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Blogs and Forums
as Communication and Learning Tools
in a Massive Open Online Course
Sui Fai John Mak, Roy Williams, Jenny Mackness
Business Systems and Access Section, TAFE NSW-Sydney Institute, [email protected]
Department of Mathematics, University of Portsmouth, [email protected]
Independent Consultant, [email protected]
Blogs and Forums
as Communication and Learning Tools
in a Massive Open Online Course
Sui Fai John Mak, Roy Williams, Jenny Mackness
Business Systems and Access Section, TAFE NSW-Sydney Institute, [email protected]
Department of Mathematics, University of Portsmouth, [email protected]
Independent Consultant, [email protected]
Contents 1. The Story 2. The Research Process
Framework #1 Framework #2 Data
3. Shifts & Strategies
4. Motivation
5. Analysis … Framework #3
Openness versus Autonomy Structure and Openness Affordances
6. Conclusions
7. Questions
Design Issues? Research Issues? Next Affordances?
Contents 1. The Story 2. The Research Process
Framework #1 Framework #2 Data
3. Shifts & Strategies
4. Motivation
5. Analysis … Framework #3
Openness versus Autonomy Structure and Openness Affordances
6. Conclusions
7. Questions
Design Issues? Research Issues? Next Affordances?
The Open Invitation
Once upon a time, two educators decided to run a new kind of course.
So they set up a really 'open' 12 week MOOC (Massive Online Open Course: CCK08).
They invited everyone, via the Open Learning Daily network, from all over the world, to register for free, and more than 2000 people initially signed on.
They also registered 24 fee-paying students at the University of Manitoba, who were assessed, to finance it.
The Open Invitation
Once upon a time, two educators decided to run a new kind of course.
So they set up a really 'open' 12 week MOOC (Massive Online Open Course: CCK08).
They invited everyone, via the Open Learning Daily network, from all over the world, to register for free, and more than 2000 people initially signed on.
They also registered 24 fee-paying students at the University of Manitoba, who were assessed, to finance it.
The Story …
The Story …
The tools
All the participants were encouraged to create their own Personal Learning Environments or Networks of web2.0 tools, in languages of their choice.
A moodle discussion forum was provided, in which participants could create topics, on the weekly themes, or on ‘general interest’ themes.
Blogs were encouraged, and the Open Learning Daily newsletter provided an aggregator of blog postings, as well as selected forum postings, and several tags were set up.
Online webinars, and weekly readings were provided.
The tools
All the participants were encouraged to create their own Personal Learning Environments or Networks of web2.0 tools, in languages of their choice.
A moodle discussion forum was provided, in which participants could create topics, on the weekly themes, or on ‘general interest’ themes.
Blogs were encouraged, and the Open Learning Daily newsletter provided an aggregator of blog postings, as well as selected forum postings, and several tags were set up.
Online webinars, and weekly readings were provided.
The Story …
The Story …
The event
It started with lots of traffic – too much to follow, but that was part of the plan.
Pretty soon a Troll came along, and dominated and bullied her way across the forums.
Forums, blogs, Second Life, additional Language forums, etc, all took place.
Towards the end, participation had dropped off, and, in the week on ‘power’ one of the instructors decided to ‘force-feed’ the course updates to everyone, as an illustration of inappropriate use of power. Tempers flared.
The event
It started with lots of traffic – too much to follow, but that was part of the plan.
Pretty soon a Troll came along, and dominated and bullied her way across the forums.
Forums, blogs, Second Life, additional Language forums, etc, all took place.
Towards the end, participation had dropped off, and, in the week on ‘power’ one of the instructors decided to ‘force-feed’ the course updates to everyone, as an illustration of inappropriate use of power. Tempers flared.
The Story …
The Story …
The research
The researchers participated in the MOOC, and after it was finished, set up a research wiki, a survey, and email interviews, to explore:
•Reasons why people chose blogs or forums?
•What affects strategic choices between blogs and forums?
The research wiki, which captures the research process, is open access at: http://connectivismresearchprojectb.pbwiki.com
Survey: 167 bloggers, 132 forum users, 2 course instructors: 30% response.
eMail interviews: 58 self-selected, including 2 instructors: 38% response rate
The research
The researchers participated in the MOOC, and after it was finished, set up a research wiki, a survey, and email interviews, to explore:
•Reasons why people chose blogs or forums?
•What affects strategic choices between blogs and forums?
The research wiki, which captures the research process, is open access at: http://connectivismresearchprojectb.pbwiki.com
Survey: 167 bloggers, 132 forum users, 2 course instructors: 30% response.
eMail interviews: 58 self-selected, including 2 instructors: 38% response rate
The Story …
The Story …
The researchers developed a series of descriptive and analytic frameworks:
Framework #1: Thematic: MOOC
The CMap of the issues in the MOOC yielded four themes:
• Personal Connections
• Conceptual Connections
• Use of Technology (principally blogs and forums)
• Approaches to Learning
These themes were used for the survey questions, on blogs and forums.
The researchers developed a series of descriptive and analytic frameworks:
Framework #1: Thematic: MOOC
The CMap of the issues in the MOOC yielded four themes:
• Personal Connections
• Conceptual Connections
• Use of Technology (principally blogs and forums)
• Approaches to Learning
These themes were used for the survey questions, on blogs and forums.
The Process
The Process
Framework #2: Thematic: Blog / Forum Distinctions
An analysis of the survey resulted in a slightly different framework
• Personal Connections
Conceptual Connections
Personal Autonomy
Identity
Approaches to Learning
These themes were used for the email interviews.
Framework #2: Thematic: Blog / Forum Distinctions
An analysis of the survey resulted in a slightly different framework
• Personal Connections
Conceptual Connections
Personal Autonomy
Identity
Approaches to Learning
These themes were used for the email interviews.
The Process
The Process
Changes, shifts and Strategies: survey data
The analysis of the research data, from the survey, showed:
3.1 Use of Media
82% posted to a blog
86% ran their own blogs
75% posted to other people’s blogs and
84% posted to forums
Changes, shifts and Strategies: survey data
The analysis of the research data, from the survey, showed:
3.1 Use of Media
82% posted to a blog
86% ran their own blogs
75% posted to other people’s blogs and
84% posted to forums
The Findings
The Findings
3.2 Preferred modes of interaction:
Blogs 41%
Forums 31%
Blogs and Forums: 24%
Other Media: 4.5%
3.2 Preferred modes of interaction:
Blogs 41%
Forums 31%
Blogs and Forums: 24%
Other Media: 4.5%
The Findings
The Findings
3.3 Shifts and Strategies
Left the Forums
57% ceased participating in forums for some or all of the time, because of:
Structural problems: 27%: o lack of facilitationo unwieldy forums
Unacceptable behaviour: 65%o Forceful intellectual debateso Feeling of forced participation, and o Rude behaviour
The expertise divide: 8%
3.3 Shifts and Strategies
Left the Forums
57% ceased participating in forums for some or all of the time, because of:
Structural problems: 27%: o lack of facilitationo unwieldy forums
Unacceptable behaviour: 65%o Forceful intellectual debateso Feeling of forced participation, and o Rude behaviour
The expertise divide: 8%
The Findings
The Findings
3.4 Moved into blogs
Not all of these participants moved into blogs – some left the course. Those who did move into blogs did so because of:
o Structural reasons: 15.3%:
o Unacceptable behaviour: 46.2%:
o The advantages of blogs: 36.4%
o Course requirements to write
blogs: 1.9%
3.4 Moved into blogs
Not all of these participants moved into blogs – some left the course. Those who did move into blogs did so because of:
o Structural reasons: 15.3%:
o Unacceptable behaviour: 46.2%:
o The advantages of blogs: 36.4%
o Course requirements to write
blogs: 1.9%
The Findings
The Findings
3.5 Motivation: Reasons for blogging (ranked)
1) Space to develop my own ideas 2) Ownership 3) Self-expression 4) Familiarity with using blogs 5) An attractive layout to express ideas 6) Personal learning 7) Quiet slow reflection 8) Personal relationships 9) Own pace 10) Establishing a presence 11) Thoughtful long-term relationships, and 12) Personal voice.
3.5 Motivation: Reasons for blogging (ranked)
1) Space to develop my own ideas 2) Ownership 3) Self-expression 4) Familiarity with using blogs 5) An attractive layout to express ideas 6) Personal learning 7) Quiet slow reflection 8) Personal relationships 9) Own pace 10) Establishing a presence 11) Thoughtful long-term relationships, and 12) Personal voice.
The Findings
The Findings
3.6 Motivation: Reasons for forum use (ranked)
1) Familiarity with forums 2) Faster pace 3) More lively debates 4) Tougher challenges 5) Big picture links 6) Less effort 7) Easier to find and follow 8) More people to interact with 9) More open discussions 10) Relationships based on ideas 11) More accessible 12) More sense of being in a group.
3.6 Motivation: Reasons for forum use (ranked)
1) Familiarity with forums 2) Faster pace 3) More lively debates 4) Tougher challenges 5) Big picture links 6) Less effort 7) Easier to find and follow 8) More people to interact with 9) More open discussions 10) Relationships based on ideas 11) More accessible 12) More sense of being in a group.
The Findings
The Findings
4.Changes, shifts and Strategies: email interview data
The analysis of the email interviews shifted the framework yet again, to:
Framework #3
Openness and Autonomy Structure and Openness Affordances:
Home >><< Bazaar Long loop >><< Short loop Engagement >><< Reflection
4.Changes, shifts and Strategies: email interview data
The analysis of the email interviews shifted the framework yet again, to:
Framework #3
Openness and Autonomy Structure and Openness Affordances:
Home >><< Bazaar Long loop >><< Short loop Engagement >><< Reflection
4.1 Openness <versus> autonomy
Value: Self-organisation, highly interactive micro-agents >> emergence: new ideas, new networks.
As: Individuals? (unfettered liberalism: in ‘networks’)Community? (complexity with constraints: in
‘groups’)
Problems: Negative attractors, diversions, intellectual and emotional overload.
•The course was designed for maximum autonomy
• Most of the shifts into blogs were because forums didn’t work for the participants – compromising autonomy
4.1 Openness <versus> autonomy
Value: Self-organisation, highly interactive micro-agents >> emergence: new ideas, new networks.
As: Individuals? (unfettered liberalism: in ‘networks’)Community? (complexity with constraints: in
‘groups’)
Problems: Negative attractors, diversions, intellectual and emotional overload.
•The course was designed for maximum autonomy
• Most of the shifts into blogs were because forums didn’t work for the participants – compromising autonomy
4.2 Structure and Openness: Aggregated network of blogs
An aggregated network of blogs, provided a new form of facilitator's ‘weaving the threading’ – blogs posts were profiled, with little or no comment, in the OLDaily newsletter
The success of blogging depended on:
On the positive side: The ‘protected private space of blogs The convenience of a ‘blog-digest’, and the ‘status’ reward of being cited on the high profile OLDaily.
On the negative side: 60% left the forums. Half of these were ‘refugees from the forums’, because of inappropriate forum behaviour, or lack of facilitation.
4.2 Structure and Openness: Aggregated network of blogs
An aggregated network of blogs, provided a new form of facilitator's ‘weaving the threading’ – blogs posts were profiled, with little or no comment, in the OLDaily newsletter
The success of blogging depended on:
On the positive side: The ‘protected private space of blogs The convenience of a ‘blog-digest’, and the ‘status’ reward of being cited on the high profile OLDaily.
On the negative side: 60% left the forums. Half of these were ‘refugees from the forums’, because of inappropriate forum behaviour, or lack of facilitation.
4.3 Affordances
In general, blogs were seen as more useful for personal relationships and quiet, slower, reflective learning. Forums for conceptual and more engaged learning. Agreement rankings were stronger for blogs than forums.
The choice between blogs and forums is more nuanced, strategic, dynamic and contextual than a simple choice of technology. Participants adapted their strategies quite often across all 3 sets of affordances (below), along the continuum of each dimension.
Key Affordances: o Home >< Bazaaro Long-loop >< Short-loop (quiet >< busy)o Engagement >< Reflection
Affordances are “The product of the interaction between the user and the environment. Each interaction potentially alters the identity of the user, as well as the micro– environment.
4.3 Affordances
In general, blogs were seen as more useful for personal relationships and quiet, slower, reflective learning. Forums for conceptual and more engaged learning. Agreement rankings were stronger for blogs than forums.
The choice between blogs and forums is more nuanced, strategic, dynamic and contextual than a simple choice of technology. Participants adapted their strategies quite often across all 3 sets of affordances (below), along the continuum of each dimension.
Key Affordances: o Home >< Bazaaro Long-loop >< Short-loop (quiet >< busy)o Engagement >< Reflection
Affordances are “The product of the interaction between the user and the environment. Each interaction potentially alters the identity of the user, as well as the micro– environment.
Home >< Bazaar
Home base < to > communal space. Connecting with people < to > connecting with ideas. Different learners use different media to pursue the same affordances Individual blogs can be seen as personal aggregators Influenced by context and prior experience
Home >< Bazaar
Home base < to > communal space. Connecting with people < to > connecting with ideas. Different learners use different media to pursue the same affordances Individual blogs can be seen as personal aggregators Influenced by context and prior experience
Affordances
Affordances
Long-loop >< Short-loop
Concerns pace, crafted response, type of sequence and turn around time between posts.
Not necessarily short = forums, long = blogs (Twitter is a hybrid of both). Long for reflection. Short for engagement.
Long loops support individual ownership. Short loops are multi-track, multi-purpose and multi-perspective.
Both influenced by expertise divide and lack of English fluency.
Long-loop >< Short-loop
Concerns pace, crafted response, type of sequence and turn around time between posts.
Not necessarily short = forums, long = blogs (Twitter is a hybrid of both). Long for reflection. Short for engagement.
Long loops support individual ownership. Short loops are multi-track, multi-purpose and multi-perspective.
Both influenced by expertise divide and lack of English fluency.
Affordances
Affordances
Engagement >< Reflection
Both blogs and forums support engagement. Participants moved between blogs and forums, e.g. writing a reflective post in a blog and then moving it into a forum.
Engagement in blogs and forums was influenced by how people build up their knowledge base, consolidate their learning resources and manage their own personal learning context.
Contributing to forums was influenced by audience - number of possible readers
Engagement >< Reflection
Both blogs and forums support engagement. Participants moved between blogs and forums, e.g. writing a reflective post in a blog and then moving it into a forum.
Engagement in blogs and forums was influenced by how people build up their knowledge base, consolidate their learning resources and manage their own personal learning context.
Contributing to forums was influenced by audience - number of possible readers
Affordances
Affordances
Conclusions
Choice between blogs and forums is contextual and strategic
There were 3 distinct groups – bloggers, forum users and both
The 3 identified dimensions of learning are more independent of particular media than was anticipated
E-learning users are maturing – creating personal learning networks and affordances rather than just being consumers or content creators
Maturing e-learners are using technologies in innovative and nuanced ways
Conclusions
Choice between blogs and forums is contextual and strategic
There were 3 distinct groups – bloggers, forum users and both
The 3 identified dimensions of learning are more independent of particular media than was anticipated
E-learning users are maturing – creating personal learning networks and affordances rather than just being consumers or content creators
Maturing e-learners are using technologies in innovative and nuanced ways
Questions: 1. Design Issues:
Using Blogs, Forums, for Emergent, Creative Affordances:
oMedia <&/or> Affordances? oMedia Guides <or>Creative User Communities? oWhat and how much structure?
Affordances: Home >< Bazaar? Long loop >< Short loop? Engagement >< Reflection? Others?
Questions: 1. Design Issues:
Using Blogs, Forums, for Emergent, Creative Affordances:
oMedia <&/or> Affordances? oMedia Guides <or>Creative User Communities? oWhat and how much structure?
Affordances: Home >< Bazaar? Long loop >< Short loop? Engagement >< Reflection? Others?
Questions 2: Research Issues
Frameworks: what frameworks do we need for researching web3.0 learning?
•Learning Theory
•Interactive Theory
•Complexity
•Digital Residents/ Digital Visitors
•Digital Learning Ecologies
•Augmented / Embedded/ Uncanny Realities?
Questions 2: Research Issues
Frameworks: what frameworks do we need for researching web3.0 learning?
•Learning Theory
•Interactive Theory
•Complexity
•Digital Residents/ Digital Visitors
•Digital Learning Ecologies
•Augmented / Embedded/ Uncanny Realities?
Future Questions
Next Affordances?
• Twitter: the end of celebrity?
Kinaesthetics: Wii’s, iPads, and ...
Clouds?
Future Questions
Next Affordances?
• Twitter: the end of celebrity?
Kinaesthetics: Wii’s, iPads, and ...
Clouds?
Acknowledgements
Thanks to Stephen Downes and George Siemens for the CCK08 course and for allowing us to discuss this paper with CCK09 participants.
Also thanks to Matthias Melcher for his contributions to this research
04/19/23Blogs and Forums as Communication and
Learning Tools in MOOC - Networked Learning Conference 2010
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