pet 423 - autonomy in the digital age

7/30/2019 PET 423 - Autonomy in the Digital Age

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Autonomy in theDigital Age

31/10/12


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Legitimate Peripheral Participation

Legitimate peripheral participation is . . . an analytic

viewpoint on learning, a way of understanding learning.

We hope to make it clear that learning through legitimate

peripheral participation takes place no matter whicheducational form provides a context for learning, or

whether there is any intentional educational form at all.

Indeed, this viewpoint makes a fundamental distinction

between learning and intentional instruction.(Lave & Wenger , 2000)


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Learning in the Digital Age

With the dawning of the knowledge era, the field of educationbecomes more challenging. (Amelia, 2009)

Society has transformed from product-based careers, where theworkers work individually, to technological and information-based careers, where the workers need to work collaboratively

and cooperatively (Johnson & Johnson, 1996)

The rapid development of the educational system has causedsignificant changes in the roles of the students in the classroom

Students are given more opportunities to control and chart the

paths of their own learningautonomous learning


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Learning as a networkteacher and students are

nodes


The connection of the nodes will result in new

knowledge and skill being made.

Each student node is selfgoverning

(autonomous) [

Emerging globalized online spaces provide new opportunities

for language learning to occur autonomously as part of

learners everyday literacy practices. (Benson & Chik, 2010)


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Paradigm shift : from authority based lecture

mode to discovery based


Students become more involved on their own

learning : making decisions, charting own

learning paths

Feeling a sense of ownership & commitment,

learning becomes more meaningful and better

classroom performance. ( St Louis, 2005)


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Four-Factor Model ofAutonomy

Factors affecting

epistemic states

Capacity to act onepistemic states

Scope and range of

autonomous

behaviour

Effects of autonomousbehaviour

A Model of Autonomy

Stephen Downeshttp://www.downes.ca/post/54222

Experience

Empowerment

Engagement

Effect


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What does the termlearner autonomy mean

to you?

Thinking question


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Self-learning.

When a learner is aware of his needs and

the ways to achieve these needs.

Learners who have insights into their

learning styles and strategies.

Students are left on their own to sortthings out.

Students stop depending on the teacher

Some terms


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having the capacity to control / supervise

learning

knowing own learning styles & strategies.

motivated.

good guessers

risk takers able to choose materials, methods & tasks

taking active approach to tasks

not afraid of failures

Characteristics of autonomouslearner in a digital environment


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Autonomy and Technology

Three necessary conditions forautonomous learning usingtechnology:

a. accessible & reliable technology

b. sufficient computer literacy

c. good interaction and supportfrom peers

(Toyoda, 2001)


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Autonomy & Technology

There is no lack of interesting and relevant

materials, but it might still be a challenge for the

teacher to structure the task in such a way that thechosen material leads to information sharing for

interaction. It is the careful balance between

structure and choice that allows learners to become

autonomous (Alm, 2006, pp. 33 34)


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Examples

Asynchronous Activities:

Blogs

Discussion BoardsStudent Work Websites

Wikis

Synchronous Activities:Chat

Video Conferencing



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Roles of Learners

Positive

Negative


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Roles of Learners

Positive

Collaborators

Initiator & Wrapper

Knowledge Generators

Social network builders


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Roles of Learners

Negative

Dominants

Flamers

Lurkers


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Knowledge Generators

- Able to construct the knowledge from thelearning process and adapt it according totheir own needs ;utilise the new knowledgein the everyday lives

- The role of a knowledge generator is dividedinto two categories:i. Frequently answering the questions

from the instructorii. Frequently sharing the information

through the contribution of articles,illustrations or notes in the forum


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Collaborators

- Able to work with their peers inthe digital learning communityto achieve the learningoutcomes

- Need to be able to provide andreceive feedback as well as toevaluate their own learning

progress


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Initiators & Wrappers

- Initiator : starts the discussions

-

Wrapper : summarises / closes thediscussion

- Students need to be both initiatorand wrappers to ensure asuccessful networked learning

environment


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Social Network Builders

a. Using the online interaction to buildan effective social environment.

- Able to navigate the webeffectively in search for new

knowledge


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Problem solvers/ Mediators

a. The go-between who attempts tosolve differences or conflicts in the

community..

- The problem solver helps by

providing suggestions or solutionsto the predicaments faced byhis/her peers.


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Lurkers

a. Learners who do not contribute tothe learning community

b. 3 types of lurkers :

- freeloaders : use other peopleseffort without contributinganything


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Lurkers

- Sponges : Those who require moretime to adapt to the networked learningenvironment. These students lurk in thebeginning, and when they are moreconfident, they start contributing.

- Students who lurk due to technicalaccess problems or lack of computingskills.

R f l ki


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Reasons for lurking(Preece , 2000)

- Lack of confidence

- Difficulties in accessing the network

- Lack of understanding of theconcept of a learning community

- Low motivation levels.

- Interest in obtaining knowledgewithout online interaction.

- Attitude problems


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Learners who are frustrated with thesituation and illustrate their frustrationsthrough harsh words or by bullying

other learners

Write comments that offend their peersand the instructor .

Could disrupt the effectiveness of thecollaborative learning environment.

Flamers


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Takes over more than 50% of the discussion

Do not necessarily have the most knowledge

Two types :

- personal dominance :learnersdominate the discussion with issues

unrelated to the learning process- Academic dominance highlyknowledgeable who tend to dominate thediscussion by providing information

without allowing others to participate

Dominant


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Social presence is vital to develop an effectiveand collaborative n-learning community.

Social presence refers to the way students

express their thoughts and ideas in a socialcontext, through social cues (Anderson, 2000;Rourke, 2001)

Autonomy does not mean learning in isolation.

In a networked environment , learners need to beautonomous but able to work collaboratively inachieving the learning outcomes


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Autonomy leads to good learning strategies whichwill lead to successful learning community andnetwork building

Use technology to create own activities,participate actively in the learning process,setting own goals, choosing materials, designingas well as evaluating the knowledge and thelearning process

Technology : medium to foster learner autonomy,not as the means to an end.

Teacher is still needed as a guide


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References

Gunn, C (2010) Promoting Learner Autonomy in the ESL Classroom: Can Using

Technology Help?

http://shct.hct.ac.ae/events/openlectureseries3/documents/AutonomyandtheWeb.pdf

Benson, P., & Chik, A. (2010). New literacies and autonomy in foreign language

learning. In M. J. Luzon, M. N. Ruiz-Madrid, & M. L. Villanueva (Eds.),Digital genres,

new literacies and autonomy in language learning(pp. 6380). Newcastle: Cambridge

Scholars.

Preece, J. (2000) Online Communities: Designing Usability, Supporting Sociability. John

Wiley: Sussex

Salmon, G. (2000)E-Moderating: the Key to Teaching and Learning Online. Kogan Page:

London.

pet 423 - autonomy in the digital age

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