fostering participation in learning networks by using reward systems and face-to-face meetings
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Fostering participation in learning networks by using reward systems and face-to-face meetings. Hans Hummel, Colin Tattersall, Daniel Burgos, Francis Brouns & Rob Koper ICALT 2006 (July 6, 2006) Educational Technology Expertise Centre. Learning Networks (2003-2008). - PowerPoint PPT PresentationTRANSCRIPT
Fostering participation in learning networks by
using reward systems and face-to-face meetings
Hans Hummel, Colin Tattersall, Daniel Burgos,
Francis Brouns & Rob Koper
ICALT 2006 (July 6, 2006)
Educational Technology Expertise Centre
Learning Networks use technology to network learners, institutions and learning objects in such a way that the network can emerge (and self-organise)
Learning Networks are two-mode networks represented as a graph with nodes, where the nodes are ‘members’ and ‘activities’
Central to the notion of a Learning Network is the idea that all members are in a position to contribute, within the constraints of any policies that may be operating
Learning Networks (2003-2008)
Objectives LN4LD pilots
• Gain feedback on functional, technical and organisational aspects of creating and maintaining a learning network (pilot 1)
• Provide information on IMS Learning Design (within UNFOLD, PROLEARN projects)
• Research mechanisms which stimulate learners to move beyond mere consumption of learning materials (‘lurking’) towards active participation: rewards (pilot 2), F2F meetings (pilot 3), …
• Validate concepts of ‘seeding’ (with initial set of ANs to get things going), and ‘emergence’ (through contributions & ratings)
LN4LD pilot 1 (june-september 2004)
• (Participants) Gradual increase to 104 registered users• While 104 registered, 58 never accessed, and only 20
regular visitors• (Passive contribution) 21,011 page views, 427 downloads• (Active contribution) 24 post in general forums; 24 posts
in course forums• (Lessons learned) Unclarities with usability, structure and
policies (additional policies for exchange needed)
Social Exchange Theory
personal access, or anticipated reciprocity: learner has a pre-existing expectation that he will receive actionable and useful (extra) information in return;
personal reputation: learner feels he can improve his visibility and influence to others in the network, e.g. leading to more work or status in the future;
social altruism: learner perceives the efficacy of the LN in sharing knowledge as a ‘public good’, especially when contributions are seen as important, relevant, and related to outcomes;
tangible rewards: learners negotiate to get some kind of more tangible asset (financial reward, bond, book, etc) in return.
LN4LD pilot 2 (october ’04 – january ’05)
• (treatment) incentive mechanism to gain extra access• (design) simple interrupted time series design with
removal • Quantitative + qualitative points to be earned for
contributing (posting, replying, rating)• Extra access = ‘runnable examples of UoL’ in
CopperCore beyond threshold level of points
(F (2, 122) = 14.17, MSE = 24,966.08, p < .001, p2 = .104)
LN4LD pilot 3 (jan ’05-june ’05)
• (treatment) Three meetings (february, april, june)• (design) simple interrupted time series design• (increase of participation) Participation went from
3,750 actions till January to 17,553 actions in April (+450%) and to 26,028 actions in June (+700%), meaning an increase of 8,475 actions from March and 22,278 actions from January.
• (participants) increase from 125 to 495 registered users; with currently (june 2006) almost 3000 users
Conclusions
(pilot 1) usability, simple structure, clear policies, additional policies for effective exchange
(pilot 2) Introducing an incentive mechanism in line with the general purposes of the learning network indeed appeared to increase the level of participation (both active and passive) significantly.
(pilot 3) Interlacing virtual activities with additional face-to-face meetings on the same topics yielded another substantial increase in both activity level and amount of users registering.
