1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system. 2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions. 3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.

1. Developing a Socially Constructed Self-Paced Learning Environment Jason Rhode, PhD www.niu.edu/~jrhode or

2. Objectives Discuss rationale for developing a socially constructed self-paced online learning environment Demonstrate implementation of the eLGG open source social networking system Share results of a recent research study exploring learner’s preferences for interaction in a socially constructed self-paced environment.

3. Introductory Ideas interaction self-paced learning emerging communication approaches social networking

4. What comes first? Structure Instructor-driven Objectives Closed LMS Interaction Student-driven Activities Open PLE

5. Assumptions Substance and function of online interactions varies Interaction is essential for a quality learning experience Sole use of traditional learning management systems often results in restrictive, instructivist learning environments

6. 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

7. Types of Interactions

8. Warburton’s 3D Matrix http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

9. Warburton’s 3D Matrix http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

10. Groups vs. Networks http://www.flickr.com/photos/stephen_downes/252157734/

11. Weblogs as a Learning Space http://eduspaces.net/csessums/files/-1/9894/weblogbrainstorming.jpg

12. Using Blogs in Education

13. Anatomy of a Socially Constructed Self-Paced Learning Environment

14. Operational Definitions Socially Constructed Learning Environment Individuals actively participating in learning encounters through organic social networks Self-Paced Learners retain control over pace in which they engage in learning interactions and activities

15. VFCC Online Certificate Program Characteristics Adult learners enrolled in fully-online 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 Program entitled, “Children’s Ministries University Online” More details at www.cmuo.com

16. 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 Hosted solution - elggspaces.com http://classic.elgg.org/features.php

17. Sample eLGG Communities http://community.brighton.ac.uk http://me2u.athabascau.ca http://cmuonet.org http://commun-it.org http://ubuntero.org http://vlpc04.tugraz.at

18. Community - cmuonet.org

19. Logged-In Access

20. Posting a New Entry

21. Friends

22. Communities

23. Tag Cloud

24. Course Blog Integration with Blackboard Course

25. Research Design Mixed methods approach Semi-structured in-depth interviews conducted near the conclusion of the course

26. Measures Semi-structured, in-depth interviews conducted over the phone, each approx. 1 hr. in length Questions addressed 3 main types of interaction and formal vs. informal nature of such interactions

27. Empirical Study Engagement (Activity) Value Equivalency Perceived Impact

28. Engagement in Interaction Overwhelmingly positive responses to course community, CMUOnet

29. Reported Involvement Most reported using course blog and social bookmarks Instructors blog was very helpful for most Participants didn’t attempt to contact outside experts In-course discussion was limited

30. Findings Blogging valued equally, and in some instances higher, than asynchronous discussion via the LMS Email was the preferred mode of interaction with instructor, blogging preferred for interaction with others Feedback from instructor was reported as very important Participants identified a correlation between quality of interaction and quality of learning experience

31. Conclusions Depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective Informal interactions were as important as formal interactions in determining the quality of the online learning experience Blogging was shown to be equivalent to or even superior to instructor-directed asynchronous discussion via the discussion board in a LMS

32. Further Study Explore perspectives of learners in varying disciplines/institutions/social-cultural backgrounds/online learning environments Differing learner populations Unique aspects of emergent asynchronous communications such as blogging, collaborative authorship, social bookmarking, and social networking To what extent can a social network system meet the needs of designers, instructors, and learners and therefore be capable of replacing an LMS? What impact does course size have on the self-paced online learning experience?

33. Q&A Thank you for coming! This session is archived online at www.niu.edu/~jrhode Also, my email address is [email_address]