Using Educational Social Software to Foster Socially Contructed Self-Paced Learning
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Using Educational Social Software to Foster Socially Contructed Self-Paced Learning

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Educational Social Software (ESS) is a relatively new subset of communication tools that have been recognized as offering aspects to the communication landscape that up until recently have not been ...

Educational Social Software (ESS) is a relatively new subset of communication tools that have been recognized as offering aspects to the communication landscape that up until recently have not been available. This presentation by Jason Rhode at the 2008 AECT Convention shares the experiences of one institution that has leveraged the open source educational social software Elgg to extend social networking capabilities beyond the limitations of its existing learning management system.

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Using Educational Social Software to Foster Socially Contructed Self-Paced Learning Using Educational Social Software to Foster Socially Contructed Self-Paced Learning Presentation Transcript

  • Using Educational Social Software to Foster Socially Constructed Self-Paced Learning
    • Jason Rhode, PhD
    • Valley Forge Christian College
    • www.jasonrhodephd.com
  • objectives
  • Presentation Objectives
    • Define “Educational Social Software”
    • Identify the unique attributes and challenges of self-paced online learning environments
    • Discuss the theoretical framework for developing socially constructed self-paced learning environments
    • Identify technologies and design approaches to foster socially constructed learning
    • Describe the interaction modalities depicted in the Interaction Matrix
  • foundations
  • interaction self-paced learning emerging communication approaches social networking educational social software personalized learning landscape
  • “Traditional” e-Learning
    • Content delivery via LMS
    • Students must revisit course site to access content
    • No automated notification of new content
    • Instructor has primary control of content creation & delivery
    • Learning to take place in a centralized context
  • “Traditional” Interaction in Distance Ed. ( Anderson, 2003 )
  • ( Downes, 2006 )
  • Social Networking
  • ( Siemens, 2006 )
  • 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
  • adult online learners
  • Lifelong Learning Lifelong Learning
  • Informal Learning
  • Different Styles of Learning
  • Ubiquitous Connectivity Ubiquitous Connectivity
  • mobile learning
  • individualized... ...no “one size fits all” approach
  • Role of the individual in organizing their own learning...
  • Dispersed forms of learning...
  • vfcc model
  • 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
  • scsple
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  • educational social software
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  • “ Networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, relationship, and identity” - Anderson, 2006
  • informal interactions
  • learner-driven
  • persistent
  • flexible
  • organic
  • connective
  • synergistic
  • ( Siemens, 2006 )
  • elgg
  • elgg.org
  • 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
    • Hosting options available
    http://classic.elgg.org/features.php
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  • community.elgg.org
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  • ( Tosh, 2003 )
  • (Derek Wenmoth, 2006)
  • “ the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.” - Stephen Downes, 2006
  • vfcc approach
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  • Profile
  • Profile
  • implications?
  • “silos” scaled
  • interaction maximized
  • ongoing engagement
  • interaction matrix
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  • “ Informally connected groups of learners characterized by an environment in which members are autonomous, divers, and able to control the frequency, substance, and duration of their participation” - Downes, 2006
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  • “ The largest form of social granularity in which members participate for individual benefit, but their activities are harvested to generate the ‘wisdom of the crowds’...a kind of cyber-organism, formed from people linked algorithmically...it grows through the aggregation of individual, group, and netwoked activities. The distinctive dynamic is one of aggregation, not networking.” - Anderson & Dron, 2007
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  • recommendations
  • Purposefully design informal interactions into the learning environment Provide opportunities and incentives for learners to explore the educational social software tools Consider alternative approaches where necessary to best meet learner needs
  • challenge
    • “ Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime” - Author Unknown
  • Learning is ongoing... ...provide tools to support learning
  • jasonrhodephd.com