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Terry King and Emma Duke-Williams CDPT Mash-Up 5 Feb 2009 Participation and Control in Social Networking: Re-purposing the...
Background <ul><li>Start? </li></ul><ul><ul><li>Learning and Teaching Online  2001 - 2006 </li></ul></ul><ul><ul><li>Knowl...
12 Determinants of KB  (Scardamalia, 2002,   http://www.ikit.org/fulltext/inpressCollectiveCog.pdf   ) <ul><li>Real Ideas,...
Knowledge Forum
Example KF Note
KF Success
Next?  <ul><li>Using Blogs for student reflection in 2004 </li></ul><ul><li>Started using Elgg  in 2005 </li></ul><ul><li>...
Elgg Features
Elgg Network - communities
Elgg Network – Blog Forum View
Elgg Forum Postings
Using Elgg <ul><li>New model for learning?  </li></ul><ul><ul><li>Considered Connectivism – 6 stages (Siemens 2006  http:/...
Six Stages of Connectivism Siemens (2006, 46).  Contents abridged . URL to book “Knowing Knowledge”: http://tinyurl.com/cd...
Research <ul><li>New undergraduate unit (research methods)  </li></ul><ul><ul><li>Graduated activities/ assessment artefac...
Findings from Elgg Research (2007/2008) <ul><li>Observed 1 st  3 stages of Siemen’s model </li></ul><ul><ul><li>Individual...
Elgg community links
Initial Findings from Elgg Research (2008/2009) <ul><li>Much less successful </li></ul><ul><li>Also started to follow some...
Start with the wider network …
Start  of Year 1 Research
End of Year 1 Research
End of Year 2
Possible Alternative Approach
Prev 7
Prev 8 slide
Full embedding of student in wider network Student community embedded in the wider network – and good basis for a communit...
COP ? <ul><li>ONLY in so far…. Students may be novices in working these types of communities … can be drawn in, so they ga...
Challenges for lecturers 2 <ul><li>Learning communities .. But NOT operating within an expertise paradigm </li></ul><ul><u...
Challenges for Lecturers 3 <ul><li>In collective intelligence communities  emphasis on emotional and intellectual engageme...
Challenges for lecturers 4 <ul><li>To shape the learning experience need to take control and apply constraints </li></ul><...
Summary <ul><li>Re-examine COP Model – let go? </li></ul><ul><li>Lecturer expertise (active users of Web 2.0) </li></ul><u...
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Participation and Control in Social Networking: Re-purposing the Web for Learning and Teaching

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Re-purposing the Web for Learning and Teaching with Web 2.0

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Participation and Control in Social Networking: Re-purposing the Web for Learning and Teaching

  1. 1. Terry King and Emma Duke-Williams CDPT Mash-Up 5 Feb 2009 Participation and Control in Social Networking: Re-purposing the Web for Learning and Teaching
  2. 2. Background <ul><li>Start? </li></ul><ul><ul><li>Learning and Teaching Online 2001 - 2006 </li></ul></ul><ul><ul><li>Knowledge Building Community Model </li></ul></ul><ul><ul><li>Worked as an online research community using a networked environment </li></ul></ul><ul><ul><li>Using Knowledge Forum Software </li></ul></ul><ul><ul><li>Studied community postings for evidence of Knowledge Building Principles http://userweb.port.ac.uk/~kingt/research/MA_TKing.pdf </li></ul></ul>
  3. 3. 12 Determinants of KB (Scardamalia, 2002, http://www.ikit.org/fulltext/inpressCollectiveCog.pdf ) <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>
  4. 4. Knowledge Forum
  5. 5. Example KF Note
  6. 6. KF Success
  7. 7. Next? <ul><li>Using Blogs for student reflection in 2004 </li></ul><ul><li>Started using Elgg in 2005 </li></ul><ul><li>Blogging environment designed for education </li></ul><ul><li>Big Question </li></ul><ul><ul><li>Could Blogging tools support learning communities? </li></ul></ul>
  8. 8. Elgg Features
  9. 9. Elgg Network - communities
  10. 10. Elgg Network – Blog Forum View
  11. 11. Elgg Forum Postings
  12. 12. Using Elgg <ul><li>New model for learning? </li></ul><ul><ul><li>Considered Connectivism – 6 stages (Siemens 2006 http://tinyurl.com/cdc3b3 ) Seemed more applicable to networked learning </li></ul></ul>
  13. 13. Six Stages of Connectivism Siemens (2006, 46). Contents abridged . URL to book “Knowing Knowledge”: http://tinyurl.com/cdc3b3 or http://tinyurl.com/c3gbmm 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.
  14. 14. Research <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>Studied </li></ul><ul><ul><li>Contents of posts. </li></ul></ul><ul><ul><li>Focus groups </li></ul></ul>
  15. 15. Findings from Elgg Research (2007/2008) <ul><li>Observed 1 st 3 stages of Siemen’s model </li></ul><ul><ul><li>Individuals acquire basic skills and .. begin to use tools and understanding developed in level 1 </li></ul></ul><ul><ul><li>The learner begins to actively contribute to the network/ecology. </li></ul></ul><ul><li>Focus groups: </li></ul><ul><ul><li>Students 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>
  16. 16. Elgg community links
  17. 17. Initial Findings from Elgg Research (2008/2009) <ul><li>Much less successful </li></ul><ul><li>Also started to follow some research using Twitter for L&T … </li></ul><ul><li>Twitter is very interesting and may suggest another approach for drawing students into connectivist learning </li></ul>
  18. 18. Start with the wider network …
  19. 19. Start of Year 1 Research
  20. 20. End of Year 1 Research
  21. 21. End of Year 2
  22. 22. Possible Alternative Approach
  23. 23. Prev 7
  24. 24. Prev 8 slide
  25. 25. Full embedding of student in wider network Student community embedded in the wider network – and good basis for a community of practice. BUT maybe only in ONE respect ……..
  26. 26. COP ? <ul><li>ONLY in so far…. Students may be novices in working these types of communities … can be drawn in, so they gain that expertise </li></ul><ul><li>Expertise in how to be a good community member .. In how to work in these networks .. </li></ul><ul><li>Possibly NOT the transmission of a craft or professional expertise </li></ul><ul><li>More like apprenticeship learning </li></ul><ul><li>Teacher has to be an expert in how to operate in this environment …. Challenge 1 </li></ul>
  27. 27. Challenges for lecturers 2 <ul><li>Learning communities .. But NOT operating within an expertise paradigm </li></ul><ul><ul><li>credentials, transmission, deference, tradition, mandatory </li></ul></ul><ul><li>Very close to knowledge building communities </li></ul><ul><ul><li>Task oriented, democratic, reciprocal, voluntary, dynamic </li></ul></ul><ul><li>Operate within collective intelligence paradigm </li></ul><ul><ul><li>NOT one ‘body of knowledge’ shared by all members </li></ul></ul><ul><ul><li>Draw on diverse knowledge of members - combined expertise of all members - sum total of all the parts </li></ul></ul><ul><ul><li>OK to ‘lurk’ – wait until your contribution is needed </li></ul></ul><ul><ul><li>But… an individual is affiliated to many communities ..Siemens higher stages of connectivisim – “pattern recognition” and “meaning making” </li></ul></ul>
  28. 28. Challenges for Lecturers 3 <ul><li>In collective intelligence communities emphasis on emotional and intellectual engagement (fun, game playing?) </li></ul><ul><li>If not meeting needs .. participants leave / withdraw </li></ul><ul><li>Have choices … and are in control </li></ul>
  29. 29. Challenges for lecturers 4 <ul><li>To shape the learning experience need to take control and apply constraints </li></ul><ul><li>Ultimate aim is that the student can control their own learning. Make informed choices. </li></ul><ul><ul><li>“ At every stage of learning, to either take control or relinquish control” (Dron) </li></ul></ul><ul><li>Fear of loosing control … Answer? </li></ul><ul><ul><li>Negotiated control </li></ul></ul><ul><ul><ul><li>Loosely structured, dialogue driven approaches </li></ul></ul></ul><ul><ul><li>Use stigmergy – </li></ul></ul><ul><ul><ul><li>“ behaviour of one guides and influences others” (Dron) </li></ul></ul></ul><ul><ul><ul><li>Twitter (followers), Blogs (active, influential centres, gather) </li></ul></ul></ul><ul><ul><ul><li>Structure emerges from the dialogue and takes the control load from the participants </li></ul></ul></ul>
  30. 30. Summary <ul><li>Re-examine COP Model – let go? </li></ul><ul><li>Lecturer expertise (active users of Web 2.0) </li></ul><ul><li>Active engagement with new cultures of participation and media convergence. Implications: </li></ul><ul><ul><li>extended access to new media technologies/ computers/ networks </li></ul></ul><ul><ul><li>participation gap , convergence resistors </li></ul></ul><ul><li>Happy with less control? Less imposed structure. </li></ul><ul><ul><li>Be more relaxed with the structure that arises in the dialogue taking the strain of control from the lecturer </li></ul></ul>

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