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The course was originally designed, as informed by the literature and personal experience of the instructional designers, to allot spaces
specifically for three distinct purposes: academic, reflective, and social. Three metaphors were used to help the students visualize these areas, and feel comfortable in "going" to that particular "place" for a
particular purpose:
(1) Learning Hall: metaphor of a classroom or a lecture hall, where academic discussions would take place. (2) Down by the Lake: metaphor for a place that the students could go to for
reflection – sit by the lake and ponder over their own learning experience, academic issues, and so on. (3) Patriot Place: metaphor that attempts to imply a lounge and recreation center, where
students could sit back and socialize – even engage in virtual games or have virtual refreshments.
It is clear that the students took advantage of each designated area and stayed on-task for the most part, not allowing the conversations to drift too far from the purpose of the area. Socializing by way
of social comments was prevalent throughout the conference, but the very straightforward attempts at social / fun / recreational responses were found in the Patriot Place, and it was well utilized at 207 responses (the
most of all the items). Reflective thinking was also found throughout all items, but clearly was more elaborate in Down by the Lake. As well, this item was the place where discussions could ensue on
particular reflective comments and topics. The issues and topics were stimulated by students and by the instructor. As the course progressed and the analysis unfolded, another method for viewing the concept
of purpose began to emerge. The purpose of communication, no matter what the topic or where in the conference, seemed to fall under three "meta-categories." These are discussed in detail elsewhere: Personal, Social, and
Professional. That is, the students socialized and reflected and discussed issues, academic and otherwise, in a variety of "places" in a myriad of ways. The meta-categories emerged naturally, and created a different
view of the purpose of the interaction, thus it changes the description of the online interaction. So, instead of the three distinct areas created by instructional design (academic, social and reflective), it became
very apparent that a much more efficient and analytically correct way to describe all online interaction would be under these three emerging areas (personal, social, and professional). |
