hoven cnie 08
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Learning innovation and the individual-community
nexus: Intercultural applicability of social
networking tools in open and distance education
CNIEReaching new heights: Learning
innovationBanff, April 27-30 2008
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Previously …Community formation …
Across semestersAcross culturesFrom novice to expertFrom receiver to reflectorFrom learner to practitioner to mentor
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Experiences of pedagogy
Experiential learningTask/project-based learningCollaborative learning
Community of mutually-supportive reflective inquirers
Extended community of experts-novicesCommunity of learner-practitioners
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Social constructivism & teacher change
Self-reflection on beliefs & values Exposure to choice Experience of affordances Consciousness of conflict/dysjuncture
• Exposure to modelling of effective uses of technology• Experience & practice in a range of applications facilitating change in attitudes/beliefs
(Richardson & Placier, 2001; King, 2002; Bird & Rosaen, 2005; Brook & Oliver, 2005; Hughes, 2005)
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Attitudes towards technology & effective use
of it entwined with teacher learning, comprising:
subject matter knowledge pedagogical knowledge, and pedagogical content knowledge
In other words … teachers will only embrace change and innovation
when they can see positive benefits in terms of: direct relevance to their content area usefulness from a practical task perspective, and increased effectiveness for their day to day classroom
teaching.(Hughes, 2005)
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Tools used Webquests using SDSU portal
<http://www.webquest.org/>Dreamweaver + online media & resources
Hot Potatoes + various other online templating tools + media
Social communication/networking:Wiki – MediaWiki hosted on university server
(www-viewable)Individual blogs – Blogger (www-viewable)IMDiscussion forumChate-Portfolios
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Expectations vs Use of SN Tools 1 .../2 Expectations
Wiki for internal-remote
collaborationownershipeasily accessible from
everywhere (where my students were located)
Blogsownershipreflective spaceflexible (& re-
purpose-able) spaceextensible outside
timelines of course
UsesWiki
Experimenting with the interface Group organization: sharing &
collaboration Hints & tips (Q & A, quick fixes) Interesting articles/sites Posting projects
Blogs Reflection
self-reflection peer evaluation
Communication mutual support & feedback
Community formation & maintenance Interaction
Among members of single cohort
Across continents & oceans Across semesters Across cultural & social
dysjunctures
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Expectations vs Use of SN Tools 2 .../2 Expectations
IM for quick changes of plan to check if online
Discussion forum formal course-related
theoretical Qs & responses
Chat synchronous local &
international coordinatione-Portfolios
formal annotated electronic record of program documents, artefacts, achievements
UsesIM
• Notification of: • Lateness• chat entry• new posts
Discussion Forum Formal course evaluation Formal comments on the course
& projects… in response to instructor’s
postingsChat
• synchronous remote/ internal communication on:
• Discussion• catch-up• Socializing• course-related transactions
E-Portfolios– Created but hardly (yet)
used– Possibly because of formal
nature cf digital stories
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Course outcomes:
Processes Self-reflection Self-evaluation Self-efficacy Independent
inquiry Self-initiation Self-motivation Peer evaluation Realization of
usefulness of formation of community network
Products Webquests Online media-
supported teaching module
Wiki sites Blogs
Course-relatedPersonalTravelPost-course/
practitioner
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Social presence: effective interaction & learning community formation
No. & frequency of interactions initiated No. & frequency of responses to others Cultural effects on interactions ** Types of communication actions **
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Classification of postings
Postings by category
Supp
Refl
Trans
Org
Supportive
Supporting
Compliment
Empathy
Advice
Information
Thanks
Reflective
Musing
Complaint
Photo
Transactional
Help Request
Help giving
Query
Organizational
Announcement
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Features emerging from classification
High incidence of supportive comments (1/3):Complimenting, supporting, giving advice, thanking,
empathizingHigh incidence of reflective comments:
Musing, photographs, complaintsMuch less transactional:
Asking & answering Qs, requesting & receiving helpSmallest category: organizational
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Persistence of post-course blog use
All but 1 posted on their blogs post-course >50% maintained & expanded theirs, creating
others, & using with own classes >30% maintained blog contact & mentored
subsequent cohorts Similar patterns across subsequent semesters have
shown Experience of being mentored seems to engender
willingness to mentor Experience of becoming reflective, independent &
interdependent members of a community promotes willingness to support emerging independence
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And now the story continues …
In fully online mode … - or is it a different story??
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New context, similar approach
In transition fromf2f CALL Teacher Ed to …Blended/hybrid CALL Teacher
Ed to …Fully online mix of CALL &
general DE to …Fully online DE Teacher
Education
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Online constraints & considerations
Intercultural aspectsGeography & accessTimezonesAppropriate technology
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Tools made available 1 … /2
Synchronous & asynchronous CMC:Moodle:
Discussion forumsIM near-synchronous chatWikisBlogs (not used)
EmailVoIP (Skype)Elluminate LiveElluminate vRooms
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Tools made available 2 … /2
Instructional technologies Discovery/exploratory
technologies Community-facilitating
technologies (Facebook, Me2U, Flickr, tagging applications, RSS etc)
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Beginning with a tale of 2 wikis
… & 2 Moodles …Exploratory learning - using the
available tools for purposes that seem appropriate …
Learning together …
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Choices & constraints 1 …/2
Individual vs community “traditional” personality of DE
students Role of academic dialogue at
Masters levelFacilitation in DE environment?
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Choices & constraints 2 …/2 Mismatch between:
Requirements Expectations (teacher & learners) Teaching & learning approaches
(including intercultural aspects) Assessment criteria Assessment process (in transition)
What constitutes PARTICIPATION??
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Collaborative Moodle wiki sites
CDE Moodle & wikiInternal to coursePassword protectedLocked down by university adminUnable to add guests or students
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CDE Moodle wiki site
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CDE Moodle wiki site
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Collaborative Moodle & wiki sites
Education University of IcelandOpen MoodlePassword protectedGuests & students added manuallyhttp://moodle.khi.is/course/category.php?id=8 Wikispaces sites for student-student, student-
teacher & teacher-teacher collaborationhttp://athabascakhi.wikispaces.com/Athabasca
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Communications Technologies
Elluminate Livehttp://www.elluminate.com/Elluminate vRoomshttp://www.elluminate.com/vroom/
Skype
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Changing rolesReflective practiceOpennessCollaborationNegotiationChanging assessment practices: e-
Portfolios
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Some advice from my students
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Critical differences in DE 1 …/2
a necessity for lifelong learning “green”-er (x4) Accessibility & openness (x5) centrality of CMC Flexibility
importance for lifestyle & commitments freedom to design your own program & courses
according to interest Accessibility, breaking down barriers & reaching
remote locations autonomy in experience & direction (x4)
Of both experience of learner & direction of studies i.e.Self-motivationSelf-designed courses & program
Keeping up with advancements in technology (x3)
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Critical differences in DE 2 …/2
multi-modal techniques to cultivate engagement (x2) Move from “compensation model” to “celebration
model” (x3) DRAGONS:
Diverse (many and different; distinct and unalike) Requisites (anything indispensable) Accessing (obtain or retrieve from a storage device
like information on a computer Global (not limited or provincial in scope Opportunities (a possibility due to a favourable
combination of circumstances) Non-traditionally (not conforming or in accord with
the considered norm) Sustained (supply with necessities and support)
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Questions?Comments?Suggestions?Advice?
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Debra HovenCentre for Distance Education,
Athabasca University
http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/
http://[email protected]