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New Dimensions to Self-directed Learning on open Networked Learning Environments <ul><li>Rita Kop </li></ul><ul><li>Hélène...
What to expect Changing learning environment Conclusions Challenges Research methods Learning on a Massive Open Online Cou...
The changing  learning environment http://bit.ly/gmNndn
Connectivism George Siemens Stephen Downes
The Web in 2010 http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
Challenge: The network itself http://bit.ly/gsiqF7 Barabási (2003)
Challenge: dimensions of learner autonomy ( Bouchard, 2009 )
Challenge:  Critical Literacies   http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/
Challenge:   The cloud and    social media abovethelaw.com meatmeter.blogspot.com
RSS feeds and    readers
Active participation in connectivist learning <ul><li>Aggregating </li></ul><ul><li>Remixing </li></ul><ul><li>Repurposing...
Learning on a Massive   Open Online Course
Research    Approach <ul><li>Qualitative methods  </li></ul><ul><li>Virtual ethnography consisting of : </li></ul><ul><li>...
Analysis of data <ul><li>Qualitative data </li></ul><ul><li>Standard discourse analysis: sorting data into themes </li></u...
Who were the    participants? Participants’ age Participants’ residence Participants’ professional background
Analysis: What did participants do? PLENK participation rates
Analysis:  Interactions on the   PLENK Moodle The complex network a facilitator's post generated Relationships between top...
Analysis:  Interactions on the   PLENK Moodle Social network and connection between participants Viewing and posting in PL...
Analysis:    Twitter
Analysis:    Twitter Aggregated postings in the PLENK Daily  during six weeks  Aggregated postings in the PLENK Daily  dur...
Analysis:  identifying  themes
Analysis: identifying themes Word count in relation to PLE/PLNs concept map discussion
Learner experience - novice . .  I’m learning and contributing as I go. . . I’m getting more and more involved as I go on ...
Importance of active participation Importance of active participation Why was active participation perceived to be importa...
What did people produce? <ul><li>Twitter posts </li></ul><ul><li>Discussion posts </li></ul><ul><li>Blog posts </li></ul><...
What did people produce?
What did people   produce?
Why did people   choose to ‘lurk’? Contributing factors to lurking behavior PLENK perceptions around ‘lurking’
Motivational issues
Facilitator role in    supporting critical   literacies <ul><li>‘ One of the tasks of a teacher is to help develop and sha...
Conclusions <ul><li>Bouchard’s dimensions of learner autonomy were useful in analyzing the data </li></ul><ul><li>Critical...
<ul><li>Rita Kop </li></ul><ul><li>[email_address] </li></ul>
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Kop Fournier Self-directed learning Florida 2011

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Presentation at the International symposium on Self-directed Learning in Cocoa Beach, Florida, 9-12 February 2011

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Kop Fournier Self-directed learning Florida 2011

  1. 1. New Dimensions to Self-directed Learning on open Networked Learning Environments <ul><li>Rita Kop </li></ul><ul><li>Hélène Fournier </li></ul><ul><li>IIT - PLE Project </li></ul><ul><li>Learning and Collaborative Technologies Group </li></ul><ul><li>Moncton </li></ul><ul><li>25th International Self-Directed </li></ul><ul><li>Learning Symposium, February 9 - 12, </li></ul><ul><li>2011 Cocoa Beach, Florida, USA </li></ul>
  2. 2. What to expect Changing learning environment Conclusions Challenges Research methods Learning on a Massive Open Online Course
  3. 3. The changing learning environment http://bit.ly/gmNndn
  4. 4. Connectivism George Siemens Stephen Downes
  5. 5. The Web in 2010 http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
  6. 6. Challenge: The network itself http://bit.ly/gsiqF7 Barabási (2003)
  7. 7. Challenge: dimensions of learner autonomy ( Bouchard, 2009 )
  8. 8. Challenge: Critical Literacies   http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/
  9. 9. Challenge: The cloud and social media abovethelaw.com meatmeter.blogspot.com
  10. 10. RSS feeds and readers
  11. 11. Active participation in connectivist learning <ul><li>Aggregating </li></ul><ul><li>Remixing </li></ul><ul><li>Repurposing </li></ul><ul><li>Feed forward </li></ul>profesorbaker.wordpress.com (Downes, 2011)
  12. 12. Learning on a Massive Open Online Course
  13. 13. Research Approach <ul><li>Qualitative methods </li></ul><ul><li>Virtual ethnography consisting of : </li></ul><ul><li>Observations on learning environment </li></ul><ul><li>Observations outside the learning environment using course tag </li></ul><ul><li>Active participation by facilitator </li></ul><ul><li>Action research by participants </li></ul><ul><li>Qualitative questions on three surveys </li></ul><ul><li>Focus group </li></ul><ul><li>Quantitative methods : </li></ul><ul><li>Data mining of the learning environment </li></ul><ul><li>Data mining outside the learning environment using course tag </li></ul><ul><li>Surveys </li></ul>
  14. 14. Analysis of data <ul><li>Qualitative data </li></ul><ul><li>Standard discourse analysis: sorting data into themes </li></ul><ul><li>Nvivo </li></ul><ul><li>Quantitative data : </li></ul><ul><li>Learner analytics </li></ul><ul><li>and visualization </li></ul><ul><li>statistical analysis of </li></ul><ul><li>surveys </li></ul>
  15. 15. Who were the participants? Participants’ age Participants’ residence Participants’ professional background
  16. 16. Analysis: What did participants do? PLENK participation rates
  17. 17. Analysis: Interactions on the PLENK Moodle The complex network a facilitator's post generated Relationships between topics in a discussion in week 1
  18. 18. Analysis: Interactions on the PLENK Moodle Social network and connection between participants Viewing and posting in PLENK 2010 Course Moodle
  19. 19. Analysis: Twitter
  20. 20. Analysis: Twitter Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks #tags related to Twitter posts in the PLENK Daily - six weeks duration Twitter connections between PLENK participants
  21. 21. Analysis: identifying themes
  22. 22. Analysis: identifying themes Word count in relation to PLE/PLNs concept map discussion
  23. 23. Learner experience - novice . . I’m learning and contributing as I go. . . I’m getting more and more involved as I go on and as my comfort level increases. . . . PLNs, despite best intentions can be quite cliquey (sp?) and as a newcomer, that can be quite intimidating. Will I get more comfortable sharing and experimenting? You bet! A participant
  24. 24. Importance of active participation Importance of active participation Why was active participation perceived to be important?
  25. 25. What did people produce? <ul><li>Twitter posts </li></ul><ul><li>Discussion posts </li></ul><ul><li>Blog posts </li></ul><ul><li>Concept maps </li></ul><ul><li>Google map of participants </li></ul><ul><li>Wordles </li></ul><ul><li>Pearltrees networks </li></ul><ul><li>Presentations </li></ul><ul><li>Animations </li></ul><ul><li>S.Network groups </li></ul><ul><li>Second Life area </li></ul>
  26. 26. What did people produce?
  27. 27. What did people produce?
  28. 28. Why did people choose to ‘lurk’? Contributing factors to lurking behavior PLENK perceptions around ‘lurking’
  29. 29. Motivational issues
  30. 30. Facilitator role in supporting critical literacies <ul><li>‘ One of the tasks of a teacher is to help develop and shape students' personal learning environments. This would involve introducing the students to resources and tools. Teaching the students how to critically evaluate resources and tools. And, teaching how to control and filter the flow of information coming to them as a consequence of their personal learning environment.’ </li></ul><ul><li>A participant </li></ul>
  31. 31. Conclusions <ul><li>Bouchard’s dimensions of learner autonomy were useful in analyzing the data </li></ul><ul><li>Critical literacies was an added dimension </li></ul><ul><li>People engaged in active participation in their own way </li></ul><ul><li>To inspire people into creative production required a high level of confidence, engagement and activity in the learner </li></ul>
  32. 32. <ul><li>Rita Kop </li></ul><ul><li>[email_address] </li></ul>

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