Building daily trust in online settings

by: D-Eva Project

First, we ask from the learners to take the LinkedIn course “2. Daily trust Builders” and the quiz of the course at the end, a more appropriate culturally alternative can be presented. A possible variation for this would be that the teacher creates their own materials, instead of taking the LinkedIn course. Then the coach shares a template with examples on how to prove someone’s reliable, competent, honest, and shows concern for their peers (similar values can be listed depending on the needs). The learners should create a journal where they will be reporting activities and examples from their collaboration with their peers which show growth on the elements that appear in the template. It is expected from the learners to write a new journal entry on a weekly basis. The coach will be providing feedback on these entries and the learners are expected to integrate this feedback in their next entries. At the end of the activity, learners will collect feedback from their peers on how well they managed to demonstrate the skills that appear in the template during their collaboration.

Summary of the activity:

There is a big group meeting (teleconference) for the explanation of the task. Then, learners work on their own journal, interacting with their coach. There is a peer feedback activity at the end.

Duration: 20 weeks (with one new journal entry per week)

Methodology: Autonomous learning, individual feedback (learner-coach) group feedback (peer-to-peer feedback).

Keywords

Trust, traineeship, values

Problem justification

This traineeship program aims to support learners grow their skills and develop their full potential in innovative interactive media. Every semester, diverse learners participate in a hands-on learning experience, which involves practice-based work with industry partners and applied research. The diversity of the learner population and of the tasks they have to complete leads to significant differences with respect to how learning is shaped by participating in this program. Since this is a every practice-oriented program, it relies on the on-campus interaction of the students with experts in digital transformation, the participation in hands-on workshops and collaborative projects. Every team of learners is assigned to a coach, who guides them throughout the program. Since March 2020, when the COVID-19 pandemic started, the program has been offered partially or fully online, which has created additional complexity to the learners’ experience. During this period the vast majority of the learners’ meetings (with peers, the coach, the industry partners) take place online (via zoom). In this context, peer relationships may have an important influence on learners’ cooperative behaviors. Having good social support facilitates better cooperation between individuals; the stronger the peer relationship, the higher the quality of cooperation in pursuit of goals shared with cooperative peers. Similarly, individuals are more likely to engage in cooperative behavior among those they trust. The goal of this e-assessment activity is how learners can inspire trust to their peers for the development of effective and harmonic relationships.

Competences

Leveraging authenticity and natural strengths

Provide evidence of honesty, reliability and openness

Explore how behaviors align with spoken values.

Assessment strategies and instruments

Strategies:

Identification of the strengths of the learners

Identification of the areas for improvement

Track progress of the learners

Collect feedback on learners’ progress

Tools:

Online Journal (students can use a multimedia journal, for diverse feedback options and higher quality evidence)

Online collaboration platform

Teleconferencing tool

Assessment criteria

Completion of the journal activity. Has at least one entry per week been submitted?

Integration of the feedback from the coach in next journal entries

Peer-to-peer feedback on the skills that appear in the template. Has the feedback been collected from at least 5 people??

Description of the feedback

Group, peer-to-peer feedback (written, asynchronous)

Individual feedback, coach to learner (written, asynchronous)

Agents involved: coach and learners

Type of digital tools

Grid Diary for the journals of the learners

Zoom for the initial group meeting

Digital template

Miro Board (for peer-to-peer feedback exchange)

Levels of potential digital transformation

Accessible and available: developed lots of times, easy and known

Example of a case

References

Acedo‐Carmona, C. & Gomila, A. (2019). Personal trust extends cooperation beyond trustees: A Mexican study. International Journal of Psychology, 54(5), 687-704. https://doi.org/10.1002/ijop.12500

Bailey-Hughes, B. (2018, November 15). Daily trust Builders. LinkedIn Learning. https://www.linkedin.com/learning/building-trust-6

de Lange, T. & Wittek, A. L. (2022). Analysing the constitution of trust in peer-based teacher mentoring groups–a sociocultural perspective. Teaching in Higher Education, 27(3), 337-351. https://doi.org/10.1080/13562517.2020.1724936

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