CREATING COMMUNITY

THROUGH THE USE OF TECHNOLOGY:

A LOOK AT VILLANOVA’S MPA

PROGRAM

THEODOROS ARAPIS, PH.D.RALPH GIGLIOTTI, MPA

STEPHANIE NISSEN, MPA

VILLANOVA UNIVERSITY

INTRODUCTIONS

1) Overview of the MPA program at Villanova – Stephanie

2) Virtual Community Research Findings – Ralph 3) Design Faculty Perspective – Theo4) Strategies for Cultivating Community – Stephanie5) Conclusion, Challenges, & Broader Applications 6) Q&A

AGENDA

BACKGROUND

UNIVERSITY MISSION

Villanova University is a Catholic Augustinian community of higher

education, committed to excellence and distinction in the discovery,

dissemination and application of knowledge. Inspired by the life and

teaching of Jesus Christ, the University is grounded in the wisdom of the Catholic intellectual tradition and

advances a deeper understanding of the relationship between faith and

reason.

Public Administration is the organization and management of people and materials to achieve public purposes.

The program’s mission seeks to prepare “successful professionals capable of ethical, intelligent and creative leadership in the public service.”

MPA PROGRAM

1) Overview of the MPA program at Villanova – Stephanie

2) Virtual Community Research Findings – Ralph 3) Design Faculty Perspective – Theo4) Strategies for Cultivating Community – Stephanie5) Conclusion, Challenges, & Broader Applications 6) Q&A

AGENDA

Launched in Fall 2012Fully online with no on-campus requirements- no

hybrid coursesVideo based e-learning modules12 required courses/36 total credit hours8-week courses Weekly virtual class meeting requirement through use

of Blackboard Collaborate initially, but now uses Adobe Connect

Synchronous chatroom during virtual class meetingAsynchronous assignments & discussion boardFirst graduate in September 2013Currently has over 250 active students

NEW ONLINE PROGRAM

Partnering with outside vendor- division of responsibilities

National Association of Schools of Public Aff airs and Administration (NASPAA) accreditation standards

Transference of campus courses and curriculum to virtual environment

Measures of assessment and condensed classes Adjunct Faculty Use of new technology- faculty and students Comprehensive Exam Maintain strong presence on campus while growing

online program Creating a sense of community

PROGRAM DEVELOPMENT: CHALLENGES AND CONSIDERATIONS

Community “a group of people who are willing and able to help each

other. In this sense, community is more than a way a group of people defines itself: it is a capability that can be developed and improved over time” (Cothrell & Williams, 1999, p. 60).

The “community question” (Hampton & Wellman, 2003) Internet’s impact on community:

- severely weakening community- transforming community into an online ‘virtual

community’- enhance community and existing social relationships

Haythornthwaite (2001) – raises the question as to what impact the Internet may have on community and interactions with others

CURRENT LITERATURE

Virtual Learning Community Overview of virtual community – Wellman, et al.,

1996, Wellman & Gulia, 1997 Selznick (1996) identifies seven elements of

community – history, identity, mutuality, plurality, autonomy, participation, and integration

Schwier (2001) – adds an orientation to the future, technology, and learning

CURRENT LITERATURE

Virtual Communication & Distance Education/Online Learning Media multiplexity (Haythornthwaite, 2001)

“how group members engage in multiple types of interaction, using multiple media in support of multiple goals” (p. 222)

Importance of informal communication for creating bonds of community and group identity

Latent tie theory (Haythornthwaite, 2001) “adding any network-based means of communication…

lays the groundwork for connectivity between formerly unconnected others” (p. 136).

Supporting virtual distance learning communities (Haythornthwaite, et al., 2000)

CURRENT LITERATURE

Online learning & community learning pertains to all communities and online

communities (Haythornthwaite, 2008) positive relationships between sense of learning

community and perceived learning engagement, course satisfaction, and learning outcomes (Xiaojing, L., et al. (2007).

“Communication, collaboration, interaction, and participation are four cornerstones in a learning community framework” (Lock, 2002, p. 397).

Vygotsky (1978) – social development theory: “social interaction is vital to cognitive development – all higher-order functions originate as the relationships among individuals” – constructivist approach

CURRENT LITERATURE

Organizational Identifi cation “If we accept the idea that organizational

communication is essentially a process through which meaning is created, negotiated, and managed, we should expect to find identity at issue in most organizing processes” (Cheney & Christensen, 2001, p. 241).

In what ways do students in the online chatroom identify with the university?

CURRENT LITERATURE

Other considerations: Social affordances

the possibilities that technological changes provide for social relations and social structure (Bradner & Kellogg, 1999)

“Interpretively flexible communication systems” allow groups to define the form of their own

collaboration and communication (Orlikowski, 1992)

CURRENT LITERATURE

Reasons for communication in the online chatroom

Definition

Informal discourse Weather Technology Family Work Humor

Casual communication between students that is unrelated to the course content

Course-related discourseFormal communication directly related to the course content

Peer-support discourseCommunication used to motivate and support classmates in the virtual class

Program-related discourse &institutional identification

Statements of identification to the graduate MPA program or the University

VIRTUAL COMMUNITY FINDINGS

1) Overview of the MPA program at Villanova – Stephanie

2) Virtual Community Research Findings – Ralph 3) Design Faculty Perspective – Theo4) Strategies for Cultivating Community – Stephanie5) Conclusion, Challenges, & Broader Applications 6) Q&A

AGENDA

ONLINE TECHNOLOGY

LMS

Course Menu (Syllabus)

Video LecturesCamtasia Videos

Virtual Class

Adobe ConnectPPT presentationsPoll QuestionsScreen ShareFile ShareBreak-Out RoomsChat-Room

LMS – COURSE MENU

LMS – VIDEO LECTURES

LMS – CAMTASIA VIDEOS

VIRTUAL CLASS - ADOBE

VIRTUAL CLASS – POLL QUESTIONS

VIRTUAL CLASS – SCREEN SHARE

VIRTUAL CLASS – FILE SHARE

VIRTUAL CLASS – BREAK OUT ROOM (WORKSHOP SESSION)

Break students into groupsUpload Instructions and Excel fi le for each groupVisit break-out rooms and observe how students work

or answer student questionsEnd break-out room and allow students to present

their work, main findings, etc.

ON-CAMPUS VERSUS ONLINE…

On-campus Ppt Presentations Video Demonstrations

Youtube Mass Media

Excel Demonstrations Workshops

Blackboard Syllabus Ppt Presentations Extra Readings Homework Project Quizzes Project Examples and Instructions Learning Activities

Online

Adobe ConnectPpt PresentationsVideo DemonstrationsVideo LecturesCamtasia VideosExcel DemonstrationsLMSQuizzesBlackboard

DESIGN FACULTY CONCLUSIONS

The on-campus and online class designs benefit from each other

Technology allows for identical on-campus and online designs

But… Evolution is faster in on-campus classes Less flexibility in online classes

1) Overview of the MPA program at Villanova – Stephanie

2) Virtual Community Research Findings – Ralph 3) Design Faculty Perspective – Theo4) Strategies for Cultivating Community –

Stephanie5) Conclusion, Challenges, & Broader Applications 6) Q&A

AGENDA

Building connections early Personal welcome messages and individual outreach New Student Orientation Online Info Session

Providing access to resources and services Writing Tutor Comprehensive Exam Learning Support- modification of online class

Access to events on campus Recording and Live Stream Webinar

MPA Enewsletter Creating opportunities to connect

Online “Coffee Break” MPA Meetups

Inclusion in campus clubs and honor societies

CONNECTING AND CULTIVATING COMMUNITY

Washington DC Happy Hour

MPA ENewsletter

2014 Pi Alpha Alpha Induction

Utilizing social media and blogging as modes of communication to bridge the gap between the two programs

MPA Leaders Lounge Local and virtual networking events Job board- “Career Compass”

MPA Facebook Page Upcoming Events Photos

Flickr MPA Twitter Account Linkedin YouTube Channel*Online students/alumni are more receptive and responsive to social media communication

SOCIAL MEDIA AND COMMUNITY

1) Overview of the MPA program at Villanova – Stephanie

2) Virtual Community Research Findings – Ralph 3) Design Faculty Perspective – Theo4) Strategies for Cultivating Community – Stephanie5) Conclusion, Challenges, & Broader Applications 6) Q&A

AGENDA

By “lay[ing] the groundwork for connectivity between formerly unconnected others,” community is brought to life through communication among initially weak ties with no prior shared experience (Haythornthwaite, 2001, p. 136).

Learning and community lie at the core of the graduate online MPA experience – cultivated intentionally by individuals associated with the program.

Noteworthy challenges include changes in technology and reaching disconnected students

Broader applications

IMPORTANT THEMES

https://www.dropbox.com/s/8pzcgi0mzm47l8h/WIN_20141103_124933.MP4?dl=0

STUDENT TESTIMONIALS

QUESTIONS?

Theodoros Arapis – theodoros.arapis@villanova.edu Ralph Gigliotti – ralph.gigliotti@villanova.edu Stephanie Nissen – stephanie.nissen@villanova.edu

Cothre l , J . & Wi l l iams, R. L . (1999) . On- l ine communi t ies : He lp ing them form and grow. Journa l o f Knowledge Management , 3 (1) , 54-60.

Haythornthwai te , C . (2001) . In t roduct ion: The internet in everyday l i fe . Amer ican Behav iora l Sc ient i s t , 45 , 363-382.

Haythornthwai te , C . (2001) . Exp lor ing mul t ip lex i ty: Soc ia l network s t ructures in a computer-supported d is tance learn ing c lass . The In format ion Soc iety , 17, 211-226.

Haythornthwai te , C . (2001) . Soc ia l networks and in ternet connect iv i ty eff ects . In format ion , Communicat ion , & Soc iety , 8 (2) , 125-147.

Haythornthwai te , C . , Kazmer , M. M. , Rob ins , J . , & Shoemaker , S . (2000) . Communi ty development among d is tance learners : Tempora l and techno log ica l d imens ions . Journa l o f Computer-Mediated Communicat ion , 6(1) , [On l ine] . http: / /www.ascusc.org/ jcmc/vol6/ issue1/haythornthwaite.hml

Haythornthwai te , C . (2008) . Learn ing re lat ions and networks in web-based communi t ies , In ternat iona l Journa l o f Web-based Communi t ies , 4 (2) , 140-158.

Lock, J . V. (2002) . Lay ing the groundwork for the development o f learn ing communi t ies wi th in on l ine courses . The Quarter ly Rev iew o f D is tance Educat ion , 3 (4) , 395-408.

X iao j ing, L . , Magjuka , R. J . , Bonk, C . J . , & Seung-hee, L . (2007) . Does sense o f communi ty matter? Quarter ly Rev iew of D is tance Educat ion , 8 (1) , 9 -24.

SELECTED REFERENCES