Developing a Socially Constructed Self-Paced Learning Environment Jason Rhode, PhD www.niu.edu/~jrhode or

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.

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.

Introductory Ideas interaction self-paced learning emerging communication approaches social networking

What comes first? Structure Instructor-driven Objectives Closed LMS Interaction Student-driven Activities Open PLE

Structure

Instructor-driven

Objectives

Closed

LMS

Interaction

Student-driven

Activities

Open

PLE

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

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

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

Types of Interactions

Warburton’s 3D Matrix http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

Warburton’s 3D Matrix http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

Groups vs. Networks http://www.flickr.com/photos/stephen_downes/252157734/

Weblogs as a Learning Space http://eduspaces.net/csessums/files/-1/9894/weblogbrainstorming.jpg

Using Blogs in Education

Anatomy of a Socially Constructed Self-Paced Learning Environment

Operational Definitions Socially Constructed Learning Environment Individuals actively participating in learning encounters through organic social networks Self-Paced Learners retain control over pace in which they engage in learning interactions and activities

Socially Constructed Learning Environment Individuals actively participating in learning encounters through organic social networks

Self-Paced Learners retain control over pace in which they engage in learning interactions and activities

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

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

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

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

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

http://community.brighton.ac.uk

http://me2u.athabascau.ca

http://cmuonet.org

http://commun-it.org

http://ubuntero.org

http://vlpc04.tugraz.at

Community - cmuonet.org

Logged-In Access

Posting a New Entry

Friends

Communities

Tag Cloud

Course Blog Integration with Blackboard Course

Research Design Mixed methods approach Semi-structured in-depth interviews conducted near the conclusion of the course

Mixed methods approach

Semi-structured in-depth interviews conducted near the conclusion of the course

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

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

Empirical Study Engagement (Activity) Value Equivalency Perceived Impact

Engagement (Activity)

Value

Equivalency

Perceived Impact

Engagement in Interaction Overwhelmingly positive responses to course community, CMUOnet

Overwhelmingly positive responses to course community, CMUOnet

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

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

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

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

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

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

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?

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?

Q&A Thank you for coming! This session is archived online at www.niu.edu/~jrhode Also, my email address is [email_address]