New Dimensions to Self-directed Learning on open Networked Learning Environments
Rita KopHélène FournierIIT - PLE Project Learning and Collaborative Technologies
GroupMoncton
25th International Self-Directed Learning Symposium, February 9 - 12, 2011 Cocoa Beach, Florida, USA
What to expect
Changing learning environment
Changing learning environment
Conclusions
Conclusions
Challenges
Challenges
Research methods
Research methods
Learning on a Massive Open Online Course
Learning on a Massive Open Online Course
The changing learning environment
http://bit.ly/gmNndn
Connectivism
George Siemens
Stephen Downes
The Web in 2010
http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
Challenge:The network itself
http://bit.ly/gsiqF7
Barabási (2003)
Challenge:dimensions of learner
autonomy
(Bouchard, 2009)
Challenge: Critical Literacies
http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/
Challenge: The cloud and social media
abovethelaw.com
meatmeter.blogspot.com
RSS feeds and readers
Active participation in connectivist learning
• Aggregating
• Remixing
• Repurposing
• Feed forward profesorbaker.wordpress.com
(Downes, 2011)
Learning on a Massive Open Online Course
Research ApproachQualitative methods
Virtual ethnography consisting of :
• Observations on learning environment
• Observations outside the learning environment using course tag
• Active participation by facilitator
• Action research by participants
• Qualitative questions on three surveys
• Focus group
Quantitative methods:• Data mining of the learning environment• Data mining outside the learning environment using course tag• Surveys
Analysis of data
Qualitative data• Standard
discourse analysis: sorting data into themes
• Nvivo
Quantitative data:• Learner analytics and visualization• statistical analysis of surveys
Who were the participants?
Participants’ age
Participants’ residence
Participants’ professional background
Analysis:What did participants
do?
PLENK participation rates
Analysis: Interactions on the PLENK Moodle
The complex network a facilitator's post generated
Relationships between topics in a discussion in week 1
Analysis: Interactions on the PLENK Moodle
Social network and connection between participants
Viewing and posting in PLENK 2010 Course Moodle
Analysis: Twitter
Analysis: Twitter
Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks
#tags related to Twitter posts in the PLENK Daily - six weeks duration
Twitter connections between PLENK participants
Analysis: identifying themes
Analysis: identifying themes
Word count in relation to PLE/PLNs concept map discussion
Learner experience - novice
. . I’m learning and contributing as I go. . . I’m getting more and more involved as I go on and as my comfort level increases. . . . PLNs, despite best intentions can be quite cliquey (sp?) and as a newcomer, that can be quite intimidating. Will I get more comfortable sharing and experimenting? You bet! A participant
Importance of active participation
Importance of active participation
Why was active participation perceived to be important?
What did people produce?
• Twitter posts• Discussion posts• Blog posts• Concept maps• Google map of
participants• Wordles• Pearltrees
networks• Presentations• Animations• S.Network groups• Second Life area
What did people produce?
What did people produce?
Why did people choose to ‘lurk’?
Contributing factors to lurking behavior
PLENK perceptions around ‘lurking’
Motivational issues
Facilitator role in supporting critical literacies ‘One of the tasks of a teacher is to help
develop and shape students' personal learning environments. This would involve introducing the students to resources and tools. Teaching the students how to critically evaluate resources and tools. And, teaching how to control and filter the flow of information coming to them as a consequence of their personal learning environment.’
A participant
Conclusions
• Bouchard’s dimensions of learner autonomy were useful in analyzing the data
• Critical literacies was an added dimension• People engaged in active participation in
their own way • To inspire people into creative production
required a high level of confidence, engagement and activity in the learner
