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Montreal Extras


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Terry/ Emma's presentation.

Published in: Technology, Education

Montreal Extras

  1. 1. Terry King Emma Duke-Williams University of Portsmouth, UK Grazing or Digesting? Preparing University Students for the Information Economy
  2. 2. Overview <ul><li>Compare quality of student learning in Knowledge Forum and Elgg. </li></ul><ul><li>Initial findings of research. </li></ul><ul><li>Implications of findings for lecturers. </li></ul>
  3. 3. Background to KF start <ul><li>2001 Online community of practice. </li></ul><ul><li>Idea-centred curriculum vs. problem-based learning. </li></ul><ul><li>Knowledge Building Community model – Bereiter </li></ul><ul><li>Knowledge Forum Software. </li></ul><ul><ul><li>Group ‘views’ </li></ul></ul><ul><ul><li>Postings within views </li></ul></ul><ul><ul><li>Extra tools for research-style discussions </li></ul></ul>
  4. 4. KF Views View icon
  5. 5. Inside KF View
  6. 6. Example KF Note
  7. 7. Knowledge Building in KF <ul><li>20 small groups post-graduates (2001-07). </li></ul><ul><li>What is knowledge building? </li></ul><ul><ul><li>12 determinants of knowledge building . </li></ul></ul><ul><li>Groups demonstrated 9 very well. </li></ul><ul><li>But did not demonstrate the other 3 </li></ul><ul><ul><li>Those needing links between groups. </li></ul></ul><ul><li>BUT deep channelling of focus to get good KB results. </li></ul>
  8. 8. KB Example
  9. 9. Elgg Networking Software <ul><li>What is Elgg ? </li></ul><ul><li>Initially used for Blogging with MSc eLearning students. (2005) </li></ul><ul><li>Connectivism – 6 stages (Siemens 2006) </li></ul><ul><li>New undergraduate unit (research methods) </li></ul><ul><ul><li>Graduated activities/ assessment artefact </li></ul></ul><ul><li>Hoped to cover stages 1-3 of Siemen’s model </li></ul><ul><li>Contents of posts. </li></ul><ul><li>Focus groups. </li></ul>
  10. 10. Findings from Elgg Research <ul><li>Observed 1 st 3 stages of Siemen’s model </li></ul><ul><li>Focus groups: </li></ul><ul><ul><li>Claimed to have learnt through discussion </li></ul></ul><ul><ul><li>Wanted as much collaboration as possible. </li></ul></ul><ul><ul><li>.... all their cohort for final year. </li></ul></ul><ul><ul><li>... external experts. </li></ul></ul>
  11. 11. KF Views Unconnected views No collaboration between views
  12. 12. Collaboration inside a KF View
  13. 13. Elgg community links
  14. 14. Knowledge Building in Elgg <ul><li>Same ground as KF </li></ul><ul><li>AND missing 3 determinants of KB </li></ul><ul><ul><li>Symmetric Knowledge Advancement </li></ul></ul><ul><ul><li>Knowledge Building Discourse </li></ul></ul><ul><ul><li>Pervasive Knowledge Building </li></ul></ul><ul><li>Elgg work appeared to be more fluid and unfocussed </li></ul><ul><li>Was actually very successful KB </li></ul>
  15. 15. Conclusions for Lecturers. <ul><li>Can no longer ignore participation culture. </li></ul><ul><li>Be prepared to delegate control to “learning” networking software. </li></ul><ul><li>Need an extended e-learning skills set. </li></ul><ul><li>Students also need to learn skills. </li></ul><ul><ul><li>Importance of personal blogging. </li></ul></ul>
  16. 16. “ If you had an opinion about something, you could read someone else’s posting and it was interesting to see another point of view, and see how they had come to that position... the premise of their argument - if they are putting forward an argument - compared to your own, and it made me think more deeply about the issue in hand.”
  17. 17. Websites. <ul><li>Knowledge Forum </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> (software developers) </li></ul></ul><ul><li>Elgg </li></ul><ul><ul><li>http: // </li></ul></ul><ul><ul><li> (installation that we used) </li></ul></ul>
  18. 18. Knowledge Building Determinants Scardamalia <ul><li>Real Ideas, Authentic Problems. </li></ul><ul><li>Improvable Ideas </li></ul><ul><li>Idea Diversity </li></ul><ul><li>Rise-Above </li></ul><ul><li>Epistemic Agency </li></ul><ul><li>Community Knowledge, Collective Responsibility </li></ul><ul><li>Democratising Knowledge </li></ul><ul><li>Symmetric Knowledge Advancement </li></ul><ul><li>Pervasive Knowledge Building </li></ul><ul><li>Constructive Uses of Authoritative Sources </li></ul><ul><li>Knowledge Building Discourse </li></ul><ul><li>Embedded and Transformative Assessment </li></ul>
  19. 19. Connectivism (Siemens 2006) 1. Awareness and Receptivity Individuals acquire basic skills. 2. Connection Forming Individuals begin to use tools and understanding developed in level 1 3. Contribution and Involvement The learner begins to actively contribute to the network/ecology. 4. Pattern Recognition Learners are network aware and competent and …they are now capable of recognising emerging patterns and trends. 5. Meaning-Making Individuals capable of understanding meaning. What do the emerging patterns mean? 6. Praxis Individuals are actively involved in tweaking, building, and recreating their own learning network. Praxis allows the learner to critically evaluate the tools, processes, and elements of an ecology or network.