Running head: ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

Project Proposal for the Design of Technology-Supported Learning Environments

Organized Network to Uproot Social Bullying (ONUS)
Jose (Bill) Colorado, Ken Stackhouse, Steph Tobin, Michelle Wong
MET Program
University of British Columbia

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

Project Proposal for the Design of Technology-Supported Learning Environments

Organized Network to Uproot Social Bullying (ONUS)
Key Frameworks
Our design is an interactive social network hosted by Ning1 called Organized Network to
Uproot Social Bullying (ONUS). Our goal is to connect youth aged 12-17 in a non-threatening
environment where they can engage with their peers in a community of practice. Together, they will
define, share, and reflect on bullying experiences using a variety of multimedia. Victims of bullying
experience depression, stress, and loneliness which can cause them to disconnect from their loved ones
and their academic responsibilities (Nishina, Juvonen, & Witkow, 2005 as cited in Bhat, 2008). Peer
influence is strong in adolescence as they strive for independence. Parents are often unaware that their
child is involved in bullying (Bhat, 2008, Kowalski & Limber, 2007, Smith et al., 2007). Our site is a
place where youth can seek peer support as they connect with and mentor each other. The site would
make an excellent addition to a blended learning environment for educators who are looking to
complement their face to face course.
The design activities will move beyond the QWERTY phenomenon illustrated by Papert
(1980) that entails using computers with traditional teaching methods instead of using technology to
redefine how we teach. The experiences available in our design will allow for knowledge-building to
occur: knowledge is individually constructed and socially constructed by learners based on their
interpretations of experiences in the world. Since knowledge cannot be transmitted, instruction should
consist of experiences that facilitate knowledge construction (Jonassen, 1999, p. 217). Community
members will draw on personal experiences to collaboratively solve the problem of bullying. As
Jonassen (1999) said, the problem will drive the learning rather than acting as an example of the
1. http://www.ning.com

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

concepts and principles previously taught (p. 218). Dialogue in effective knowledge-building
communities is usually more personal and meaningful which results in an increase of motivation and
participation (Scardamalia & Bereiter, 1994). Our design will include a plethora of multimedia options
for participation, which will appeal to multiple intelligences and serve as outlets for creative
expression. Technology should be used in a way that appeals to a variety to learning styles (Veenema
& Gardner, 1996).
The ONUS Ning2 learning environment will resemble that of Scardamalia and Bereiters
(1994) computer-supported intentional learning environments (CSILE) as it will encompass peer
commentary, reflection, publication, encourage independent thought, and eliminate turn-taking
problems (p. 276). The ONUS Ning will follow that of Terry Anderson's (2008) online learning
model which suggests that an online learning environment is centered around the student, the
knowledge, the assessment, and the community. Our community of practice will embody Brown and
Duguid's (1991) account of community members sharing personal narratives to contribute to the
construction of their own identity in relationship to the community of practice and, reciprocally, to the
construction and development of the community of which they are a part (as cited by Barab & Duffy,
2000).
The ONUS Ning will incorporate popular media and Web 2.03 tools expected by modern
adolescents, who do not use technology passively, but instead lead the creation and the shaping of the
way media is used (Sharp, 2000, as cited by Montgomery, Gottlieb-Robles, & Larson, 2004). Brown,
Jackson, and Cassidy (1986) note that belonging to a peer group is important to younger adolescents
who seek emotional support, friendships, and social interaction. Therefore, adolescents should be
attracted to our design which reflects a supportive community to which they may belong.
2. http://www.onusnetwork.ning.com/
3. http://en.wikipedia.org/wiki/Web_2.0

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

Because there is a significant difference in maturity between the ages of 12 and 17, our design
will suit a variety of experiences. Similar to the CSILE as described by Scardamalia and Bereiter
(1994):
Less knowledgeable participants in the discourse play an important role, pointing out what
is difficult to understand and, in turn, inadequacies in explanations. To the extent that
novices can be engaged in pushing the discourse toward definition and clarification, their
role is as important as that of those more knowledgeable. (p. 273)
Since the members will potentially be accessing the site from all over the world, it is assumed our
members will possess diverse cultural heritage. The personal diversity these members bring to our
network will strengthen the collective awareness and understanding of bullying.
The primary educational activities and use of media will be framed by constructivist theories
from which knowledge building theory originates. Knowledge is constructed by learners in an
attempt to make sense of their experiences (Driscoll, 2005, p. 387). Through constructivist methods,
students will retain understanding, gained from others, on bullying that they may apply to their own
personal contexts: Knowledge building theory extends the pedagogic agenda beyond the highest level
of Blooms taxonomy of educational objectives (1956), from evaluation to advancement of knowledge
(Lax, Taylor, Wilson-Pauwels, & Scardamalia, 2004, p. 2).
Intentions and Positions
It is the intent of the ONUS Ning site to provide users with support on the topic of bullying.
The support will be presented in a variety of forms drawing especially on the use of social networking
with the use of Web 2.0. Users of the site will be able to discuss their experiences through discussion
boards, share their own artwork (pictures, videos, music, poetry, stories, etc) by uploading to the site.

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

Users will be able to join the ONUS Facebook4 page, follow ONUS on Twitter5, and access resources
that provide guidance and information on the topic of all forms of bullying (physical, mental,
emotional, cyber, etc...).
It is the intent of the ONUS Ning to access the perceptions students have about bullying and
channel that to help students support one another in this community. The research by Beran and Li
(2005) and Bhat (2008) suggests that students are empowered when they have the opportunity to
discuss the topic of bullying and bullying prevention. As Frisen, Jonsson, and Persson (2007)
concluded, students are aware of what it means to: bully, be bullied, identify the concerns around the
topic and provide solutions. Students are at times more willing to share their issues when not dealing
face to face. The anonymity eases any embarrassment they may feel due to their experiences. Also,
there may be times when students fear that they might lose computer privileges if they are experiencing
cyber-bullying so they may be less willing to report or discuss it (Kowalski & Limber, 2007).
It could be argued that the site may cause students to avoid seeking help from family and
friends face to face. There might be concern that students would not seek help from adults near by.
We feel that this is a problem that already occurs, adolescents have little faith in adults ability to stop
bullying (Frisen, 2007, p. 760). Students are too often facing their fears alone without a place to go to
for help. It is our goal that ONUS will provide students with a safe space to voice their concerns and
engage in solving the problem of bullying. Students will have access to: support from other users,
website links to reputable organizations that provide information, news, and discussion on the topic.
The goals of the design project allow for students to participate in globalization, community,
self-growth and expression. Students can choose to engage as participants in polls, readings, contests,
or upload their own material. The site will work to raise awareness of bullying. Some school districts
4. http://www.facebook.com

5. http://www.twitter.com

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

and student centred programs may choose to direct students to the site in order to provide assistance in
meeting their own mandates of bullying prevention and education. The New Brunswick Anti-Bullying
Summit Report (2010) submitted by Minister Jody Carr (Minister of Education and Early Childhood
Development) states that [w]e have to take real action that will have a real impact on the lives of
individuals affected by bullying. No single group - be it principals, teachers, students, parents,
community groups, government-can solve this problem alone. Solutions to bullying require us to work
together (p. 5).
This statement would be a message that is being spread across all regions by those concerned
with preventing bullying. The 2008 Public Safety Canada report on bullying supports that including
students in the process of bullying prevention and support yields higher success rates.
If students themselves are not actively and meaningfully engaged in all stages of the
prevention approach, it will be unlikely to succeed. By involving students as partners in the
whole-school approach, the coordination group can mobilize the student population in the
creation of a positive peer culture. Youth involvement also creates a mechanism that
ensures that the program will be relevant to students and that the message of the program is
communicated in a meaningful way. (p. 4)
Although the report is focused on in-school programs it does support the inclusion of students in the
development and implementation of additional strategies to combat bullying (p. 4). The ONUS Ning
site would be one way to achieve the use of student generated materials and solutions in combating the
social problem of bullying. Also, the supportive nature or the community of users would lead to a
positive peer culture as mentioned in the report (2008).
The ONUS site will use Web 2.0 as its means of technology. This will be done through the

Ning site accessing discussion boards, Facebook, Twitter, and other social media. The decision to
ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

create a site that utilizes these social aspects is primarily based on the principle of demand. Users are
becoming more efficient at managing online networks of friends and followers. ONUS is planning
on taking advantage of the growing popularity of social networking. Students are engaging in social
networks already and will be able to navigate a site like ONUS due to their previous experiences.
ONUS is a site where users may interact with each other, add content, and participate in the forum
discussions. The engagement of the users will draw them back to the site for future information or
contact with others. The site will be visually appealing to our target audience. It will allow them to
easily navigate and manage their use of the site.
Key Concept and Contexts
ONUS Nings knowledge focus includes identifying the types of bullying, developing skills to
build and foster healthy relationships and deal with unhealthy relationships, developing decisionmaking skills for self and others, learning to respect and appreciate diversity, and learning appropriate
actions against bullying. The design uses multiliteracies to achieve its design goals and knowledgebuilding: text (blogs, articles, discussion boards, stories, poetry, polls) and visual (video, pictures). A
culture is created to support users, allowing individuals to flourish, as new multimedia and
hypermedia channels can and sometimes do provide members of subcultures with the opportunity to
find their own voices (New London Group, p. 71). The design creates opportunities to become active
participants and mentors; students must see themselves as active participants in social change, as
learners and students who can be active designers - makers - of social futures (New London Group, p.
64). Creating a community allows for the sharing and building of knowledge which can change the
well-being of a user, creating a feeling of worthiness toward the group they belong in (Woolfolk, p. 73).
There is also value to sharing their stories as they are the dominant means, in goal-based scenarios, of

problem representation and coaching (Schank, 1990, as cited in Jonassen, 1999).

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

The context of the design is an informal, safe place for mentoring, sharing, and creating. It uses
a multitude of appealing venues for meaning-making, learning, and knowledge-building. It is
important to create an opportunity for students to share their thoughts and ideas in a community as the
mission of education is to provide all students the capability to participate in an open community (New
London Group, p. 60). The onus is on everyone: It is the community of participants who define what
learning occurs in a context. Learning is not an isolated event. Rather it is an incidental by-product of
participation in that community (Lave & Wenger, 1991, as cited in Jonassen, 1999, p. 221). The
design must be appealing to the audience as it is critical to entice learners through text, audio, or video
(Jonassen, 1999, p. 221).
Regarding the learners our design targets, Robert Selman (1980) discusses adolescence as the
time when students begin to develop a skill, perspective-taking, that enables them to understand
others thinking and feelings. Between ages 10 and 15, students can act as an objective bystander, and
will eventually understand how alternative cultural and social values influences the perception of others
(Woolfolk, 2005). This stage is also where, according to Jean Piaget, the Formal-Operational stage
takes place. To understand a bully or a victim, it is important that the user is able to think alternatively:
from what is to what might be. Using hypothetico-deductive reasoning, learners do not have to
experience in order to understand (Woolfolk, 2005). Students, especially bullies or bystanders, may
also develop empathy and compassion for others while reading others' experiences and learn not to
accept bullying behaviour. They will collaborate together to deduce the set of best possibilities and
imagine ideal worlds... (Woolkfolk, 2005, p. 36).
The most perspectives on the group of learners this design targets is that, as digital natives,
students are comfortable using technology, so that they feel they can freely express themselves and are
not inhibited to their expressions. Students also want to express their stories and thoughts with the

people they are comfortable with - their peers.

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

The points of contention include the emphasis on the teacher's role in student learning, rather
than student-led teaching. Teachers are the primary agents who are "accountable for increasing student
performance...[and] fostering productive student behaviour" (Wurtzel, 2006, p. 9). Our constructivist
approach, instead, favours the role of the student as collaborator and mentor for group learning. In
addition, [t]he Positivist theorist assumes that subjectivity in knowledge does not lead to truth because
between the object known and the knower, there exists no relationship (Peca, 2000, p. 8). Our
interpretivist viewpoint in our design allows for subjectivity in knowledge to bring about collective
knowledge as a whole; a community's knowledge is an amalgamation of each individual's valuable
input into the community.
This design affords community learning, meaning and knowledge making/building (individual
and collective), creative expression, emotional counselling, and a venue to express ideas and opinions.
It also develops and increases understanding for the individual toward a collective goal.
Interactivities
The purpose of our design is to educate children between the ages of 12-17 on the topic of
bullying. We chose a medium that adolescents are familiar with - online social networking. This point
is supported by Stanley who suggested through his research that most teenagers are heavily active on a
combination of social network sites (Stanley, 2009, p. 2). In making this decision we were following
an important step of the Systematic Design of Learning by analyzing the learners' current skills,
preferences, and attitudes and thus we determined the characteristics of the instructional setting
(Dick & Carey, 1990, p. 7).
Ning is an educational social networking site that affords collaborative peer learning in an
anonymous e-learning space. Ning is already interconnected with Facebook, Twitter, Flickr6 and

6. http://www.flickr.com

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

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del.ici.ous7 and allows for hyperlinks to be inserted to other relevant learning websites.
One of these websites is bubbl.us8 which is a simple-to-use graphic organizer. With this object, the
learner is asked to brainstorm the concept of bullying and in the process reflects on his/her own
understanding of the definition of bullying. The purpose of this step is so that the learner will connect
his/her prior understanding of bullying before going on to construct a more complete definition while
exploring this sensory rich learning environment.
Other objects within the ONUS Ning site include embedded videos and animations as well as a
forum that affords creative expression by the learner in the form of stories, poetry, and artwork. The
visitor can also take poll to see how his/her understanding compares with other visitors. As well, the
visitor can go on to read and/or contribute to the ONUS wiki about bullying. Another activity that the
visitor can participate in is the peer advice forum. In this forum, the visitor has the option of
anonymity when giving advice or providing support.
For constructed learning to occur, according to Jonassen (1999), the learning environment must
include activities which are pertinent, appealing and engaging. This description by Jonassen matches
the activities on ONUS Ning. We believe that through this design the visitor will return to ONUS Ning
and will tell others, resulting in a constantly expanding learning community.
Following multiple visits to the ONUS Ning website, it is the expectation of the designers that
the learner will be able to define bullying and be able to identify all types of bullying. In addition, the
learner will know how to behave appropriately if he/she is bothered by a bully or if he/she is a
bystander. Furthermore, the designers hope that all learners (including past bullies) will be able to
empathize with victims of bullying and feel compelled to display random acts of kindness to make their
community a better place. ONUS Ning expects learners to not only respect the unique qualities and

7. http://www.delicious.com
8. http://www.bubbl.us.com

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

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special talents of others, but also to embrace their own unique qualities and special talents for they are
as valuable as everyone else's.

ORGANIZED NETWORK TO UPROOT SOCIAL BULLYING (ONUS)

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