More from 2000 – added 2009

All links are on the Psybernet theme, even if only obliquely. Discussion of this material can be done in Psyber-L, or email me at walter@psybernet.co.nz — Walter Logeman Home Page

To join an E-Study Group, contact the name by the group title.”

“Dates: September 18 – October 6, 2000
Tuition: $695

Online facilitation is an evolving art and expanding opportunity to empower groups to work across time and distance. Online work and interactions require facilitation skills beyond those used in face-to-face meetings. Group dynamics in the virtual environment combined with new communication technologies, create unique conditions and opportunities calling for specific techniques and an expansion of our consciousness with mindful facilitation.
This 3-week course, filled with “hands on” skills, ideas and proven processes, will provide a deep immersion into effective online facilitation. The course focuses mainly on the human elements of online interaction incorporating theory, action learning and community dialog, although we will also have discussions and explorations on current group technologies and tools.
Participants will have access to key readings and resources on online facilitation, topics personalized to class and individual interests, experimentation with different approaches and online tools, and work on self selected mini-projects to allow for an active learning experience. “

“Full Circle Associates(tm)
Full Circle is the consulting practice of Nancy White and a network of independent professionals who provide a range of services individually and collectively for clients in the community, non-profit and business sectors. Our focus is in the areas of communications, marketing, project management and the facilitation and building of online community and collaboration spaces. In collaboration with Knowise, we provide training in online facilitation. We do business in geographic and cyber-spaces.
Founded in 1997 by Nancy White, Full Circle operates with flexibility and personalized services to bring client projects full circle from conception to completion. The associates who are part of Full Circle Associates are independent contractors who come together on a case-by-case basis to meet the specific needs of our clients. We value both collaboration and independence. To keep up to date, please subscribe to our newsletter and scroll down this page to see what is new.

This site is also a repository for information on online communities, virtual facilitation and other bits and pieces!”

The Group Relations tradition inspired by W. R. BionÃÔ _Experiences in Groups_ and developed at the Tavistock Centre and elsewhere by, e.g., A. K. Rice, Pierre Turquet, Gordon Lawrence, Eric Miller, David Armstrong and others, has led to the regular group relations conferences throughout the world and has been very influential in the study of groups and institutions. It also plays an important role in organizational consultancy. This forum is designed to foster discussion and to provide a congenial for writings in this tradition to be available on the web.

“group-analysis
group-analysis@mailbase.ac.uk is an international forum for those interested or involved in the research, theory or practice of group analysis. It is for public exchange of knowledge and experience, offering solidarity, support and challenge for those within the group-analytic community worldwide. “

A paper submitted for consideration as end of first
year work

towards a retrospective award of MSc for the IGA
Qualifying

Course 1996-1999.

Abstract

Although communication via the Internet attracts
suspicion, it is more similar to other communication media than different. The
practical workings and the experience of membership of an Internet forum are
described both through some general samples of discourse and through a case
study relating to a thread of discourse in which the author was centrally
involved. The shared features of this forum and other groups are sketched,
drawing on the case study discourse and drawing parallels between the role and
function of group analyst and that of group moderator. Other features of the
forum which demonstrate some of the large group phenomena described in Kreeger’s
seminal text are also explored, challenging Foulkes’ notion that ‘it is …
doubtful whether … ideal [large group] conditions are
realisable’.

Communication and its
Media

It is inhuman, some argue, how increasingly we
communicate with each other in this medium. The enhanced communication allegedly
afforded by the Internet is a sham. Behind all these people in supposed
communities in cyberspace are lonesome individuals lacking access to
relationships with real people in physical proximity. Their
resort in these circumstances and their recompense for this state of affairs is
the thrill and enchantment of extended periods before a computer screen, lost in
addiction to hi-tech wizardry. These sad souls rely on electronically created
fantasy worlds to feel they inhabit somewhere and to experience connectedness.
They do so because of deficiencies in their social world and in their
psychology.

I. Origin and Purpose of the Group
Case presentations cover
the wide range of styles
and formats for online
clinical work.
The worlds of psychotherapy and the Internet have come together. Clinicians are encountering an increasing number of clients whose lives have been affected significantly by their activities in cyberspace. In a wide variety of styles and formats, psychotherapy also is moving onto the Internet. What are the special skills and knowledge that clinicians need in order to adapt to this intersection of cyberspace with the mental health profession?
In the months before the turn of the millennium, the International Society for Mental Health Online (ISMHO) created its Clinical Case Study Group. Organized and facilitated by John Suler and Michael Fenichel, the group is devoted to the discussion of psychotherapy cases and professional clinical encounters that involve the Internet. The creation of the group evolved out of the need for more in-depth explorations of clinical cases in which online life and interventions play an important role. There are many online groups devoted to discussions of counseling and psychotherapy in cyberspace. Usually those discussions are speculative, theoretical, and anecdotal – which often leads to a”

5040 Symposium: Innovations in Practice – On-Line
Therapeutic Interventions and  E-Therapy

    Washington Convention Center, Meeting
Rooms 23 and 24

  Cochairs: John M. Grohol, PsyD, Mental Health
Net, Austin, TX; and Storm A. King, MS, International Society for Mental
Health Online,  Springfield, MA

Participants:

Yvette Colon, MSW, Cancer Care, New York, NY. On-Line
Group  Therapy: Finding Community in New Technology

John Suler, PhD, Rider University. On-Line and Off-Line
Living Entwine:  A Self-Exploratory E-Mail Group

Storm A. King, MS. Internet
Virtual Therapy: Unique Advantages and  Disadvantages

John M. Grohol, PsyD. E-Therapy in Practice: Improving
Client Access   to Mental Health Services

 

“We can’t know what will happen or when, but we already know why. The “information environment” is changing our thinking “

“THE GLOBAL CENTURY

with Harland Cleveland

At the dawn of the 21st century, we’re drowning in a sea of information. How do we make sense of it all? Wisdom elder Harlan Cleveland says, “Our problem is not one of access, but one of selection.” His advice on choosing what’s relevant brings you the tools for true wisdom, not mindless data accumulation. In this unhurried, intimate conversation with the president emeritus of the World Academy of Art and Science, you’ll hear in-depth first-hand accounts of fascinating historical events and the mentors Cleveland found on the way, as well as why humankind has become the biggest factor in our own evolution. “We’re stirring the pot, making the waves, and deciding on the course of events.”

Program 2809 broadcast during the week of 7/10 to 7/16/2000″

Alan Staley, Head of Research

Niall MacKenzie, Research Fellow
Learning Methods Unit
University of Central England

Perry Barr, Birmingham, B42 2SU
England

ABSTRACT
This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.
“

ABSTRACT

This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.”

It is not clear in Beaudin’s study how one fosters “ownership” of learning without being “manipulative or controlling.” The author suggests, however, that the key to this balancing act of human interactions is a responsive moderator. And the moderator, Beaudin also notes, does not need to be the instructor. He asserts that the role of the moderator and the guidelines within which this figure will operate must be part of the pre-course design and clearly understood by student participants.

The online instructor is key to organizing interaction and Hiltz [7] suggests from her research that having a responsive moderator is key. The instructor does not necessarily need to be the moderator and Driscoll [12] suggests that participants can be assigned the task. Driscoll suggests that the instructor weigh the benefits and risks of a moderated listserv.