This document provides an overview of Athabasca University, a Canadian online university. It discusses the university's distance education model and enrollment statistics. The document then reviews different generations of learning pedagogies from instructivist to connectivist approaches. It presents a case study of Athabasca University's Elgg social networking installation called "Athabasca Landing" which was created to support both formal and informal online learning communities. The objectives of the project were to investigate individual and group learning in online environments, allow interaction and collaboration across the distributed university community, and explore next generation learning support systems beyond traditional learning management systems.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
As the proliferation of digital technologies and access to information continues to invite different ways of thinking, learning today is influenced by the ever-evolving, interconnected complex systems. While these systems have the potential to expand the ecologies of teaching and learning, many students and teachers have yet to tap into their richness. This session explores how connectivism and networked learning might be used to enhance the teaching and learning of first-year writing. I seek to demonstrate how personal technology, Open Educational Resources, and cloud-based computing could be integrated into the curriculum to cultivate interactive, self-directed learning. I will also consider the teacher’s role in facilitating the networked learning process, helping students to situate themselves within the complex relationships of technologies and discourse communities. I hope this creates an open forum to discuss the embedded rhetorics in technology, as well as to explore methodologies for research in the realm of connectivism.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
This is an 'evolving" and growing set of slides on Jon Dron and my 3 Generations of Distance Education Pedagogy. Similar to earlier keynotes on 'generations"
Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Open Scholarship: Social Media, Participation, and Online NetworksGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 3: Open Scholarship: Social Media, Participation, and Online Networks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. It's hardly easy to be softly hard:
freedom and control in learning
spaces
Terry Anderson
Jon Dron
University of Tallinn
April 2015
2. Athabasca University,
Alberta, Canada
* Athabasca University
34,000 students, 700 courses
100% distance education
Graduate and
Undergraduate programs
Master & Doctorate
Distance Education
Only USA Regionally
Accredited University
in Canada
*Athabasca
University
3. Agenda
• Reviewing Generations of Education and
Pedagogy
• aligning them with Groups, Sets and Nets
• Case study Using Athabasca’s Landing Elgg
installation
setnet
group
collectives
Individual
7. Technologies
• The orchestration of phenomena to some use
(Arthur, 2009)
• Assemblies of hard and soft components
• Pedagogies are among the soft components of
all learning technologies
10. Gagne’s Events of Instruction (1965)
1. Gain learners' attention
2. Inform learner of objectives
3. Stimulate recall of previous information
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance transfer opportunities
Basis of Instructional Systems Design (ISD)
11. Enhanced by the “cognitive
revolution”
• Chunking
• Cognitive Load
• Working Memory
• Multiple Representations
• Split-attention effect
• Variability Effect
• Multi-media effect
– (Sorden, 2005)
“learning as acquiring and using conceptual and cognitive structures”
Greeno, Collins and Resnick, 1996
12. Behaviourist/Cognitive –
Knowledge As a Thing:
• Logically coherent, existing
independent of perspective
• Largely context free
• Capable of being transmitted
• Assumes closed systems with
discoverable relationships
between inputs and outputs
• Readily defined through
learning objectives
13. Technologies of Ist generation
• CAI, text books, One way Lectures, Video and
audio broadcast
15. 15
Instructivist freedoms
• Location
where?
• Subject
what?
• Time
when?
• Approach
how (pedagogy, process)?
• Pace
how fast?
• Sociability
with whom (if anyone)?
• Technology
using what (medium/tools)?
• Delegability
choosing to choose
setnet
group
notional levels of choice once a typical course is in progress
17. Future of Ist generation
• OERU
• Limitless, very low cost content
• Challenges of accreditation
• The (forever?) just around the corner, ‘learner
adaptation’ technologies
18. Content:
A bargain even at 80% off??
Most of us like Free!
Interactive MIT courses
MITX Announced
21. Constructivist Learning is:
• “Learning is located in contexts
and relationships rather than
merely in the minds of individuals”
Greenhow, Robelia & Hughes
(2009),
Kathy Sierra http://www.speedofcreativity.org/
“learning is a continual conversation with the
external world and its artefacts, with oneself
and with other learners and teachers” (Sharples,
Taylor & Vavoula, 2007)
23. Group as the Social Unit of Social
Constructivist Pedagogy
http://www.flickr.com/photos/library_of_congress/2163782226/sizes/o/in/photostream/
24. Why Groups?
• “Students who learn in small groups
generally demonstrate greater
academic achievement, express more
favorable attitudes toward learning,
and persist …
• small-group learning may have
particularly large effects on the
academic achievement of members of
underrepresented groups and the
learning-related attitudes of
women…”
• Springer; Stanne, & Donovan, (1999) P.42
25. Problems with Groups
• Restrictions in time, space, pace, &
relationship - NOT OPEN
• Overly confined by leader expectation
and institutional & curriculum control
• Usually Isolated from the authentic
world of practice
• “low tolerance of internal difference,
sexist and ethicized regulation, high
demand for obedience to its norms and
exclusionary practices.”Cousin & Deepwell 2005
• “Pathological politeness” and fear of
debate
• Group think (Baron, 2005)
• Poor preparation for Lifelong Learning
beyond the course
• EXPENSIVE
$
26. 26
Group model
• Membership and exclusion, closed
• Hierarchies of control
• Focus on collaboration and shared purpose
• teachers: guides
group
27. 27
Social constructivist freedoms
• Location
where?
• Subject
what?
• Time
when?
• Approach
how (pedagogy, process)?
• Pace
how fast?
• Sociability
with whom (if anyone)?
• Technology
using what (medium/tools)?
• Delegability
choosing to choose
setnet
group
notional levels of choice once a typical course is in progress
28. • Trust both opens and constrains
• Typically a structured process
• But…
• Opportunities for negotiation of
control
• Shifting boundaries
• Diversity valorized
• Big issue: getting it just right for
everyone
29. 3rd Generation
Connectivist Pedagogy
• Learning is building capacity - networks of
information, contacts and resources that can
be applied to real problems.
30. Connectivist Knowledge is
A Process
• Emergent
• Distributed and diverse
• Chaotic
• Fragmented
• Non sequential
• Contextualized
31. What is Connected Knowledge?
• Knowledge is defined by its creation through
activities
– Accessing information
– Evaluating, filtering
– Conveying ideas
– Reformatting, mashing
– Analyzing,
– Collaborating (Barth 2004)
32. Networks add diversity to learning
“People who live in
the intersection of
social worlds are at
higher risk of having
good ideas” Burt,
2005, p. 90
33. Networks Celebrate and Stimulate
Cognitive Diversity Cognitive Diversity
Arises when from:
• different types of information and knowledge
perspectives
• different ways of viewing the world or a specific problem
interpretations
• different ways of categorizing a problem or partitioning
perspectives
• heuristics yielding different ways of generating solutions
to problems
• predictive models - different ways of inferring causes and
effects (Fisher, L. (2009)
34. • “A social network is crucially different from a
social circle, since the function of a social
circle is to curb our appetites and of a network
to extend them. “ Adem Gopnik, 2011
• Read more
http://www.newyorker.com/arts/critics/atlarge/2011/02/14/110214crat_atlarge_g
opnik#ixzz1NHjpnxne
35. 35
The net model
• bottom-up, open
• inclusive
• focus on individual and connections
• teachers: role models and co-travellers
net
36. 36
Connectivist freedoms
• Location
where?
• Subject
what?
• Time
when?
• Approach
how (pedagogy, process)?
• Pace
how fast?
• Sociability
with whom (if anyone)?
• Technology
using what (medium/tools)?
• Delegability
choosing to choose
setnet
group
notional levels of choice once a typical ‘course’ is in progress
38. But do learning networks really
work??
• Network ghost
towns
• Build it and they
may come, but not
likely
• When is the last
time you checked
into a Ning
account?
39. Fear of open spaces
• “The property of knowledge as as a
body of vetted works comes
directly from the properties of
paper …. There is little to none of
the permanence, stability and
community fealty that a body of
knowledge requires and implies.
The Internet is what you get when
everyone is a curator and
everything is linked”
– David Weinberger P. 45
42. 42
Set model
• cooperation, anonymity
• focus on filtering and selection
• tags and categorisation
• teachers: analyzers, curators
and publishers
• Analytics
• Collectives
set
43. setnet
group
Collaboration
Structure
Roles
Membership
Intention and purpose
Hierarchies
The classical ‘class’ model
Sustaining ties
Making ties
Ad hoc networks
Knowledge diffusion
Social capital
Social presence
Emergence
Shifting
Contextual
Cooperation
Sharing
Serendipity
Interest -orientation
Sense-making
Collective intelligence
Intentional discovery
classes, tutorial groups, learning
management systems, etc
MOOCs, blogs, LinkedIn, social
networks, etc
Social interest sites, Wikipedia, Google
Search, Twitter, Pinterest, etc
44. 4th generation of learning pedagogy
• reducing choices to only those choices that we
want or need to make
45. Generations of distance learning pedagogies
1.Instructivist – Self Paced,
Individual Study, etc
2.Social constructivist –
Groups, classes, etc
3.Connectivist – Networks,
MOOCs, etc
4.Holist - Sets and
Collectives
closedopen
net
group
set
indiv-
idual
HardSoft
47. 47
Holist freedoms
• Location
where?
• Subject
what?
• Time
when?
• Approach
how (pedagogy, process)?
• Pace
how fast?
• Sociability
with whom (if anyone)?
• Technology
using what (medium/tools)?
• Delegability
choosing to choose
net
group
set
notional levels of choice once a typical ‘course’ is in progress
48. 48
How holist?
• plenty
• stigmergy, social navigation
• collaborative filtering
• adaptive hypermedia
• learning and process analytics
• feedback loops
• sociability
• soft and malleable systems
• openness (resources, people)
49. The collective
• Emergent
structure
• Individual
behaviours
aggregated
• The crowd
becomes an active
agent that advises,
filters, suggests or
shapes
setnet
group
collective
50. direct
Collective types
stigmergic
mediated
e.g. flocks, shoals, herds,
crowds
e.g. termites, ant trails,
money markets Wikipedia
edits
e.g.reputation systems, rating systems, collaborative filters
e.g., tag clouds, Google Search
e.g. 2nd Life crowds
e.g. ant nest tidying
53. Mismatched social forms
The Matthew Effect
Preferential attachment
Soft is hard Lost in social space
Deliberate attack
Valorisation of narcissism
Filter bubbles
Confirmation bias
Context separation
Loss of narrative
Control of privacy
Blind leading blind
Making landscapes for emergent pedagogy
Some concerns
Cold start problems
Mob stupidity
58. From a Learner Perspective
• Learner recommendation systems
APPLICATION OF RECOMMENDER SYSTEMS ON
E-LEARNING ENVIRONMENTS
A. Sekhavatian1, M. Mahdavi2
Learning Network Services for Professional
Development
By Rob Koper
59. Jon Insert some of your slides
From Lak11 and recent thinking on
Sets
60. • to help learning designers make
effective changes
• to help teachers know how
learners are doing
• to help learners know how they
are doing
• to help learners decide what to
do next
• to tell learners what to do next
Human - adaptable
Machine - adaptive
SoftHard
61. Some risks of analytics
http://commons.wikimedia.org/wiki/File:Mob_Chase.JPEG
http://www.flickr.com/photos/osucommons/3226077133/
http://www.flickr.com/photos/cornelluniversitylibrary/3855473015/in/set-72157622140446726/
com/photos/nationaalarchief/2948560477/sizes/o/
65. What is the Landing?
• Walled Garden with Windows
• A Private space for AU
• A user controlled creative space
• Boutique social system
• Networking, blogging, photos,
microblogging, polls, calendars,
groups and more
• Differentiating and merging
work, from school, from fun
75. Landing Groups
• 271 Groups
• Average of 10.79 members each
UNDEGRAD
COURSES (UC)
16%
GRAD COURSES (GC)
29%
ADMIN (AD)
24%
BEYOND COURSE (BC)
12%
SOCIAL (SO)
4%
STUDENT GOVERNMENT (SG)
5%
RESEARCH (R)
7%
LANDING ADMIN (LA)
3%
Type of Landing Groups
UNDEGRAD COURSES (UC)
GRAD COURSES (GC)
ADMIN (AD)
BEYOND COURSE (BC)
SOCIAL (SO)
STUDENT GOVERNMENT (SG)
RESEARCH (R)
LANDING ADMIN (LA)
79. 80
Public vs private
• It all depends on context and purpose...
80
PUBLIC SET NET GROUP
Blogs 36% 50% 2% 11%
Wikis (8%
private)
18% 45% 2% 33%
Bookmarks 9% 65% 0.5% 24%
Images 6% 75% 6% 10%
81. Project Three Major Objectives
1. develop a platform to investigate the
relationship between individual and group learning
(both formal and informal) in online communities
utilizing networking technologies.
2. allow researchers, faculty, students, alumni and
staff to interact, collaborate, communicate, and
forge online communities throughout our
distributed community.
3. Investigate “Beyond the LMS” next generation
learning support systems
82
