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

10http://www.flickr.com/photos/stephen_downes/252157734/

Groups vs. Networks

11http://eduspaces.net/csessums/files/-1/9894/weblogbrainstorming.jpg

Weblogs as a Learning Space

12

Using Blogs in Education

13

Anatomy of a Socially Constructed Self-Paced Learning Environment

14

Operational Definitions

• Socially Constructed Learning EnvironmentIndividuals actively participating in learning encounters through organic social networks

• Self-PacedLearners 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 jrhode@niu.edu