Analysis+of+wikis

toc Hi all. Can you put your analysis up here and put your name in as Heading 3? That way we can click on the table of contents link to go to different people rather than just scrolling down.

Janine
CHB AToL Cluster wikispace 2008 1 || ||  2 ||  || 1 ||  ||  1 ||  || 1 ||  ||  ||  3 || 1 ||  ||  2 ||  2 || ||  ||  ||  || 2 ||  ||  ||  1 || 1 ||  ||  2 ||  || ||  ||  ||  ||  || Analysis of graphs and table Link to graphs    Initial membership small. Only 4 from cluster, the rest from ISTEP group. In May the only editing was done by myself and Heather.    A face-to-face cluster meeting with Heather attracted some more members in May and also began a spate of short edits, especially around the appropriation of an outside resource.    June was very quiet and this coincided with me being on holiday and on sick leave most of this month.     July has seen a more constant use of the wiki by teachers and a growing membership. There appears to be two catalysts for this: a)  school holidays creating time   b)   Pressure from me by no longer using e-mail to communicate so teachers have needed to be on the site for information. The table above makes visible the change in types of activity. From a repository of information and instructions to a wikispace with a wide diversity of functions and activity. The Life Cycle of an online COP. Initially I took responsibility for identifying a potential community with a purpose in mind, setting up, providing information and resources, inviting people to join up. See BES p.29 and table above. Face to face meetings as a cluster (relationship building) and with scaffolding activity with a bit of fun (chocolate fish) got things started. The experts, those who had competence with technologies, were the first to get the ball rolling. Then came the cluster meeting (early June) Heather came along to facilitate teachers’ interest and ability to participate; others gave it ago. During June and July my main activities have been to facilitate, acknowledge contribution, provoke, motivate and continually think about how to make it interesting and worthwhile for people. This has been the exciting stage …’the indicator for this stage is knowledge creation” BES p. 31 The focus of this stage is to create value to the community.    ** Leaders ** are beginning to emerge Those that contribute creative ideas – thoughts and provocations (x1)    ** Seek relationships and bench marks outside the wiki – ** Instep has provided valuable support, encouragement, technical support and motivation; collegiality for me and technical support and the beginnings of other cross-sector relationships    ** Community building …  ** ideas for supporting the group as a community. The ‘to do” list 1.  Invite Heather again to face-to-face this time with more attendance. 2.  Explore the functionality of the website – invite comments on results of survey.    ** Checkpoint ** … beginnings of this with putting up the results of survey and asking for feedback. Other ideas “to do” here:    View visits to and edits on the site and analyse what the motivators were. What works and what doesn’t work.    A permanent channel for feedback    Gathering feedback from core and peripheral members    ** Knowledge repository … ** This is beginning to happen… 1.  New knowledge created through collaboration e.g. sharing of school’s work developed from face-to-face workshops. 2.  Offering resources valuable to members - more than one participant contributing here.    ** Evaluate purpose and direction ** More for the “to do” list (at next face to face PLC)    A formal evaluation to test COP’s value to the community membership, identify areas for improvement. The design principles from BES Lai et.al. (2006) p.33 1.  Online COP’s grow naturally (organic) rather than made    Conduct a needs assessment √    Foster a sense of ownership ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Allow plenty of time for the COP to grow √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Encourage diversity ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Combine familiarity with excitement ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Invite/accept different levels of participation ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Open dialogue between inside and outside perspectives ٭ 2.  Support sociability and participation <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Allow time to participate. Technical knowledge and support Communication √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Add value, acknowledge value, recognise and respond – Contribution √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Build a sense of community; nurture community building, networking – Belonging √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Build social relationships and trust – Well being √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Ensure ease of technologies, encourage and support face to face - Exploration √ 3.  Attract a diverse membership <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Ongoing recruitment of members - e.g. 5 more joined after having time in the holidays -re-inviting possible participants ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Encourage lurkers to participate – learning in the periphery and feel part of the community; accepting some may always be lurkers! ٭  4.   Provide for different roles ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Identify leadership roles Nurture and involve are two important aspects. Facilitator/organiser is vital to the success of the community Distributed leadership – those who are leading discussion and offering innovation and creativity in direction <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Core members subject matter specialists Knowledge manager Content coordinator <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Support persons Mentor - Heather Tutors – INSTEP Help Desk – Heather What about other wiki members??? <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Community members Co-learners doing it together 5.  Functional Technology Wikispaces - <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Connect community members √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Build knowledge repositories √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Foster a sense of community “our wikispace” private space helps do this. √ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Encourage participation – easy to use/access ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Foster identity and presences – allow for individuality and creativity ٭ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Mentoring and online instruction ٭ It is a PULL and PUSH space… Pull; attract, offer, motivate, discussions, online events, off line events Push; scaffold, ask, provoke, knowledge repositories, news 6.  Blended Approach √ Online and face to face <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Higher levels of satisfaction – a human need for relationships and a growing sense of collaboration <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Help in building trustworthy relationships – a getting to know you better <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Provides a sense of community WHAT HAS WORKED SO FAR: <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Building relationships on a personal level as well as professional <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Blending face-to-face with on-line <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Giving technical support (need more though) <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Creating situations where the wiki is the only place to find important information <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol">   Time – school holidays
 * Activity ** ||
 * Facilitator **
 * May ** ||
 * Teachers **
 * May ** ||
 * Facilitator **
 * End of June ** ||
 * Teachers **
 * End of June ** ||
 * Information ** ||
 * Information ** ||
 * Information ** ||
 * Scaffolding ** ||
 * Scaffolding ** ||
 * Responding ** ||
 * Responding ** ||
 * Dialogue/relationship building ** ||
 * Dialogue/relationship building ** ||
 * reflection ** ||
 * reflection ** ||
 * questioning ** ||
 * questioning ** ||
 * resources ** ||
 * resources ** ||
 * PHASE 1 Setting up **
 * PHASE 2 Sustaining and monitoring **
 * PHASE 3: Transformation or disengaging **
 * Membership continues to grow, therefore changing the appearance and use of the wiki. **
 * Some talk between teachers seeing it as a space for all school learning not just AToL. **

Robyn
<span style="COLOR: #080d72; FONT-FAMILY: 'Arial Black', Gadget, sans-serif">**Analysis of Numeracyleadteacher wik** i (27th July '08) Analysis has been conducted on the interaction of teachers and advisors on the wiki. This table indicates the actual additions made to the Wiki by both te advisor and the participating Numeracy Lead Teachers. May July In the May analysis there were 20 members of the wiki. By the July analysis there were 28 members. The Wiki was set up with ‘How to’ instructions to make it easier for teachers to learn the technology required for full participation. An exercise was given to the teachers to practise the skills required. Initially only 2 teachers completed the tasks. By Jult another two had done so and 1 extra advisor had completed. ** Information  ** Dates of future workshops were updated and deleted as necessary on the Information page. This later became the page where copies of the Lead Teacher Newsletter and Numeracy Symposium details were added. This will be repeated each term. All additions to this page were place by the advisor. ** Resources  ** The resources page was an attempt to get teachers at least looking at the wiki and sharing ideas including readings, books, video and internet links. In analysing the data only one entry was made by a teacher. Otherwise all added items were placed there by the advisor. One teacher did contact me as regards removing some links that did not work. ** Discussion  ** An initial discussion was set up using a reading placed on the Resources page of the wiki. Members were invited to participate in on line discussion. 2 teachers participated in this initial discussion. In June another reading and question was put up for which there has been no response. However two additions were made to the original. In using the on-line usage statistics from the wikispace it is evident that the site was being accessed by up to five unique people a day during June. This has dropped to a maximum of three up to mid July. Noted editors are only one over the period up to mid July. Using the design principals outlined in MoE Literature Review and Synthesis; Online Communitires of Practice, a plan of action will be developed to encourage greater use of the site by members.
 * || Advisor  ||  Teacher  ||  Advisor  ||  Teacher  ||
 * Information ||  1111  ||   ||  1111  ||   ||
 * Resources ||  111111111  ||   ||  1111111  ||  1  ||
 * Discussion ||  1  ||  1  ||  11  ||  11  ||
 * Titivations ||   ||   ||  1  ||   ||
 * Contacts ||  1  ||   ||  1  ||  1111  ||

Glynis
(I put this up for Glynis. Sorry but I had to remove all the lovely formatting as it wouldn't work as it was. Her original pretty version is on the discussion page as a word document) Heather eceassessmentforlearning wikispace 2008 http://eceassessmentforlearning.wikispaces.com/ Analysis of graphs and table Link to graphs http://eceassessmentforlearning.wikispaces.com/space/stats/overview <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   20 members joined April and May with a maximum of 22 unique visitors and 29 views. These numbers coincided with of Introduction of the wiki and technical support at Cluster Meetings together with follow-up and support to teachers and centres during individual centre visits. Only 4 editors; all were - The Organiser - me! Set up type activities see Table above. <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   June another 12 new members as a result of another round of invitations of newly identified members (this time from participants in the Assessment contract but not in the clusters - (it is interesting to note that these participants have not yet contributed) and re-inviting those participants who had not responded to the initial invitation. June saw the greatest numbers of unique visitors consistently over the entire month – A month of activity - more activity and diverse types of activity. 70 views and between 1-8 visitors every day of the month. Other participants beginning to contribute – 5 contributions and 2 of these have continued to be ongoing contributors.  <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·    End of June beginning July there was less activity until I got back on and stimulated some action. Beginning of July; 4 views and 1 visitor but by the 18 July ; 16 visitors and 28 views. The table above makes visible the change in types of activity. From a repository of information and instructions to a wikispace with a wide diversity of functions and activity. The Life Cycle of an online COP. Initially I took responsibility for identifying a potential community with a purpose in mind, setting up, providing information and resources, inviting people to join up, ensuring their was information re “how to use a wiki”. See BES p.29 See table above. Face to face meetings as a cluster (relationship building) and with individual centres together with scaffolding – activity with a bit of fun (chocolate fish) got things started. The experts, those that had used online cops before and those who had competence with technologies were the first to get the ball rolling. Then came the cluster meeting (early June) Heather came along to facilitate teachers’ interest and ability to participate; others gave it ago. During May and June my main activities have been to facilitate, acknowledge contribution, provoke, motivate and continually think about how to make it interesting and worthwhile for people. This has been the exciting stage …’the indicator for this stage is knowledge creation” BES p. 31 The focus of this stage is to create value to the community. <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  ** Knowledge repository … ** This is beginning to happen… 1.  New knowledge created through collaboration e.g. re the LLP’s (Literacy Language Progressions). 2.  Offering resources valuable to members - more than one participant contributing here. <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  ** Evaluate purpose and direction ** More for the “to do” list (at next face to face PLC) <span style="FONT-FAMILY: Wingdings; mso-ansi-language: EN-NZ; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings"> §   A formal evaluation to test COP’s value to the community membership, identify areas for improvement and make recommendations for expanding the community. ??? is this the time to bring in members of 2007 assessment COPs? Wiki is transforming all the time - this is the EXCITING bit!!!! The design principles from BES Lai et.al. (2006) p.33 1.  Online COP’s grow naturally (organic) rather than made <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Conduct a needs assessment   <span style="FONT-FAMILY: Wingdings; mso-ansi-language: EN-NZ; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> þ <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Foster a sense of ownership <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Allow plenty of time for the COP to grow <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Encourage diversity <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Combine familiarity with excitement <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Invite/accept different levels of participation <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Open dialogue between inside and outside perspectives 2.  Support sociability and participation <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Allow time to participate. Technical knowledge and support Communication <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Add value, acknowledge value, recognise and respond - Contribution <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Build a sense of community; nurture community building, networking – Belonging <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Build social relationships and trust – Well being <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Ensure ease of technologies, encourage and support face to face - Exploration 3.  Attract a diverse membership <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Ongoing recruitment of members - e.g. 3 more joined from last lot of invites (July 18) - re-inviting possible participants <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Encourage lurkers to participate – learning in the periphery and feel part of the community; accepting some may always be lurkers! 4.  Provide for different roles <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Identify leadership roles Nurture and involve are two important aspects. Facilitator/organiser is vital to the success of the community Distributed leadership – those who are leading discussion and offering innovation and creativity in direction <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Core members subject matter specialists Knowledge manager Content coordinator <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Support persons Mentor - Heather Tutors – INSTEP Help Desk – Heather What about ece wiki members??? <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Community members Co-learners doing it together 5.  Functional Technology Wikispaces - <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Connect community members <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Build knowledge repositories <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Foster a sense of community “our wikispace” July 19 <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Encourage participation – easy to use/access <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Foster identity and presences – allow for individuality and creativity <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Mentoring and online instruction It is a PULL and PUSH space… Pull; attract, offer, motivate, discussions, online events, off line events Push; scaffold, ask, provoke, knowledge repositories, news 6.  Blended Approach Online and face to face <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Higher levels of satisfaction – a human need for relationships and a growing sense of collaboration <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Help in building trustworthy relationships – a getting to know you better <span style="FONT-FAMILY: Symbol; mso-ansi-language: EN-NZ; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·   Provides a sense of community
 * |||| May |||| July ||
 * || Facilitator || Teacher || Facilitator || Teacher ||
 * Information || 2 || || 4 || 8 ||
 * Scaffolding || 1 || || 7 || 2 ||
 * Responding || || || 5 || 14 ||
 * Contributing || 1 || || 3 || 6 ||
 * Conversation/dialogue || 1 || || 3 || 8 ||
 * Reflective || || || 2 || 5 ||
 * Questioning || || || 2 || 2 ||
 * Resources || 10 || || 14 || 2 ||
 * PHASE 1 Setting up **
 * PHASE 2 Sustaining and monitoring **
 * ** Leaders ** are beginning to emerge
 * Those that contribute creative ideas – thoughts and provocations (x2)
 * ** Seek relationships and bench marks outside the wiki – ** Instep has provided valuable support, encouragement, technical support and motivation; collegiality for me and technical support and the beginnings of expert other cross-sector relationships
 * ** Community building … ** ideas for supporting the group as a community. The ‘to do” list
 * Use guest participation from experts to build traffic and increase participation
 * Social facilitation – have a virtual party
 * Explore the functionality of the website – invite comments on results of survey using Skrbl page http://www.skrbl.com/gcooper
 * ** Checkpoint ** … beginnings of this with putting up the results of survey and asking for feedback.
 * Other ideas “to do” here:
 * A permanent channel for feedback
 * Gathering feedback from core and peripheral members
 * PHASE 3: Transformation or disengaging **

Paddy
SENS Wikispace 2008 Home/Discussion page

May || Teacher May || Facilitator June || Teacher June ||
 * || Facilitator
 * Information || 6 ||  || 1 || ||
 * Scaffolding || 6 ||  || 1 || 2 ||
 * Responding || 1 ||  || || ||
 * Dialogue/Relationship building || 5 ||  || || ||
 * Reflection || 2 || 1 || || ||
 * Questioning || 2 ||  || || 1 ||
 * Resource || 4 ||  || || ||
 * Instruction || 2 ||  || 2 || ||
 * Bribing || 3 ||  || || ||
 * Challenges || 5 ||  || 1 || ||

By the end of June there was still very little discussion going on, nevertheless, there was evidence of discussion from teacher/teachers beginning to emerge. Movement probably came about as a result of the workshop run. This enabled leaders specified time to learn about and explore the wiki. Time has been a key factor affecting participation.
 * Membership: The SENS wiki was established in 2007 with 45 members. In the May analysis there were 48 members. By the end of July another 6 people had become members. The wiki contains a colossal amount of resources to support teachers.
 * Membership: In June another 4 members joined as a result of a workshop run during a leaders teachers’ forum. Approximately twenty attended the lead teachers’ forum; however, only a small percentage of this group knew their passwords, a couple were not members at all. A dead give away on how well the wiki was utilised.
 * Up until May the majority of the contribution to discussion was carried by facilitator.

PHASE 1 Setting up Phase 1 of the SENS wiki was established by the previous facilitator with the SENS cluster identified as the potential community. The purpose was to promote a learning community through the use of a wiki (To help each other, discuss together then things may come right. He awhi tetahi i tetahi me noho tahi tena pea ka tika). It is evident that the then facilitator was in the process of community building, incubating and delivering immediate value to teachers in the cluster through recorded discussion that aimed to encourage teachers to share and contribute. Wenger's (1998) 14 indicators show where what and where members are at and what next steps to develop this phase might look like. See BES p.29 and table above.

PHASE 2 Sustaining and Maturing During June and July the focus has been on how this community can be sustained. I see myself reflecting on my own needs as a facilitator/leader and the need to look at strategies (e.g Wengers indicators) in order to keep members involved in the community. As a facilitator/leader, I have found sitting beside new members and fostering online social discussion has been a way forward. I have targetted potential leaders, however, at this stage there has been little buy in (mainly face to face discussion). For many, they are venturing into foreign territory and require encouragement and confidence to participate, not too much different from my needs. .Phase 2 is definitely where this community is at and I see elements of development in each of the indicators outlined (leadership, mentor new members, seek relationships amd bemchmarks outside the organisation, establish the community, checkpoint, knowldege of repository, and evaluate purpose and direction). I find myself constantly reflecting what I have done, what to do next and how to go about it. It takes time, so I'm finding out, however, the indicators provide ideas for a way forward and factors to consider to mature the community and sustain. Other considerations to avoid floundering and failure is the establishment of roles in a CoP. Roles in online communities can be divided into four categories(BES p.40): Fontaine (2001) suggests that defined roles in online communities provided three significant benefits:
 * Leadership roles
 * Core members
 * Support persons
 * Community Members


 * Reassurance - that community is taken seriously
 * Continuity - roles connect the CoP's to its past
 * Structure - to help members to share knowledge and expertise