Learner Self-Engagement in Web 2.0 Participatory Learning Environments (Research-Based) (166333440)

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    We used it the way we wanteto": Research on Learner Self-

    Engagement

    Web 2.0 Participatory Environmen

    Deborah Everhart, Erin Knight, Nathan Gandomi

    http://www.flickr.com/photos/nswlearnscope/2053289691/

    http://www.flickr.com/photos/nswlearnscope/2053289691/http://www.flickr.com/photos/nswlearnscope/2053289691/
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    About UsDr. Deborah EverhartAdjunct Assistant Professor, GeorgetownUniversityChief Architect, Blackboard Inc.Research Associate, Blackboard Institute

    Erin KnightResearch DirectorCenter for Next Generation Teaching and LearningSchool of Information, UC Berkeley

    Nathan GandomiCo-DirectorCenter for Next Generation Teaching and Learning

    School of Information, UC Berkeley

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    Background

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    ParticipatoryMedia?

    Social media, Web 2.0, pMedia Tools that foster participation

    online Blogs, wikis, forums, chat, social

    bookmarking, social networking

    Key Principles: - network effects

    - low barrier to entry - rich user experiences

    - opennesshttp://www.flickr.com/photos/exlibris/22212708

    http://www.flickr.com/photos/30465871@N05/2934751640/http://www.flickr.com/photos/30465871@N05/2934751640/
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    Old School Ed.

    Perspectives Piaget: Constructivism

    (1920s)

    Vygotsky: SocialConstructivism, Zoneof ProximalDevelopment (1920s)

    Papert: Constructivismand computers(1970s)

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    More Recent

    Research

    Distance education

    Human motivation

    Learning sciences

    Brain-based research

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    pMedia for

    Education Learners learn more

    when they can socially

    construct theirunderstanding. Student-centered learning environments can

    facilitatedeeper learning than teacher-centeredapproaches.

    Participatory media can be used to fosterstudent-centered and socially constructedlearning.

    Key Assumptions:

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    ExistingLiterature

    Emerging, inconclusive

    Tool-focused, typically asingle-tool

    Attempts to proveeffectiveness or professThe Right Way to use

    the tool

    Contextually bound, oftennot generalizable

    http://www.flickr.com/photos/jannem/33121168

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    (+) effective interactive knowledge-exchange tools

    support unique voices

    empower learners to assert theirideas and opinions

    encouraging to think critically

    foster reflection, facilitate deeperconnection

    richer understanding due tohyperlinks, contextual informationand revisiting concepts

    (Herring et al., 2004; Oravec, 2002; Ferdig & Trammel, 2004, Koschmannat al., 1996)

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    Research: Blogs (-) benefits not same for

    all users

    open nature canintimidate learners anddiscourage use

    must be kept activeand maintained

    require a high level oflearner and instructormotivation toparticipate

    http://www.flickr.com/photos/lady-madonna/1470667

    (Saeed et al., 2008; Tri-Dang etal., 2009; Mason & Rennie, 2008)

    http://www.flickr.com/photos/lady-madonna/147066705/http://www.flickr.com/photos/lady-madonna/147066705/
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    Other Tools

    Chat

    Forums

    Wikis

    Social Bookmarking

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    Summary

    Research is not broadlyconclusive

    Too tool-focused

    Learning environmentsare nuanced!

    Need to step back, getbroader understandingsof use, perceptions,motivations, etc.

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    http://www.flickr.com/photos/fatboyke/2668411239/http://www.flickr.com/photos/fatboyke/2668411239/
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    Our Research

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    Our Research

    Observe usage acrossmany tools, across courses

    Explore the complexitiesand nuances within each

    learning environment

    Discover trends or patternsacross courses

    Understand student andinstructor perceptions,expectations andmotivations

    Inform future research

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    Our ResearchAvoids Claiming effectiveness

    Implying that differenttypes or levels of use are

    necessarily better

    Assuming that patternsof use in theseenvironments are

    applicable to differentenvironments

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    Social Media Classroom

    SMC

    Open source course sitesolution built around

    embedded social media tools

    Originally developed byHoward Rheingold, adaptedby I School

    Early adoption = uniqueopportunity to observe usageacross courses and interviewinstructors and students

    H d

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    HowardsCourseDeveloped the SMC to supporthis own course on digital media

    Taught the course 9 times now

    Claims he finally has gotten itright, although continues toinnovate

    Tells students upfront that usageis required

    Also tells them the type of useexpected in each tool

    R lit

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    RealityCheck Most instructors are not

    Howard

    Many are using technology orsocial media for the first time

    Most cannot take as manyrisks

    Most do not have the time todo trial-and-error

    Not all course content hassuch as direct tie to the tools

    Adapted from: http://www.flickr.com/photos/intenteffect/4263014185/

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    Back to OurResearch Instructors were first time users of these

    tools

    All early adopters of the

    SMC in the 2009-2010school year

    It is important to understandthese newer, messier,

    perhaps more commonenvironments

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    MethodsObservation of usage

    patterns in 4 coursesusing the SMC (8instructors, 150 students)

    Pre/Post surveys on

    expectations andperspectives (79/73Pre/Post responses)

    Student interviews Faculty interviews

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    Discussion of Findings

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    pMedia for

    Education

    Learners learn more whenthey can socially constructtheir understanding.

    Student-centered learning environments can facilitatedeeper learning than teacher-centered approaches.

    Participatory media can be used to foster thestudent-centered and socially constructed learning.

    KEY ASSUMPTIONS:

    ?

    ?

    ?

    l fi

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    No one-tool-fits-all Each course used the SMC

    differently

    Usage was focused aroundone tool and that tooldiffered across courses

    Instructors used the toolsdifferently

    Differences in use acrossstudents within a c

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