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Navigational support in lifelong learning: enhancing effectiveness through indirect social navigation. José Janssen, Colin Tattersall, Bert van den Berg, Rob Koper ; presented by Eric Kluijfhout Educational Technology Expertise Center. Learning Networks. - PowerPoint PPT Presentation
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Navigational support in lifelong
learning: enhancing effectiveness
through indirect social navigation
José Janssen, Colin Tattersall, Bert van den Berg, Rob
Koper; presented by Eric Kluijfhout
Educational Technology Expertise Center
Learning Networks
Self-organized, distributed eLearning systems, designed to facilitate lifelong competence development in particular domains.
‘Network’ refers to the connection of: actors in various roles learning artefacts in various forms and
aggregations the physical ICT network and facilities
Navigation in Learning Networks
Navigation implies:
Position: where you are
Target: where you want to be
To do list: learning activities left to complete to reach target
Navigational support
Traditional approaches:
Pre-detremined study route
Institutional study advice
Approach related to principles of self-organisation
Social navigation through social filtering, but Requires large amount of ratings Is time consuming
Stigmergy: indirect social navigation
Indirect social navigation requires:
1. Decision on what to feed back, how and when
2. Learner record data store
3. Filtering and processing of information
ROMA experiment:
• Feedback on learning activities other learners completed next
• Prototype of the feedback tool
• Large scale experiment to determine: Impact on effectiveness Impact on efficiency
Feedback on next completed learning
activities A B C D E
{} 1 3 2 4 5
A 4 2 5 1
B 2 2 1 3
C 3 4 1 2
D 4 2 4 5
E 1 2 5 3
E = {ABBCCCCCDDD}E = {ABBCCCCCDDD}
Hypotheses on experimental and
control group:
1. Increased effectiveness in experimental group: Average number of learning activities
completed Goal atttainment (number of learners having
completed all learning activities)
2. Increased efficiency in experimental group
- Time to complete all learning activities – # of days between start and completion date
Minicourse Internet+
Two Moodle sites Internetcursus.ou.nl (control group) Minicursus.ou.nl (experimental group)
Each group 1 helpdesk 11 learning activities on internet for beginners
Prerequisites: basic computer skills (e-mail) passive knowledge of English
An estimated 2 hour study load per learning activity Multiple choice test (5 questions) – 60% = completion
March 17th – June 17th 2005 1012 learners enrolled
Learning paths:
Results: effectiveness – average
completion of learning activities
course completion
RMA: last three weeks
Results: effectiveness - goal attainment
Completion rates (percentages) in control group and experimental group prior to intervention2 = 4.04, df = 2, p < 0.05
Completion of 11 Ans Group
Controla Experimentalb
No 66.6 59.8
Yes 33.4 40.2
a n=398 b n=410
Results: efficiency
Avarage time needed to complete all 11 modules
Control group: 38,9 days Experimental group: 36,5 days
T-test: not significant
Conclusions
Impact of feedback tool on:
1. Effectiveness:
- # of completed learning activities: significant- goal attainment: significant
2. Efficiency: not significant
Thank you