Affordances of an iPLE Network

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Affordances of an iPLE Network

  1. 1. EVALUATING THE AFFORDANCES OF AN iPLE NETWORK IN AN UNDERGRADUATE LEVEL ONLINE COURSE PLE conference 2011 University of Southampton, July 11-13 Oskar Casquero (oskar.casquero@ehu.es) University of the Basque Country
  2. 2. Context <ul><ul><li>Web 2.0 technologies and patterns are thought to be beneficial in challenging traditional learning approaches and in addressing limitations of current VLE implementations </li></ul></ul><ul><ul><ul><li>there is a growing body of research that expresses positive perceptions about their impact in formal educational settings </li></ul></ul></ul><ul><ul><ul><li>the tendency to adopt them continues to increase at higher education Service-oriented VLEs, SAPO Campus, SocialLearn, Google Apps for Education, … </li></ul></ul></ul><ul><ul><li>But we need to critically examine whether the benefits of Web 2.0 technologies and patterns can effectively be transferred to formal educational settings (Lim et al., 2010) </li></ul></ul><ul><ul><ul><li>When Web 2.0 technologies and patterns tools are “added” instead of being “integrated”, they yield minimal benefits (Moore, 2007) </li></ul></ul></ul><ul><ul><ul><li>Learner acceptance of Web 2.0 technologies and patterns generally used for non-educational/recreational purposes might not necessarily imply acceptance for learning purposes (Cole, 2008) </li></ul></ul></ul>
  3. 3. Context <ul><ul><li>PLEs are supposed to enable this transference by providing new affordances to support new learning practices. </li></ul></ul><ul><ul><ul><li>Increasing reports of the benefits of PLEs are being observed (PLE conference) </li></ul></ul></ul><ul><ul><ul><li>But it’s a relative new concept (ILE special issue, 2008) and there are different ways of implementing it (MUPPLE series) </li></ul></ul></ul><ul><ul><li>We need more empirical research in order to validate the usefulness of PLEs in different institutional/formal settings </li></ul></ul><ul><ul><ul><li>To what extent does using a PLE dynamize or improve the learning process compared to traditional VLE/LMS eLearning implementations ? </li></ul></ul></ul>
  4. 4. Case study <ul><ul><li>2 courses in 2009/2010: Web20HR and Web20RS </li></ul></ul><ul><ul><li>Distributed learners (9 universities) </li></ul></ul><ul><ul><li>Heterogeneous learners (140 students belonging to different degrees) </li></ul></ul><ul><ul><li>Partially free of inertia of pre-existing networks (most students do not know each other) </li></ul></ul><ul><ul><li>Learning process entirely afforded by online interactions </li></ul></ul><ul><ul><ul><li>with a diverse set of services </li></ul></ul></ul><ul><ul><ul><li>that require openness of one’s activities </li></ul></ul></ul><ul><ul><li>Instruction based on “learning by collaboratively doing” </li></ul></ul><ul><ul><li>Students in each subject were divided into 2 groups </li></ul></ul><ul><ul><ul><li>CTRL group using Moodle </li></ul></ul></ul><ul><ul><ul><li>EXP group using an institutionally-powered PLE </li></ul></ul></ul>
  5. 5. CTRL group using Moodle <ul><li>Typical Moodle implementation offered by our university </li></ul><ul><li>2 types of communications channels were available to the students: email and forums </li></ul><ul><li>Around this implementation: CMS tools Blogger and Wikispaces, and digital resource repositories Delicious, Flickr, YouTube, Scribd and SlideShare </li></ul>
  6. 6. EXP group using the iPLE <ul><li>We preconfigured an iGoogle start page with a set of widgets adapted to the profile of the course. </li></ul><ul><li>The access to the ecosystem of services was done through a unique digital identity using Google account’s OpenID </li></ul><ul><li>FriendFeed life-streaming service was selected to collect, centralize and share students’ digital activity in CMS tools and digital resource repositories </li></ul><ul><li>4 types of communications channels were made available to the students: GMail email, GTalk chat, Google Groups forums and FriendFeed conversations around resources from each student’s learn-streaming. </li></ul><ul><li>Around this implementation: CMS tools Blogger and Wikispaces, and digital resource repositories Delicious, Flickr, YouTube, Scribd and SlideShare </li></ul><ul><li>iPLE given to each student  iPLE network </li></ul><ul><ul><li>every student is connected to all other students </li></ul></ul><ul><ul><li>any student could see the learning outcomes of the others </li></ul></ul>
  7. 7. EXP group using the iPLE
  8. 8. iPLE: FriendFeed learn-streaming service
  9. 9. iPLE: Google Groups solving problems collaboratively
  10. 10. iPLE affordances <ul><li>It is given out of the box by the institution </li></ul><ul><li>It is pre-configured with the default contacts, communities, resources and services the student will require during his learning process within the institution </li></ul><ul><li>It is flexible enough to interact with the wide range of contacts, communities, resources and services outside the institution that the student will require </li></ul><ul><li>It gives access to the entire ecosystem of services through a unique digital identity. </li></ul><ul><li>It centralizes in one point all conversations and digital activity inside and outside the institution, and therefore it allows merging personal and institutional spheres. </li></ul><ul><li>It allows externalizing the learning process, giving opportunity to read others work, and offering rich opportunities for reflection and feedback </li></ul><ul><li>It is composed of loosely coupled external services that allow the student to retain the ownership of data and relations that can be exported </li></ul>
  11. 11. Method (focus on social) <ul><ul><li>When evaluating the environments </li></ul></ul><ul><ul><ul><li>Gathering data about social networks is an expensive task (self-reported data through interviews) </li></ul></ul></ul><ul><ul><ul><li>and it introduces methodological issues on recall bias </li></ul></ul></ul><ul><ul><li>We work with digital data </li></ul></ul><ul><ul><ul><li>information can be gathered for analysis with very little extra work on the part of the respondent </li></ul></ul></ul><ul><ul><ul><li>and with more accuracy (we can collect all ties and timestamps) </li></ul></ul></ul><ul><ul><li>“ Learning analytics” approach </li></ul></ul><ul><ul><ul><li>The extraction of large volumes of data from services and the application of various analytical techniques in order to identify patterns and correlations (Campbell, De Blois & Oblinger 2007). </li></ul></ul></ul>
  12. 12. Data extraction <ul><li>Extraction </li></ul><ul><ul><li>Moodle: queries to database (also possible to use SNAPP) </li></ul></ul><ul><ul><li>FriendFeed, Blogger, Flickr: using their APIs </li></ul></ul><ul><ul><li>Google Groups: using a screen-scraping script </li></ul></ul><ul><li>Difficulties </li></ul><ul><ul><li>There is no social network oriented support in APIs </li></ul></ul><ul><ul><li>Time spent filtering interaction and processing it into networks, rather than slicing the networks themselves </li></ul></ul>
  13. 13. Results: CTRL group (Moodle) circular graph for the social network in the CTRL group
  14. 14. Results: EXP group (iPLE) circular graph for the social network in the EXP group
  15. 15. Results: CTRL group (Moodle) a closer look to the social network in the CTRL group
  16. 16. Results: EXP group (iPLE) a closer look to the social network in the EXP group
  17. 17. Results: CTRL group (Moodle) a closer look to the social network in the CTRL group
  18. 18. Results: EXP group (iPLE) a closer look to the social network in the EXP group
  19. 19. Why is social interaction greater and more homogeneous in the iPLE? <ul><li>The iPLE is the easiest way for the student to contact his/her Personal Learning Network (PLN). It gives students more facilities to interact with each other, to receive and provide instant feedback and to engage in asynchronous discussions </li></ul><ul><li>The iPLE gives students and teachers means to be aware of changes their PLNs and in the iPLE Network (what resources are contributed, what conversations have arisen, etc) </li></ul><ul><li>The iPLE is the source where the student can discover new contacts, communities, resources and services because the iPLE can “recommend” what his/her PLN and the iPLE Network are consuming </li></ul>
  20. 20. Deeper data analysis… to be done <ul><li>Collect PLN sub-graphs </li></ul><ul><ul><li>longitudinal analysis (by activities) </li></ul></ul><ul><ul><ul><li>individual communication degree and connections paths </li></ul></ul></ul><ul><ul><li>across all alters for a given ego, compute simple frequencies for following the drivers: </li></ul></ul><ul><ul><ul><li>discussion starters and feedback givers </li></ul></ul></ul><ul><ul><ul><li>interaction types and frequencies </li></ul></ul></ul>
  21. 21. About the method… <ul><li>There are learning aspects that cannot be analyzed with learning analytics approach </li></ul><ul><li>For 2010/2011 we are using TRIANGULATION: collecting data from different “signals” </li></ul><ul><ul><li>Digital data </li></ul></ul><ul><ul><ul><li>Ties, timestamps and topics </li></ul></ul></ul><ul><ul><li>Questionnaire </li></ul></ul><ul><ul><ul><li>Learning objectives </li></ul></ul></ul><ul><ul><ul><li>Pre-existing networks </li></ul></ul></ul><ul><ul><ul><li>Willingness to communicate </li></ul></ul></ul><ul><ul><ul><li>Sense of community </li></ul></ul></ul>
  22. 22. EVALUATING THE AFFORDANCES OF AN iPLE NETWORK IN AN UNDERGRADUATE LEVEL ONLINE COURSE PLE conference 2011 University of Southampton, July 11-13 Oskar Casquero (oskar.casquero@ehu.es) University of the Basque Country Thank you for your attention !

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