Using Educational Social Software to Foster Socially Constructed Self-Paced Learning Jason Rhode, PhD Valley Forge Christian College www.jasonrhodephd.com

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

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

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

educational social software

“ 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

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

community.elgg.org

( 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

Profile

Profile

implications?

“silos” scaled

interaction maximized

ongoing engagement

interaction matrix

“ 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

“ 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

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

“ 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

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