The chicken or the Elgg? Developing a socially constructed self-paced learning environment

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.

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

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

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

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

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

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

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

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

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

Empirical Study
Engagement (Activity)
Value
Equivalency
Perceived Impact

Engagement in Interaction
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

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

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

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?

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

The chicken or the Elgg? Developing a socially constructed self-paced learning environment

by Jason Rhode on May 07, 2008

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The chicken or the Elgg? Developing a socially constructed self-paced learning environment — Presentation Transcript