An Exploration of Formal and Informal Learning Flows in LMS 2.0: Case Study Edu 2.0 Malinka Ivanova Technical University – Sofia, Bulgaria Anguelina Popova University of Utrecht, the Netherlands SPeL 2009, 15 September 2009, Milan, Italy

Aim >> To analyze the formal and informal learning flows from the point of view of learning enhancement in Web 2.0 environment

>> To analyze the formal and informal learning flows from the point of view of learning enhancement in Web 2.0 environment

Outline The role of LMS in education 2.0 meaning for Higher education Learning area in LMS 2.0: Edu 2.0 Personal Learning Space Course Learning Place Public Recourse Repository Participation in the community Formal and informal learning flows Experience sharing and survey analysis Conclusion

The role of LMS in education

2.0 meaning for Higher education

Learning area in LMS 2.0: Edu 2.0

Personal Learning Space

Course Learning Place

Public Recourse Repository

Participation in the community

Formal and informal learning flows

Experience sharing and survey analysis

Conclusion

LMS in Education >> Commercial >> Open source >> Free hosted LMSs are widely used and will continue to grow in many higher education institutions over the world for: planning, delivering, and managing learning events The evolution of LMS market , according to Bersin & Associates, 2009

>> Commercial

>> Open source

>> Free hosted

LMSs are widely used and will continue to grow in many higher education institutions over the world for: planning, delivering, and managing learning events

2.0 meaning for Higher education

2.0 >> free hosted >> open >> mashupable >> networking >> communities of practice forming LMS 2.0 - underexplored segment of the expansive territory of eLearning

LMS 2.0 - underexplored segment of the expansive territory of eLearning

Method Examination of the main functional characteristics and available social tools in Edu 2.0 Exploration of formal and informal learning experience gathering Tracking of students’ learning activities and their arrangement in flows Creation of a survey questionnaire on students’ experiences of formal and informal activities Results’ analysis

Examination of the main functional characteristics and available social tools in Edu 2.0

Exploration of formal and informal learning experience gathering

Tracking of students’ learning activities and their arrangement in flows

Creation of a survey questionnaire on students’ experiences of formal and informal activities

Results’ analysis

Research questions How should the advantages of LMS 2.0 for learning enhancement be used in the most effective way? How could LMS 2.0 social capabilities be integrated into a learning process?

How should the advantages of LMS 2.0 for learning enhancement be used in the most effective way?

How could LMS 2.0 social capabilities be integrated into a learning process?

Research questions How could students’ learning experience be improved combining formal and informal learning flows? How could student-generated artifacts be incorporated in a formal learning program?

How could students’ learning experience be improved combining formal and informal learning flows?

How could student-generated artifacts be incorporated in a formal learning program?

Learning Area in Edu 2.0 The learning area spreads out upon: (1) personal learning space (2) course learning place (3) public available resource repository (4) formed community

The learning area spreads out upon:

(1) personal learning space

(2) course learning place

(3) public available resource repository

(4) formed community

Personal Learning Space >> provides support for students to set and manage their own learning

Personal Learning Space >> contact with educators, classmates, friends and community members to exchange ideas or get advice

Personal Learning Space >> plan and manage learning activities and meetings, record class events and assignment deadlines

Personal Learning Space >> Contact with community members and share personal information

Personal Learning Space >> image and resource sharing as a reflective activity related to: student’s current interests the course subject matter

>> image and resource sharing as a reflective activity related to:

student’s current interests

the course subject matter

Personal Learning Space >> communicate with experts and peers with common interests

Personal Learning Space >> created artifacts and a digital record of the performed learning activities

Personal Learning Space >> stimulating analytical thinking and problem reflecting

Personal Learning Space >> Materials that support learning – private and from the community

Course Learning Place >> Content is aggregated from different social media >> The learning activities can be completed in other Edu 2.0 sections as well as outside the system

Course Learning Place

Course Learning Place

Course Learning Place

Course Learning Place

Course Learning Place

Course Learning Place >> Collaboration and communication section via course blog, wiki, debates, chat

Course Learning Place

Public Resource Repository User-centered resource repository : >> students dynamically use existing and add new content >> it provides a multimedia experience, accumulating various media formats >> it is socially engaging: students can add to favorites and vote about resources >> it is community innovative - it could be modified by community participants

Participation in the Community >> direct access to registered schools, groups, and members >> create and view social profiles, create friends lists, and directly message >> create groups with special interests

Formal and Informal Learning Flows Informal learning flows appear at all four parts of the Learning area

Informal learning flows appear at all four parts of the Learning area

Survey Analysis >> 60 students in 3 groups, average age 22 years, female/male: 30/70% >> Most time is spent in the personal learning space and slightly less in the course learning section >> the networking among students from different groups and among students and educators is well developed >> but not with peers from over the world

Conclusions Our students are surrounded by formal learning forms to this moment at university But they use social media in their everyday life without understanding the power for learning So, participation in the course focused their attention to: How to use social software in formal learning How informal interactions could facilitate formal learning? Formalize informal

Our students are surrounded by formal learning forms to this moment at university

But they use social media in their everyday life without understanding the power for learning

So, participation in the course focused their attention to:

How to use social software in formal learning

How informal interactions could facilitate formal learning?

Conclusions Advantages of the new generation of LMSs: openness of the learning process (media, content, human capabilities) dynamics and interactivity in formal and informal ways opportunities for self-regulated and life-long learning BETA

Advantages of the new generation of LMSs:

openness of the learning process (media, content, human capabilities)

dynamics and interactivity in formal and informal ways

opportunities for self-regulated and life-long learning

Conclusions There is adhesion between different types of learning flows Informal learning flows supplement and enrich the formal learning process Formal learning flows are premises for informal learning to occur The students’ learning experience was enriched during the course on the subject matter and from a technological point of view Several of the artifacts added by students are incorporated in the course’ formal learning - videos, images, links, sites, widgets, interactive posters SOCIAL

There is adhesion between different types of learning flows

Informal learning flows supplement and enrich the formal learning process

Formal learning flows are premises for informal learning to occur

The students’ learning experience was enriched during the course on the subject matter and from a technological point of view

Several of the artifacts added by students are incorporated in the course’ formal learning - videos, images, links, sites, widgets, interactive posters

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