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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/

EEEP Teachers’ Online Community of Practice:the First to Boldly Go in Greece

Niki LambropoulosPrimary Educational Office of Achaia, Patras, Greece

Interaction Design Consultant, [email protected]

Abstract: Based the User-Designer+ HCI framework for Interaction Design supporting eLearning, we present results from an exploratory study conducted in the Greek context of online learning communities within online courses for informal and life-long learning. Online Communities of Practice (CoP) are associated to Open and Distance Learning (ODL) and Informal Learning. In investigating Informal Learning, fourteen Greek teachers, members of the ‘Greek Primary Teachers’ Association for the Valorization of ICT in Education’ (EEEP) responded to a questionnaire. The questions were based on the identification of informal learning abilities and were related to sociability and usability for groupz-ware and management, online contribution to discussion forums, as well as other suggestions and changes in the Greek educational system regarding ICT in Education. The subjects’ selection and coding processes were based on four levels of engagement. Quantitative and qualitative methodological approaches were used and data analysis was conducted with the use of research software. The findings brought light to the contribution process in eLearning based on the informal learning of the learner in social contexts. Individual’s responsibility in learning, the role of the moderator and the interaction between sociability and usability for user-centred eLearning interfaces were stressed from the respondents.

Keywords: contribution, CoP, sociability, usability, informal learning, social learning, life-long learning, active participation process in eLearning. Interaction Design

1. Introduction

The importance of learner’s responsibility in learning is starting to emerge rapidly (Clegg et al., 2005). Based on this concept, the aims of this exploratory case study are grounded on the importance of cooperation between users and designers for supporting contribution within eLearning frameworks in Interaction Design. As such, this study seeks: (a) to use a users’ focus group’s suggestions for eLearning design based on sociability and usability; (b) to identify theoretical frameworks for Communities of Special Interest as well as Informal Learning within online communities based on a search in time; (c) to identify a contribution process based on both sociability and usability and (d) to have insights for the Greek learning communities’ nature and culture and based on Informal Learning results to identify interventions that the members suggest as crucial for further development. The rapid development of eLearning that started in the 1990’s lead many educational organizations to either blend their educational activities or adopt the web-based education model. Collaborative learning (Brown et al, 1989) and the communities of practice (Lave & Wenger, 1991) support online educational communities as online communities of practice and communities of special interest (Preece, 2000). The development of a group of individuals who belong to ‘real’ Communities of Practice (CoP) to an Online Community of Interest (OnCoI) is an interesting issue in both everyday and scientific life. The development might

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http://www.opennet.gr/

Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/continue to an Online CoP (OnCoP), exhibiting a common constitution, shared visions, as well as shared products such as creation of books, conferences or seminars and roles assigned by democratic procedures (voting a committee). Adult learning and training appeared to be closer to CoP and CoI concepts and the problems are different than in formal schooling. Students learn primarily individually in a self-organised way in social contexts (Haake and Schummer, 2003), ‘open and distance learning (ODL) involves tackling serious technical, educational and social challenges’, high bandwidth connections and special equipment are not widely available for distance education and most systems used are open source in Greece (Xenos et al., 2004). In ODL eLearning environments, some of the participants act as invisible observers of the synergetic activities and never seem to cross the threshold of observation (Observational & Vicarious Learning; Bandura, 1986). Research has been conducted on these observers, as it is considered to be a common phenomenon in both online (e.g. Preece, from 46% to 82%, 2000) and online learning communities (e.g. Xenos et al., 2004). Some people spend many hours lurking and know the topics of conversation and key players very well. Little research has been done on the cognitive processes and the strategies the participants use in learning discussion forums, such as information seeking and locating, creative information ‘copying’ and the thick red line which separates lurkers and contributors. Additionally, there is not adequate research on discussions developing in online courses, as tacit knowledge that could be identified (Polanyi, 1966), recognized, transferred and used in different educational and social contexts, for example in the classrooms.

In our study, EEEP group (www.eeep.gr) was a developing Online Community of Interest; the members have special interest in the Valorisation of the Use of ICT in Primary Education and there is a need of exchanging knowledge and experience. The main purpose of the community is to share information, solve any kind of problems, and help each other. EEEP members crossed the threshold of CoI and developed an online Community of Practice as they started producing artefacts (projects, website, journal, conferences) as a community and voted for a committee. There was an effort to open up existing systems in education in Greece (lifelong learning, nationwide school communication and teachers’ online communities of practice), using open source systems. The Greek Teachers Community of Practice (GTCoP) made its entrance to the online educational world by forming two groups of special interests (GTCoI) via two networks: the Greek National School Network (www.sch.gr; 8,500 members in March 25, 2004) and EEEP (90 members in March 25, 2004). However, the educational system in Greece does not favour online learning despite the EU educational policy. Not only is there a law that prohibits online education unless an organisation proposes its use implicitly in its constitution but there is not any consideration for a new law that allows online learning, recognise online learning communities and consequently Informal Learning. As such, the system creates more obstacles for online, informal and life-long learning needed in GTCoI, so a way of validation of participation in the provided online courses is not feasible at the moment.

This study is exploratory study is part of the User-Designer Plus (U-D+) Multi-method Research Strategy (Lambropoulos, 2005) based on the collaboration of users and designers as well as researchers supporting constant evaluation (Live Research) and improvements for both sociability and usability. An Interaction Design evaluation criteria catalogue was additionally developed (Lambropoulos, 2005b). The model is very briefly described as following:

1. Stage I: Establishing Requirements and Evaluation Criteria CatalogueOn this initial stage needs, aims and objectives need to be identified, established and mapped.

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2. Stage II: Focus Groups Identification of professional designers and subjects’ sample (target population & sampling).

3. Stage III: Software Description - EvaluationSurvey for best applications in the market if existed and analysis of the data together with data provided from previous stages.

4. Stage IV: Users’ Profiles and Recommendations (EEEP study)Users’ goals and tasks, empirical measurement of community’s culture and nature (users’ characteristics, behaviour and context of use) as well as iterative design, based on the evaluation criteria catalogue. Analysis of data and elaboration of the evaluation catalogue.Data Analysis from all previous stages leads to the prototype production stage.

5. Stage V: Pre-Production Prototype construction

6. Stage VI: Final Production Production of the final application, International Use on the Internet, Final Survey, Analysis and Report based on the evaluation criteria catalogue. Data Analysis.

7. Stage VII: User-Designer Plus (U-D+): the role of the researcher/evaluatorIn the last stage Live Research is introduced to present instant data and evaluation supporting sociability and usability in order to be able to follow the Darwinian nature of eLearning.

2. The Road to Online Communities of Practice

The aims of this chapter are the description of sociability issues (people, policies, practices) and the process that occurs between ‘Real Communities of Practice’ (CoP) to ‘Online Communities of Interest’ (CoI) and ‘Online Communities of Practice’ (OnCoP). The grey zones located in the transitions are related to the ‘sleeper effect’ (change of behaviour after a lapse of time), borrowed from the 60’s social psychology (Hovland, Janis & Kelley, 1953). At that time, sociologists were interested in attitudes ‘always as a part of an ultimate aim of studying the structure of social conduct’ (Cohen, 1966). The 60’ era decision in favour of the social learning was made because social learning theory appeared as the passage from American behaviourism to a more sociocultural approach with an emphasis into group intelligence due to mass media development. Nowadays, CoP and CoI echo Sherif and Sherif (1953) as well as Siegel and Siegel (1957) as they recommended a distinction between reference (RG) and membership groups (MG). Reference groups work differently than structured membership groups i.e. motivation appeared higher in membership groups although the quality was better in the reference groups. The members attain membership in RG while maintain membership in MG whereas membership is some times imposed comparing to free registration in a reference group. The quality of work is sometimes better in RG due to free improvisation, unguided self-directed learning and brainstorming. People tend to exhibit attitude change in reference groups rather than membership groups (Siegel and Siegel, 1957). So, the process of contribution is more certain in CoP and more possible in CoI whereas CoI are more likely to exhibit change i.e. self-development comparing to membership groups. Reference group members tend to discuss their cognitive dissonance with the content and are more motivated in a free environment comparing to the experts-disciples interaction in membership groups (McGuire, 1965). CoP and CoI differ in the set of goals especially towards the final products of participation. Setting intention is focused on the present moment and is connected on the importance of group existence as the underline force that aligns the members’ actions. Intention does not change comparing to goals and motivation although sometimes is not detectable. Attitudes, motivation, attention, shared focus and goals are outgrown on intention, are directed on future outcomes in order to deliver

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/the artefacts. As such, group dynamics are aligned and all members’ move towards the same direction. As a result, the differences between Online Communities of Practice (CoP) and Online Communities of Interest (CoI) are based on the following levels:

the intention drive and its attributes (intensity and awareness) that leads to motivation, the different levels of external and internal motivation as central towards attention, the rules and the netiquette of communication and practice, the production of artefacts and the division of labour.

Sociability is concerned with ‘the collective purpose of a community, the goals and roles of the individuals in a community, and policies generated to shape social interaction’ (Preece, 2000:7). Usability can be defined in terms of effectiveness (task coverage), efficiency (performance measurements), and users’ satisfaction (ISO FDIS 9241-11, 1997). Based on sociability, CoP are closer to the formal education whereas CoI are more open and creative as in Informal Learning. CoP associated to ODL suggest specific stages and practices when a newcomer engages in CoP. The procedure is called legitimate peripheral participation (LPP, Lave and Wenger, 1991) and it is based on the old ‘master and disciple’ relationship. In the Greek framework of our study, Greek Teachers CoP (GTCoP) might have higher levels of motivation and goals, and division of labour that follows the jigsaw strategy for completing a mission, but they lack the ‘unified thread’ that intention provides, offers shared focus and vision and excels the quality of work.

3. Informal as Social Learning in Online Communities

Livingston (2000) indicated that informal learning includes anything you do to gain knowledge, skill or understanding from learning about anything that interests the individual outside of formal or organized courses occurred either individually or collectively. According to McGivney, V. (1999) informal learning is learning that takes place outside a dedicated learning environment, which arises from the activities and interests of individuals or groups, but which may not be recognised as learning and progression. As McGivney (1999, p. vi) points out “in the context of adult learning, ‘progression’ can mean several things – personal progression, social progression, economic progression and educational progression. These frequently overlap.” Livingston (2000) extends the informal learning concept to lifelong learning and knowledge society. Livingston uses the terms explicit and implicit knowledge as found in Claxton, (1998:31). Informal learning is a process-based learning instead of facts-based learning. Although informal learning has being identified as significant as formal learning in this study, there is great difficulty on validating it since any alteration of the known formal education patterns is suggesting chaos and confusion. As such, Informal Learning is distinguished in (a) Informal Learning in social contexts and (b) Informal Learning about oneself within these contexts. Learning about oneself suggests the self-observation and self-directed learning strategies, where the individual identifies patterns of behaviour in her/his own learning and stores them as information. The most important aspect of this learning is the identification of the process and the environment at once. This indicates a process of cooperation and interaction among the community members. As such, informal learning is:

based on intimate relationships between the individual and the environment on a daily basis;

the place where both the inside and the outside world meet not based on ideational but factual events, as the result of deep understanding;

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goes beyond fragment finding and carries the joy of learning itself without any motive.

the environment where profit and goals are not the issues since all actions are incomplete and weaved in a Life-long learning framework.

As a result, methodologies for identification, recognition and assessment in Informal and Informal Learning are suggested to be based on both internal and external processes weaved on a collective canvas. Remaining in the Vygotskian framework for in-formal-learning-based assessment in CoP, and based on Engeström’s (1987) ‘expansive’ learning model, our model for identification of Informal Learning expands the previous model referring to the ability of the group and the individual to:

be aware of the situation, identification of the context; describe the context work-in-process; describe of problems and provide of solutions and suggestions in a collective way; suggest new ideas based on collaboration and brainstorming; and participate in the process of changing the previous environment by implementing

previous suggestions

The sixth level as referring to changing his/her environment requires responsibility, decision making and contribution to the community. In the search for an Active Participation Process and Contribution in online and online learning communities, we found that exhibiting activity is a concept present in almost all cognitive theories: Master and Disciple relationship, (Aristotle, 384-322 BCE); Operant conditioning, where conditioning refers to the strengthening of behaviour which results from reinforcement (Skinner, 1965); Information Processing as behavioural change (Schunk, 1996); Constructivism as creating meaning from experience (Jonassen, 1991); Social cognitive theory for modeling (Bandura, 1977); Cognitive Development in the stages of preoperational, concrete operational, formal operational (Piaget, 1970); Socio-cultural approach and the adaptive capacity and ability of humans to alter their environment as a socially meaningful activity (Vygotsky, 1978). According to Wenger (1998), engagement in social practice is the fundamental process by which CoP members learn and so become who they are as they pursue shared goals over time. Being co-present with the members of the community of practice saves significant time for newcomers’ introduction and engagement and enhances creativity as the newcomers bring new ideas to the group. Newcomers locate themselves within the zone of proximal development and during LPP they observe the tutor’s and/or other members’ behaviour.

4. The study

The rationale for the study was our familiarity with the context as well as the absence of coherent educational CoPs in Greece the time the study started. Fourteen out of 61 subjects (22,95%) from the ‘Greek Primary Teachers’ Association for the Valorization of ICT in Education’ (EEEP, formed in December 2003), responded to a questionnaire in July and August 2004. The decision made on EEEP was due to the following reasons:

(a) Most of the members in EEEP are members in the Greek National School Network (from now on SCH.GR).

(b) As a community of special interest, they are familiar with the subject and they are able to give specialised responses.

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(c) Accessibility of the group. As a Greek Teacher, interested in the practical use of ICT in Education the researcher is a member of the group.

(d) Members were willing to help.

The participation was on a voluntary basis. The participants were selected depending on their level of engagement in the discussion forum. Their responses were recorded between the months May to August 2004. These issues were the low participation due to the very expensive internet access in Greece; Greece is among the 5 most expensive countries for internet access (EEEP conference, 2004). The ration of the participants was as following:

4. High Level of Engagement, 3 participants (14, 5%)3. Medium Level of Engagement, 4 participants (28, 5%)2. Low Level of Engagement, 4 participants (28, 5%)1. Zero Level of Engagement, 4 participants (28, 5%)

4.1 Research Methodology

The basic problem towards user-designer co-operation for the development of online groupz-ware was the absence of specific methodology for online and online learning communities. As such, the following threefold perspective was found useful for the next step of messages analysis: (a): classical content analysis (Bauer, 2000), (b) discourse analysis (Computer-Mediated Discourse Analysis, Herring, 2001) and (c) empirical linguistic analysis (Herring, 2001, 2004). Discourse analysis (DA) of the messages was highly depended on the context taking into consideration that ‘the conventional meaning of an utterance was but a stage of its interpretation’ (Sinclair, 1992:79). We used the research software ATLAS.ti (2004) for the qualitative analysis and SPSS for the quantitative analysis. The evaluation criteria catalogue for Interaction design (Lambropoulos, 2005b) was used as the canvas where data were forming a coherent structure. In both qualitative and quantitative analyses were used as the semantic references as well as indications regarding the frequency of their appearance were coded and counted and summaries were produced based on content clusters. This is how recognition of Informal Learning occurred. The following table based on Herring et al (2004) lead us to the description of facts and tagging as derived from the messages, in order to be matched to the Interaction Design evaluation criteria table.

Table 1. Discourse Analysis Coding Guide for Online Discussion

ANALYSIS CODING GUIDE FOR ONLINE DISCOURSEKeywords and Themes (recurrent terms, concepts)Compare and contrast, Identify ideas and representations (associations, mobility, implications)Variation in textBrakes, hesitations, inconsistencies, contradictionsConsistency with and between textsIntertextuality (repetition of keywords and phrases)Emphasis and detailRhetorical devises used, Alliteration, Metaphors, Taking for granted notionsDeixis The use of words that make reference to the situation (now, we this etc)ModalityJudgement (might, regret, correct, right etc)Online text indicationsUse of specific online symbols such as emoticons, stress of text using capital letters, incomplete sentences, dots and dashes, nick names etc

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/5. Findings and Discussion

This chapter discusses the findings supporting sociability and usability in Informal Learning for contribution in online learning communities. The theory developed from this exploratory study occurred in a theoretical vacuum and supports the importance of the combination of sociability and usability for contribution. The findings were related to members’ profiles, the use of the Internet and Online Communities in the educational practice, online courses and participation in online communities, the first contribution the community and other members’ comments and suggestions. Several factors appeared to influence EEEP members’ participation in online courses. These factors could be organised based on the locality of problems’ derivation: (i) organisational factors related to educational authorities and their contribution or absence of contribution to eLearning and online communities, changes on the curriculum, and publications for students and teachers on methodologies and theoretical approaches; (ii) school related factors such as ICT availability, accessibility to the computer rooms from all teachers, and changing Head Teachers’ attitudes towards the use of computers for learning; (iii) personal factors related to age, gender, training or absence of training on the use of computers in the learning process based on pedagogical frameworks and lesson plans, years of teaching, previous experience and familiarization with Online Communities, writing and typing skills, and personal characteristics (being open or closed as a person); and (iv) real world factors such as the expensive rates for internet access in Greece, Internet connection for the schools, spare time and time available for training based on the working timetable and time needed to go back and forth to work. From all four interrelated groups of factors, there is no control from us as researchers, the school-related and the real world factors.

A. Profiles: The respondents were experienced teachers and were older than 30 years old due to the hiring system. Younger teachers are keener and more familiar with the use of ICT. Most of the teachers in Primary Education in Greece teach all subjects, including IT. Most of the respondents got their experience in ICT - not necessarily connected to the ICT use in the classrooms - in seminars and postgraduate studies. The seminars were very basic and there was no methodology as well as practical use of computers and the Internet in educational and learning processes. Nobody gained experience when studying in the old Pedagogic Academies, result implicitly related to the existed promotional system in Greece.

B. Use and Production of Educational Material with the Computers and the Internet: The study was conducted 3 months before free access was given to the schools from the Greek National School Network. The findings might be different after 6 months, when the teachers would be able to use the computers and the Internet for educational purposes. For the time being, the findings showed that EEEP teachers are fond of to use the computers and spend more than 10 hours a week. However, 4 out of 14 (28,6%) were using computers about 1-2 hours per week. The same ratio produced material using both the computers and the internet. So, there is no need for overuse but minimal use is the starting point for the integration of computers and the internet in the everyday educational practice.

C. Online courses and Contribution in Discussions: The majority of the subjects (11/14, 78,6%) believed that contribution is important for Online Learning Communities. As 2 (14,3%) of the subjects did not reply and one (7,1%) did not suggest an opinion, there were no negative responses on the importance of contribution. The results show that half of the respondents revolve contribution around effective learning for helping the students (3/14, 21,4%), whereas the medium to achieve this is getting information (4/14, 28,6%), communication (1/14, 7,1%), fun (1/14, 7,1%), and production of material (1/14, 7,1%),

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/because it is the future for education (3/14, 21,4%). There were no negative responses, which might indicate the absence of familiarity with the topic. Another significant target for active contribution was personal development (5/14, 35,7%). Some expectations derive from the eLearning environment in a blended learning framework, new for the Greek educational realityi. The number of respondents that did not give any answers and they did not know was high (4/14, 28,4%) in an educational community related to the valorisation of ICT in Education such as EEEP. This indicates that the ratio would be much higher in all teachers population. The rest of the responses signify the need of informing the educational community about the new methods and pedagogical approaches as well as more communication between the members of the educational community (Subjects B and D). Subject E suggested the need for ‘production, pedagogical material analysis and methodology, effective manuals based on deduction and induction of knowledge, freedom of the pedagogical approaches and philosophy, exchange of ideas, experiences and common visions’. The same need for information and training in new methodologies is found in the absence of responses from the subjects who actually did have ICT training (5/28, 35,7%).

D. Active Participation in Online Learning Communities (The Path of the Dragon): It is extremely difficult to participate actively in social frameworks as the ration of lurking hits the 99% limit (Lambropoulos, 2003). Contribution requires an extreme effort from the individuals (this is the reason why the nickname for the process is ‘The Path of the Dragon’), so s/he needs the best available setting to unfold their potential. Almost half of the respondents agreed that they learn from the contributors (6/14, 42,9%). As such, there is a silent agreement that if there is not contribution there is no discussion and no group. The moderator is important on providing information as well (3/14, 21,4%). With the help of the contributors and the moderator, the members can learn by observation, based on the discussion as appears in the text, and their own personal judgment and self-directed learning (4/14, 28,6%). Although the question about roles was not fully answered, it appears that 12/14 (85,7%) sense that roles exist within an online community but they cannot define it. Some members (3/14, 21,4%) believed that leading is actually needed as well as organisation and problem solving. In addition, the respondents gave the reasons why it is easier for some members to adapt roles: the capabilities of the person who adapts the specific role, familiarisation with computers, specialisation and being a contributor by nature. Contribution (Appendix I) is natural to have different stages and levels of participation due to member’s individuality. Everyone has their own rhythm and learning styles as well as own participation in his/her learning (Subject K). This process is related to newcomer’s profile, familiarization with the environment and the community. Since it is a new process for the newcomer, training and support is needed from the community. Observation is the key for Active Participation. The first week is of major importance and defines newcomer’s later interaction. The overall process of participation in Online Communities appears as following (the ratio is based on the responders’ suggestions only):

1. Information about a Community of Special Interest could happen accidentally or by recommendation. As such, valid information of community’s nature, culture and characteristics about people, purposes and policies (sociability issues, Preece, 2000) are needed to pre-exist either in a form of metadata, newsletters, advertisements or else.

2. Registration: The system needs to ensure that the specific member is interested in the specific community. A profile directory need to be available. Both the system and the moderator need to encourage, help, support and motivate the newcomer to ask for help from the community members as well as providing him/her with guidelines and

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techniques for constructing good replies in order to increase his/her confidence. Information on self-expression techniques could unleash members as well.

3. Familiarisation with both the interface and the community is based on observation of structures and axons of development of both

a. Search for existing discussion topics arranged in a searchable and meaningful way.

b. Search for existing sub-groups c. Active Observation of Discussions

i. First contact with the communityii. Energetic lingering for Active Observation and Awareness

iii. Aporiaii, hesitation, doubt, insecurityiv. Familiarisation with the communityv. Asymmetrical to symmetrical interactions: finding the minimum level

of agreement with community’s nature, culture and common visions. vi. Finding interesting topics – information

d. Personal Judgment e. Agreement of being interested in the topicf. Definition of personal enquiriesg. Decisions on what to do next

4. Actions (based on personal judgment)a. Cooperation with members via personal communication preferably via emailb. Engagement in discussion based on the personal interest c. New suggestions are based on the previous messagesd. Feedback is based on the previous message e. Support from the community – Feedback f. If the feedback is positive the communication continues; if negative, the

newcomer returns to the previous observational and lingering stateg. Projects are helpful to encourage Contribution as they trigger judgment and

discussion. In addition, presentation of members’ projects on an individual basis give the background for discussions

h. New doubts and new questions to be answered i. Community knowledge building adds material to the community’s knowledge

database5. Repetition of the Participation Process (Subject G)

a. Energetic lingering and Active Observationb. Readingc. Engagementd. Decisions on withdrawal from the community are without warning

The following paragraph is based on the comments of subjects E, G, H, J, and K.: Each community is unique and each member reflects his/her own identity especially in educational communities where the members can be presented with their real names and identities. The community has to be revolved around common visions in contrast to subjective suggestions. ‘Active waiting’ is a new term that describes the anticipation, eagerness and hidden expectations of the newcomer in an effort to understand the nature and the culture of the community. As in real life, it is easier or harder for different people to be engaged in online communities and speak in public. The results justify the creation of a profile as the projection of a character as a whole: specific member’s behaviour towards the other members, the member’s unique way of communication and expression, ‘taking sides’ behaviour in a discussion. Adjustment of asymmetrical interactions based on empathy by creating a state of

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/equilibrium between the member and the community could improve members’ confidence. Decision making on contribution is then not that difficult for the member if the interactions are more symmetrical after the first registration. If the feedback is positive then the member is facilitated in his/her first active participation as well as motivating him/he to continue with the second, more enthusiastic message. Expertise and specialisation lead the member to identify familiar words in the text and find a suitable discussion. The cycle of thesis – antithesis – synthesis might be central for the architecture of a replying message. The free flow of information makes eLearning and Online Learning Communities irreplaceable for some members. Even though all participants responded to the question about developing feelings, either by having feelings or by remaining open, negativity towards other members seemed to dominate this group (6/14, 42,9%) whereas half of the participants did not respond to the question regarding the kind of the feelings. The members who replied to the importance of contribution (5/14, 35,7%) were the members who actually replied that they did develop feelings as being part of the community. The remaining openness actually provides a positive climate regardless the negativity observed in the group.

Reasons for first participation: The majority of the respondents (12/14, 85,7%) were advocates of the discussion. A community builds on common interest (Preece, 2000) and it is proven once more in this study. Almost all participants (11/14, 78,6%) suggested common interest, as well as interesting topic (11/14, 78,6%), as good reasons for contribution. Half of the respondents believed that the use of the community as well as challenge are the secondary reasons for active participation, and less respondents (6/14, 42,9%) thought that opposition triggers the red line crossing. Only 3 respondents (21,4%) said that somebody else told them to participate in the discussions. The fact that this worked for a ratio makes the moderator responsible for ‘pushing’ some members to activate themselves.

First Response: Most of the first messages sent to the group (9/14, 64,3%) were based on a motoric action anchored on reaction and response to a message whereas the self-introduction was second (3/14, 21,4%). If the members do not want to comment on a previous response and these are the less confident participants, the alternative solution is one way communication i.e. introduction of themselves to the group. As such, the system or the moderator could ask the newcomers to introduce themselves and share their experiences with the group. The reasons for sending the first message were different following the individuality of the members. Most of the members (10/14, 71,4%) wanted to add something different in the conversation, a different opinion, or to promote their views (6/14, 42,9%) and to say something and to clarify something said. Other respondents wanted to see different views and to open a new topic. From all the above, the more confident members seem to dominate the stage of the discussion forum.

Other comments and suggestions: If common interest exists then the nature and the culture of the community is easy to be sensed from the members. As such, almost half of the members felt part of the group within 2-3 days (6/14, 42,9%). This results in the need of contacting the newcomers initially within 2-3 days, before their passive behaviour is settled. Either the system or the moderator needs to be close to the newcomers the first couple of weeks to ensure that they are not going to be left without attention, support and feedback. Almost half of the members do believe that the new members bring modern ideas and new interests to the group, stressing the constant need for modernisation and development. The importance of community knowledge building with the contribution of new members and development of the community knowledge data-basis signify the need to undulate the static state of the community (4/14, 28,6%). The majority (11/14, 78,6%) suggested that interaction

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/with different communities of practice is important for the community, in order to produce better educational material and have better results in collaboration with other communities in a multi-disciplinary and cross-curriculum approach. Members form other disciplines could provide solutions to unresolved problems. The question on professional development revealed the unfamiliarity of the educational community with the importance of social learning and informal learning as well as the need of validation and certification of both. A significant ratio (5/14, 35,7%) did no answer the question. One (7,1%) replied that they did not know, and 5/14 (35,7%) thought that there is the potency to improve their English. The latter is of course correct but it is one of the mediums, not the target of participation. A limited number was able to identify the significance of the new learning approaches and actually foresee the need for training, learning more about pedagogical models, the computers and the use of the Internet in everyday educational activities.

Changes in the Educational System: The changes were suggested to revolve around three main interrelated axons: (i) the educational authorities and their attitudes towards the use of computers in the classrooms as well as reconstruction of the curriculum in a more open manner. The educational authorities are responsible for the infrastructure regarding ICT availability for all teachers, regular updates and maintenance of the systems, technical support as well as free provision of educational software to all schools. (ii) the teachers regarding training, professional development, theoretical and methodological approaches as well as motivation and (iii) the students regarding training and real use of the computers in the classrooms in a cross-curriculum approach. As the use of computers and the Internet in the learning activities is a new field for Greece, the educational community is not familiar with it. Online courses and online learning communities directed by the Ministry of Education and Religious Affairs are very limited, exist on a very experimental level and they are not taken seriously as compulsory and as such as part of the curriculum. Essential changes were suggested that might have the potential to extract the dynamism and creativity for both the students and the teachers when using online learning environments and online communities. The curriculum needs to be flexible and open to encapsulate the use of the computers in the learning process, introducing the IT lesson as part of the core curriculum, in contrast to the very closed and asphyxiated one (November 2004- it is an optional lesson in the primary schools). Even the provision of computers in all schools and the introduction of the use of computers in the classroom are of limited help for the teacher and the students without the methodology, different for the various levels and school years. The methodology of the actual use of the eMaterial from the Internet in one school hour is needed as lesson plans and modelling activities. The Head-teachers and the educational consultants and supervisors need to be aware of the significance and the educational consequences of the use of computers in the classrooms. The IT room need to be available to all specialisations, not only the IT. In addition, coordination is essential for the activities between the teachers especially when they participate in projects that involve cross-curriculum activities as well as schools across the country.

6. Conclusion

Working in a theoretical vacuum, we managed to get some insights for the differences between Communities of Interest and Communities of Practice, define an assessment catalogue for Informal Learning, draw for the first time the process of contribution in eLearning Communities and describe some aspects about the nature and culture of the Greek Teachers’ online communities with a special interest in ICT in Education. CoP appeared to be

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/more structured, with clear shared goals and expectations from the members including contribution to the community, working on the production of specific artefacts. CoI are more open, self-organised and have the potential to become healthy CoP, as the process of their Darwinian and protean nature is more natural and evolving as based on a special interest and not on imposed expectations and structures. The EEEP members seemed to followed this process and work actively and with great enthusiasm on their interest and not only. Based on the table for Informal Learning assessment, the subjects were aware of the situation; they identified and described the context as well as the problems and solutions available and suggested new ideas in order to change their working environment. The EEEP members work towards these changes. Based on the findings, the problems that teachers face regarding the use of the computers in the learning practice are different and of different nature. Since the use of computers in the educational reality is still in very early stages in Greece, restructuring the educational system to increase motivation, educate the teachers via continuous online and onsite training via seminars and post-graduate opportunities on eLearning and online are essential to support the new educational turn. Widening the learning environment and incorporating blended learning could be the background for a new thriving educational community in Greece.

It is not possible to have a learning community and individuals responsible for their learning if they sit back and stay in the lurkers’ corner without helping the co-learners. But it is not easy since the process begins even before their registration and depends on all members and moderators’ help and support. The Usability of the systems used needs to interact with the previous Sociability based on learning communities’ nature, culture and purposes. Contribution in online and online learning communities is crucial for communities’ existence. To our knowledge, it was the first time that in a study the respondents indicated that the process begins before the registration point and the crucial period for the newcomers is the first week. Having eMaterial and all facilities available to the members and working hard during the first week to help and support them creates an environment of awareness and trust that helps the newcomers to unfold their potential. Sociability and Usability properties and requirements need to be interwoven in the Interaction Design framework for best available results.

Acknowledgements

I cannot thank enough everyone who helped me in this report: the EEEP group and especially the participants in the study. Martha Christopoulou who helped me during all my study and gave me advice on research and structures. Kosmas Athanasiades who reconstructed the whole questionnaire in order to be easy for everyone to work. Last but not least Sara Martin, Michael Anastasiades and Christopher Lai Khee Choong for the unlimited source of inspiration.

APPENDIX I – Example Data on Contribution

Subject B views the learning aspect of the community based on asymmetrical interactive relationships (Αυτό γίνεται , διότι κάθε μια από αυτές τις «ομάδες» γνωρίζουν ή δε γνωρίζουν καλά το αντικείμενο) and the awareness and the existence of the online courses and the online communities as well as familiarity with online courses (άλλοι είναι

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/ενημερωμένοι και πεπεισμένοι γι’ αυτή τη μορφή μαθημάτων κι άλλοι όχι). His suggestions on the process of contribution are based on the cognitive process of the newcomer:

a) The newcomer is in a state of aporia, (απορία)b) The newcomer expresses or purports to be in doubt when on the system (αμφισβήτηση)c) Hesitation (νομίζουν ότι δε θα τα καταφέρουν)d) The newcomer gets information (introduction and induction about the nature and the culture

of the community) (ενημέρωση)e) The newcomer decided to actively participate (συμμετοχή)

Subject E suggests different stages as well:a) The newcomer actively waits at the background in order to understand what is

happening as well as the processes (policies) of the group (an induction/introduction could do this) (Κάποιοι στέκονται στο στάδιο της «ενεργητικής αναμονής» προσπαθώντας να κατανοήσουν καταστάσεις και διαδικασίες)

b) The newcomer adjusts him/herself The newcomer silently agrees with the nature and the culture of the community («προσαρμογή») (people, purposes, policies) (empathy by creating a state of equilibrium between him/her and the community - sociability)

c) The newcomer decided to actively participate in the discussion (περνούν στο στάδιο της «ενεργητικής συμμετοχής»)

Subject H sees four stages: a) Observation (παρατήρηση)b) Contact with the community (επαφή με την κοινότητα)c) Based on the feedback the newcomers might continue in active participation (αν υπάρχει

το αναμενόμενο feedback συνεχίζουν)d) If the feedback is negative then they return to the observation stage (αν όχι κλείνονται

και απλά παρατηρούν

Subject J identified three stages:a) Observation (Παρατήρηση)b) Familiarisation with the environment (probably both the interface and the

community) (εξοικείωση με το περιβάλλον)c) Looking for subjects the newcomer is an expert (αναζήτηση θεμάτων που

γνωρίζει κάποιος καλά).

Subject K suggested the following 9 stages for active participation:a) Observation of the discussion and the online course’s structure and axons

(παρακολούθηση συζήτησης και αξόνων μαθήματος)b) Search for common interests (διερεύνηση ενδιαφερόντων)c) Finding the common interests (εντοπισμός ενδιαφερόντων)d) Search for interesting discussion issues (διερεύνηση κυρίων σημείων)e) Finding interesting discussion issues (εντοπισμός κυρίων σημείων)f) Defining personal enquiries (αποσαφήνιση προσωπικών ερωτήσεων)g) Active participation for responses to personal enquiries from the community

(συμμετοχή για απάντηση στις προσωπικές απορίες)h) Active Observation (ενεργή παρακολούθηση)i) Interaction (διάδραση)

Subject G proposes that people project themselves on the internet and the process reflects the way they behave in real life (Η στάση των χρηστών στο διαδίκτυο αντικατοπτρίζει εν

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Lambropoulos, N. (2005). EEEP Online Community of Practice: The First to Boldly Go in Greece. In "Open Education", The Journal for Open and Distance Education and Educational Technology. Volume 2, 2005 (in press). Editor in Chief Antonis Lionarakis http://www.opennet.gr/πολλοίς και την καθημερινή τους στάση απέναντι στη ζωή). Some people can be engaged easier in discussions and it is more difficult for some others (Άλλοι εμπλέκονται ευκολότερα σε συζητήσεις και άλλοι δυσκολότερα). Either way, the value of the free information in online courses and discussions is valuable and for many people irreplaceable (Εν τούτοις θεωρώ ότι η αξία της ενημέρωσης που παρέχεται μέσω των διαδικτυακών μαθημάτων ή συζητήσεων είναι πολύτιμη και για πολλούς αναντικατάστατη). But most problems could be solved based on better guidance and adhering the aims and objectives of the online courses and communities and this is a great job for minimum number of people (το βάρος της σωστής καθοδήγησης και της ολοκλήρωσης των στόχων των μαθημάτων (και της αναβάθμισης της ποιότητάς τους) πέφτει στις πλάτες λίγων). The process of overall participation in a community from a bird’s eye view has the following stages, according to Subject G:

(a) First contact with the community either accidentally or by recommendation (Πρώτη επαφή, - τυχαία ή μέσω σύστασης άλλου)

(b) Practical issues are important for active participation such as spare time and self-expression in online dialogue (Σημαντικό ρόλο θα πρέπει να παίζει και ο διαθέσιμος χρόνος καθώς και η ικανότητα έκφρασης μέσω του γραπτού λόγου). In addition, previous experience in online discussion forums is another influential factor (Επίσης και προηγούμενη εμπειρία σε διαδικτυακές συζητήσεις)

(c) Observation of two or three discussions from the background (Παρακολούθηση δυο – τριών συνεδριάσεων στο «background»)

(d) Minimum agreement of the community state (people, purposes, policies) before sending the first message (Εξασφάλιση μίνιμουμ αποδοχής των θέσεων – πριν την αποστολή του πρώτου άρθρου).

(e) If the feedback is positive the communication continues (Σε περίπτωση θετικής ανταπόκρισης – ενίσχυσης, επανάληψη της επικοινωνίας)

(f) If the feedback is negative the communication stops (g) Active participation depending on personal interests in the discussion topics

(Συμμετοχή ανάλογα με το προσωπικό ενδιαφέρον στα συζητούμενα θέματα)(h) Cycles of waiting, silent reading and active participation (Περίοδοι αναμονής –

ανάγνωσης και περίοδοι ενεργού συμμετοχής)(i) The withdrawal from the community usually occurs without any warning (Η

αποχώρηση συνήθως γίνεται απροειδοποίητα).

APPENDIX II - Sociability and Usability Evaluation Catalogue for EEEP

Sociability Elements Groupz-ware

SU-ID

People- Policies - Purposes – Beliefs – Practices Greek Primary Teachers’ Association for the Valorization of ICT in Education Description on the Front page

eeep.gr website, Greek Primary Teachers’ Association for the Valorization of ICT in Education

Sense of shared identity - Descriptions of domains of interestGreek Primary Teachers’ Association for the Valorization of ICT in Education Description on the Front page - > 42,9% felt part of the group within 2-3 dayMembers Profiles – Directory - New Users > male to female teachers ratio was 2/3 to 1/3> 7 subjects (50%) suggested that the new members bring modern ideas and new interests to the group; 4 (28,6%) indicate the importance of community knowledge building based on new members’ contribution, 2 (14,3%) community’s maintenance

Profiling system - clickable members, monitoring newcomers (n/a)

LocationsGreece

Tracking members’ locations (n/a)

News (ongoing activities, changes, world news) available on a webpage, in a different website than the actual discussion forums

Easy to be Updated – Newsletters (n/a)

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SU-RE

Mutual Relationships, Behavioural Patterns: > The highest percentage (28,6%) was using computers about 1-2 hours per week and the production of material using both the computers and the internet.

Community Networks

Work-related interactions> 78,6% interaction with different communities of practice is important for the community towards production> Sub-groups based on community’s common interests > sub-topics > Cooperation with members via personal communication preferably via email

Outer links for collaboration- Work-related Topics – Jobs(n/a)

On Contribution> 85,7% discussion is a reason for active participation> 7 (50%) contribution aids to effective learning; 5 (35,7%) to personal development; 4 (28,6%) to get information; 4 (28,6%) it is the future for education; 3 (21,4%) to be able to help the students; 1 (7,1%) the reason for active participation is communication; 1 (7,1%) fun; 1 (7,1%) production of material; 1 (7,1%) s/he did not know; 2 (14,3%) did not give any answer.

Reasons for Contribution> 78,6% common interest, interesting topic; 50% the use of the community; 50% challenge; 42,9% opposition; 21,4% somebody else told them to participate. The fact that this worked for a ratio of 21,4%, makes the moderator responsible for ‘pushing’ some members.

They contribute in order to:> 71,4% add something different, promotion of views; 64,3% reaction and response to a message, 42,9 % clarify something said; 7,1% see different views; 7,1% open a new topic; 21,4% self-introduction was second > New suggestions are based on the previous messages> Feedback is based on the previous message Cycle of the Contribution Process (Subject G)

Energetic lingering and Active Observation Reading Engagement Decisions on withdrawal from the community are without warning

> Most teachers (78,6%) believe that active participation is important

HCI Design Dialogue(consistent, controllable, predictable), meaningful sub-groupsWord filterDictionary – Thesaurus for English language – Threaded messages – Introduction area

Newcomers – Shortcomings n/aLurking fear of speaking in public Personal Judgment Not being interested in the topic Need of definition of personal enquiries Need of decisions on what to do next.

Votes, Polls, Surveys, Newsletters, meaningful sub-groups and sub-topics

Search and advanced search. Basic search

SU-LAN

Common stories [evident in discussions]HCI dialogue design (consistent, controllable, predictable), meaningful sub-groupsWord filterDictionary - Thesaurus

Inside jokes [evident in discussions]Jargon[Nobody asked what a lurker is]Perspectives > personal judgment and self-directed learning (28,6%)> 35,7% thought that there is the potency to improve the English languageAnalogies, examples Thesis-Antithesis-Synthesis of messages (Subject K)Explanations n/a

SU-PRA

Registration Good RSIntroduction & induction – Help and Support> Familiarisation with both the interface and the community > If the feedback is positive the communication continues; if negative, the newcomer returns to the previous observational and lingering state

Accessible and memorable interface & navigation

Membership Management Access, RolesPrivacy and Security [available in personal emails] EmailLevels of participationProcess of Active Observation (Subjects A, B, E, H, J, K) First contact with the community Energetic lingering for Active Observation and Awareness Aporia1, hesitation, doubt, insecurity Familiarisation with the community

Monitoring UsersAnonymous Posting Facility

1 In Ancient Greek, the state of aporia describes the state of observation and looking for answers without additional judgment in the search. i The eLearning and Online Learning Communities environments launched in January, 2004. Source from the Internet www.sch.gr.ii In Ancient Greek, the state of aporia describes the state of observation and looking for answers without additional judgment in the search.

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Asymmetrical to symmetrical interactions: finding the minimum level of agreement with community’s nature, culture and common visions.

Finding interesting topics – information Participation is natural to have different stages and levels of participation due to member’s individuality. Everyone has their own rhythm and learning styles as well as own participation in his/her learning. This process is related to newcomer’s profile, familiarization with the environment and the community (Subjects G, K, L)Roles> 3 (21,4%) need for leading; 2 (14,3%) familiarisation with computers facilitates the process of adapting roles; 1 (7,1%) need for resolving conflicts, one (7,1) need for organization; specialization is essential for 2 respondents (14,3%) as well as active participation (14,3%).> The moderator is important on providing information (21,4%)> leading is needed (21,4%). The capabilities of the person who adapts the specific role, familiarisation with computers, specialisation and being an active member by nature

Awards / Ranking (n/a)

Shared practices, Transfer of Innovations, Methods and Techniques Area of ExpertiseModeration – Netiquette n/a n/a

One way Communication n/aVotes, Polls, Chatbots, Surveys (n/a)

InteractionsProjects are helpful to encourage contribution as they trigger judgment and discussion

HCI Dialogue Design (n/a)

Experts – Gurus n/a ‘Ask the expert’(n/a)

Artifacts[Consensus Knowledge Building is the Abstract Product of Discussion]Presentation of members’ projects on an individual basis give the background for discussions>‘Need for ‘production, pedagogical material analysis and methodology, effective manuals based on deduction and induction of knowledge, freedom of the pedagogical approaches and philosophy, exchange of ideas, experiences and common visions’ (Subject E)

Exhibition Area, Projects websites(n/a)

Community Development - Promotion of Community Expertise> personal development 35,7%.> contribution facilitates effective learning and transfer of knowledge (21,4%); indicate the target for participation in online communities whereas the medium to achieve this is getting information (28,6% ), communication (7,1%), fun (7,1%), and production of material (7,1%)

External collaboration tools(n/a)

SU-CK

Flow of information [evident] Easy-to-use toolsConversations quickly to the point [evident] Content indexation

and classification (n/a)Problems framed quickly [evident]

Shared work space, collaboration toolsMoodle VLE, emailing list

Easy-to-Use file upload, wikis, whiteboards, blogs (n/a)

Consensus Knowledge Building – Changes for the Working Environment> learn from the active members (42,9%)> The moderator is important on providing information as well (21,4%)Suggested Changes (Subjects A, B, C, J, N, K)- the educational authorities and their attitudes towards the use of computers in the classrooms as well as reconstruction of the curriculum in a more open manner. These are responsible for the infrastructure regarding ICT availability for all teachers, regular updates and maintenance of the systems, technical support as well as free provision of educational software to all schools. - the teachers regarding training, professional development, theoretical and methodological approaches and motivation and - the students for training and real use of the computers in the classrooms in a cross-curriculum approach based on pedagogical approaches.

Information architecture, Secure Database with Search & Indexation(n/a)

SU-EVA

Synchronous Communications [not used] n/aCommunity and Personal Feedback n/a n/a

Discussion Assessment n/a Bookmark and Rank topics (n/a)

Sociability and Usability Assessment n/a Research Tools (n/a)

UPersonalisation features n/a Customization (n/a)

Easy Access – Interface Memorability – Ease of Learning n/a Navigation [Basic]

SU-RE Monitoring Users n/a Live Tracking System (n/a)

Social Network Analysis n/a Piajek, UCINET, Jung (n/a)

Discourse Analysis – Community Knowledge Basis n/a Content Management

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System - Indexation (n/a)

SU-ETC

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