 2250 in Heads Together

1 000 visits to the Community each week

10 000 items viewed each week

Plus online facilitation and support 24/7

 

Benefits of The ‘Together’ Communities* “ It can save you time It’s a valuable source of info & advice It provides a national perspective Its use contributes to CPD It is up to date & continually updated It is a valuable source of support” *Taken from Heads Together Evaluation 2006: George St Research

Thought I might have felt overwhelmed by the amount of information available, but it has actually helped me focus on the priorities in my school and my place in taking these forward. A great new resource. Nice to know that we do not have to continue reinventing the wheel and that an answer is just a click away. ) For me the most useful aspect of Heads Together is the constant collation of all the issues and links that are important to a Scottish headteacher is invaluable. Deputes Together can only be a good thing. We tend to work away in our own schools and discuss topics within the SMT, and this new forum allows us to have wider discussion. Views from other authorities are essential! It has opened a treasure box of resources, especially people! lots of new ideas now floating around my head to take back to school!

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