the chicken or the elgg? developing a socially constructed self-paced learning environment
Post on 25-May-2015
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Developing a Socially Constructed Self-Paced Learning Environment
Jason Rhode, PhD
www.niu.edu/~jrhode
or
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Objectives
• Discuss rationale for developing a socially constructed self-paced online learning environment
• Demonstrate implementation of the eLGG open source social networking system
• Share results of a recent research study exploring learner’s preferences for interaction in a socially constructed self-paced environment.
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Introductory Ideas
interaction
self-paced learning
emerging communication approaches
social networking
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What comes first?
• Structure• Instructor-driven• Objectives• Closed• LMS
• Interaction• Student-driven• Activities• Open• PLE
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Assumptions
• Substance and function of online interactions varies
• Interaction is essential for a quality learning experience
• Sole use of traditional learning management systems often results in restrictive, instructivist learning environments
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Dron’s Theory of Transactional Control
Dron, J. (2006). Social software and the emergence of control, The 6th IEEE International Conference on Advanced Learning Technologies. Kerkrade, The Netherlands. Retrieved March 23, 2007, from http://www.cmis.brighton.ac.uk/staff/jd29/papers/icalt2006.doc
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Types of Interactions
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Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
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Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
10http://www.flickr.com/photos/stephen_downes/252157734/
Groups vs. Networks
11http://eduspaces.net/csessums/files/-1/9894/weblogbrainstorming.jpg
Weblogs as a Learning Space
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Using Blogs in Education
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Anatomy of a Socially Constructed Self-Paced Learning Environment
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Operational Definitions
• Socially Constructed Learning EnvironmentIndividuals actively participating in learning encounters through organic social networks
• Self-PacedLearners retain control over pace in which they engage in learning interactions and activities
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VFCC Online Certificate Program Characteristics• Adult learners enrolled in fully-online
professional development certificate program for children’s ministry professionals and laity
• New cohort of learners begins a course each month
• Learners proceed through course activities at an individualized pace with only stipulation being end-of-course deadline
• Program entitled, “Children’s Ministries University Online”
• More details at www.cmuo.com
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eLGG
• Open source• Fully customizable• Active development
for extending the platform
• Can be configured to use LDAP authentication
• Public or private networks
• Blogging, tagging, user controls, RSS, & user profiles
• Users create own networks
• Hosted solution - elggspaces.com
http://classic.elgg.org/features.php
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Sample eLGG Communities
• http://community.brighton.ac.uk
• http://me2u.athabascau.ca
• http://cmuonet.org
• http://commun-it.org
• http://ubuntero.org
• http://vlpc04.tugraz.at
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Community - cmuonet.org
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Logged-In Access
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Posting a New Entry
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Friends
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Communities
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Tag Cloud
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Course Blog Integration with Blackboard Course
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Research Design
• Mixed methods approach
• Semi-structured in-depth interviews conducted near the conclusion of the course
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Measures
• Semi-structured, in-depth interviews conducted over the phone, each approx. 1 hr. in length
• Questions addressed 3 main types of interaction and formal vs. informal nature of such interactions
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Empirical Study
• Engagement (Activity)
• Value
• Equivalency
• Perceived Impact
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Engagement in Interaction
• Overwhelmingly positive responses to course community, CMUOnet
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Reported Involvement
• Most reported using course blog and social bookmarks
• Instructors blog was very helpful for most
• Participants didn’t attempt to contact outside experts
• In-course discussion was limited
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Findings
• Blogging valued equally, and in some instances higher, than asynchronous discussion via the LMS
• Email was the preferred mode of interaction with instructor, blogging preferred for interaction with others
• Feedback from instructor was reported as very important
• Participants identified a correlation between quality of interaction and quality of learning experience
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Conclusions
• Depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective
• Informal interactions were as important as formal interactions in determining the quality of the online learning experience
• Blogging was shown to be equivalent to or even superior to instructor-directed asynchronous discussion via the discussion board in a LMS
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Further Study• Explore perspectives of learners in varying
disciplines/institutions/social-cultural backgrounds/online learning environments
• Differing learner populations• Unique aspects of emergent asynchronous
communications such as blogging, collaborative authorship, social bookmarking, and social networking
• To what extent can a social network system meet the needs of designers, instructors, and learners and therefore be capable of replacing an LMS?
• What impact does course size have on the self-paced online learning experience?
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Q&A
Thank you for coming! This session is archived online at www.niu.edu/~jrhode
Also, my email address is jrhode@niu.edu
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