Fostering New Learning Communities, Nurturing Online Learning Ecosystems
June 19, 2009 #sloancsym #nlc San FranciscoSloan C International Symposium
on Emerging Technology Applications for Online Learning
http://newlearningcommunities.pbworks.comHolly Rae Bemis-Schurtz, M.A. @hollyrae
Susan Bussmann, Ph.D. @suceppibNew Mexico State University
We apply these concepts to foster experiential learning for K-20 educators.
Consider …
Clarity, focus, perspective, adaptation, evolution
Influential Concepts
Learning Ecosystems(Gutl & Chang)
Connectivism(Siemens & Downes)
Bioteaming(Thompson)
Overview• New Learning Contexts & Skills• Learning Ecosystem as a Model• Characteristics of New Learning
Communities (NLCs)• Organizational Biomimicry– One to many communications– Self organizing, collective leadership
• Developing NLCs• Nurturing & Supporting NLCs• Assessing NLCs
Scoble’s Social Media Starfishhttp://www.flickr.com/photos/dbarefoot/1814873464/
Social Media Landscapehttp://www.fredcavazza.net/2008/06/09/social-media-landscape
/
The Conversation Prismhttp://www.briansolis.com/2008/08/introducing-conversation-prism.html
What happens to learning in this context?
“Our learning and information acquisition is a mashup. We take pieces, add pieces, dialogue, reframe, rethink, connect, and ultimately, we end up with some type of pattern that symbolizes what’s happening ‘out there’ and what it means to us. And that pattern changes daily.
G. Siemens and P. Tittenberger. Handbook of emerging technologies for learning, March 2009.
Connectivism
• Affordance of tools• Contextual situated
learning• Social learning theory• Epistemological views• Embodied cognition
• New media theory• Systems theory• Network theory
‘A learning theory for a digital age’ from George Siemens (@gsiemens) & Stephen Downes (@downes).
Influenced by learning theories, social structures, and technologies, such as
In a nutshell…• ‘knowledge and cognition are
distributed across networks of people and technology is the process of connecting, growing, and navigating those networks'
• the knowledge of the network is bigger than any one node
Handbook of emerging technologies for learning, March 2009
http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning
Learning is forming connections
Connectivism (George Siemens & Stephen Downes)
• Learning is connecting new experiences within our neural, conceptual and social networks– Depth and diversity of the connections is what
determines understanding – Frequency of exposure and integration with other
concepts can strengthen understanding– Connections can be strong or weak – different
networks serve different needs• Expertise (the facility of using networks) is
what is needed to learn in this new context
New Learning SkillsG. Siemens and P. Tittenberger. Handbook of emerging technologies for learning, March 2009. “New Learning, New Educators, New Skills”
Created with Wordle - http://www.wordle.net/http://en.wikipedia.org/wiki/Soft_skills
Soft Skills
Flickr Creative Commons Search for ‘early adopters’ or ‘power users’
Technology Fluency & Adeptness
http://www.flickr.com/photos/hbemisschurtz/favorites/
WayfindingWayfinding encompasses all of the ways in which people and animals orient themselves in physical space and navigate from place to place• traditional navigation methods used by
indigenous peoples• in the context of architecture to refer to the user
experience of orientation and choosing a path within the built environment• the set of architectural and/or design elements
that aid orientation.From http://en.wikipedia.org/wiki/Wayfinding
SensemakingSensemaking is the ability or attempt to make sense of an
ambiguous situation. • creating situational awareness and understanding in
situations of high complexity or uncertainty in order to make decisions.
• "a motivated, continuous effort to understand connections (which can be among people, places, and events) in order to anticipate their trajectories and act effectively" (Klein et al., 2006a).
http://en.wikipedia.org/wiki/SensemakingKlein, G., Moon, B. and Hoffman, R.F. (2006a). Making sense of sensemaking I: alternative perspectives.IEEE Intelligent Systems, 21(4), 70-73.
How do you support the development of personal learning skills?
Consider the EcosystemA network of living and nonliving things
• Energy and water cycles continuously
• Producers generate for Primary. Secondary, & Tertiary Consumers
• Decomposers recycle and compost for a healthy foundation
Illustration by Sabine Deviche (ASU) http://askabiologist.asu.edu/research/ecosystems/index.html
Learning Ecosystem as a ModelGutl & Chang, 2008• a comprehensive review of the ecosystem
model as used to describe highly dynamic learning environments that change organically and often
• a model to identify perspectives, relationships, approaches and implementations
• assists in identifying pedagogical, cognitive, social, organizational, and technological aspects
Characteristics• Open and flexible to allow for student's
self direction• Support the individual learner and the
community in a natural learning process
• Network of learning agents and sources dynamically changes according to situations and context
(Gutl & Chang, 2008)
from David Armano (@armano)
Our working definitionA learning ecosystem is…
a framework for understanding new learning environments that incorporate a variety of
tools (ie: course management systems, Web 2.0 applications) and
multiple touch points (web, client, mobile) that aims to make transparent to the members of the learning community various
channels (relationships, pathways, protocols) for learning.
So we’ve tried…To establish a framework which shows
our ecosystem.
The next few slides show this over time.
Each is only a snapshot of a dynamic system~ a moment in time.
External Communities
Recomposition
Production
Primary Consumption
Ambient Consumption
Current Events & Trends
Widgets &
RSS Facilitation and Assessm
ent
Leve
l of l
earn
er in
vest
men
t/aka
“r
isk”
Learner Activity
Touch Points Method Examples
•Lurking•Browsing/Surfing•Reading•Socializing
•Custom Search Engines•Shared RSS Feeds•Social Networks•Blogs•Wikis
•Integrating presence of learning community in places where students already spend their time•Places on web that are course related but not main course, •Usually optional, not graded, low-risk participation.
•Use of Group feature in popular social networks (Facebook, MySpace)•Customized iGoogle Gadgets
•Sharing•Reflecting•Voting
•Social Bookmarking•Lifestreaming•Micromedia•Tumbleblogs•Polling and Surveying Tools
•Facilitate ways for students to share updates on what they are doing, seeing, reading, and thinking about. •Usually optional, not graded, still pretty low-risk.
•Course tag on Delicious, Twitter•Use of simple polls widgets
•Writing•Editing•Conferencing
•Blogs•Wikis•Instant Messaging•Voice Conferencing
•Learners take their conversation about what they are learning outside of the “classroom.” •Type of investment and “risk” starts to increase. Complexity, collaboration, increased communication…•Grading, payment, rubrics
•Shared Resource Lists and Best Practices on a PBWiki•Meeting on Skype to discuss projects and or assist peers•Journal entries, basic Q & A discussion posts•Community blogging
•Course Requirements•Webconference•Quizzes, Exams, Assessments•Discsussions•Portfolios•Building Models
•Course/Learning Magagement System•Webconferencing System•Blogs•Wiki
•Explorations for your learners to practice skills and demonstrate mastery of concepts•These are highest risk methods. Grades, payment are at risk. •Criteria, rubrics
•Levels of courses in Moodle•Advanced use of discussion (debate, role-play, etc.)•Students present group projects in synchronous sessions in Adobe Connect•Creating blog, wiki, etc.
Recomposers
Producers
Primary Consumers
Ambient Consumers
Parra, Bemis-Schurtz, Bussmann (NM TIE & iNACOL VSS, 2008)
Lear
ner R
espo
nsib
ility
Learner as Recomposer
Learner as Producer
Learner as Connector
Learner as Lurker
Relationship to Requirements
Collaboration & Interaction
Tools
Learnstreaming Tools
Content Creation &
Dissemination Tools
Learning & Content
Management Tools
•Learning/Course Management System•Webconferencing System•VOIP Instant Messaging Tool•Robust Wiki
•Blogs•Micromedia•Robust Wikis•Voice Discussion Tools
•Multimedia Creation Tools•Social Bookmarking Tools•Content Sharing Tools•Custom Search Tools
•Lifestreaming Tools•Analytic Tools•RSS Feed Aggregators•Social Networks
LearningEcosystem Tools
Examples of NMSU & RETALearning Ecosystems
• Used at various levels, K-20 to foster experiential learning for educators
• Shared quickly for reference ;-)
Podcasting and Vodcasting for Improved Achievement
http://pvia.pbworks.com
• 3rd grade Educator Teams implement podcasting in classrooms
• Mentors (RETA Instructors)
Facilitated by @suceppib @hollyrae & Bethany Bovard (@tektrekker)
Online Teaching & Learning Opportunities Program
http://otlo.pbworks.com/eLearning-Ecosystem
• Secondary educators develop OTL environments for distance delivery
• Multi-year program
Facilitated by @suceppib & Julia Parra (@desertjul)
NMSU Division of Student Success
• Students and staff learn to access and share support online
• Very much in ‘beta’ ;-)
Facilitated by @hollyrae with Laura Grant (@laurapresently) & Phillip Johnson (@phlipper3000)
Online Teaching & Learning Graduate Certificate Program
http://extended.nmsu.edu
• 15 credit graduate program• Prepares learner for OTL
Facilitated by @suceppib, @tektrekker & Julia Parra (@desertjul)
So…• What happens to the community
when it spans across all of these contexts?
• How does this influence our pedagogy?
Characteristics of New Learning Communities
• Personal learning skills are integral• Conversation is not just in one
system/tool/place• Communities overlap between networks• Connections (the stuff of learning) are
made organically• Highly dynamic, Influenced by a wider
social experience and...
Organizational Biomimicry•Looking at ‘power users’ & ‘power’ communities of natural ecosystems•Ken Thompson (The Bioteaming Manifesto)•Traits of successful bioteams• Pheromone
messaging• Collective leadership
These are new communication styles for humans!
One to Many Communications
Thompson (2008) – Did ants invent the perfect mobile messaging system?http://www.bioteams.com/2008/04/30/did_ants_invent.html
Collective Leadership
Thompson (2008) Why penguins have no commanding officerhttp://www.nesta.org.uk/why-penguins-have-no-commanding-officer/
This is a tremendous shift!• Successful bioteams are highly dependent on
members’ beliefs and values• One to many communication methods are new to
humans• Each users experience is unique and personal
responsibility is substantially increased
So what strategies can we use to develop, nurture and evaluate our new learning communities?
Developing NLCs• Begin with needs & comfort level assessment• Choose core elements (tools) purposefully with
learners in mind• Make the ecosystem explicit– Maps– Categories– Tools– Philosophy
• Design so that you are facilitating interaction– open ended and self directed activities– act as concierge, connector, atelier, curator
Developing NLCs (ctd.)• Establish reasonable expectations
– Consider learner risk– Encourage voluntary participation
• Provide a synchronous orientation to the ecosystem
• Utilize audio/video tools frequently to support knowledge of the ecosystem
• Establish protocols for utilizing channels (ie: engaging a colleague or instructor via Skype)
Supporting NLCs• Foster metacognitive awareness of the
ecosystem, tools, touch points, channels with continued support– Consider ‘Bio-score Calculator’
(http://www.bioteams.com/flash/IsYourGroupaBioteam.html)• Assist students in developing an idea of their
own personal learning network• Identify your own strategies for wayfinding,
make transparent for your students• Encourage social sensemaking throughout
the experience
Assessing NLCs• Consider Ken Thompson’s ORGANICS (for
assessing self organizing within a group)• Evaluate growth in student’s– self assessment of use of PLN(s)– concept maps of PLN(s) over time
• Utilize summative assessments that are outcomes based (such as a portfolio)
• Utilize formative assessment (such as learnstreaming)
Learnstreaming*Use of these types of tools to develop
holistic and formative understandings about what is happening in the learning community
• Lifestreaming (Plaxo, FriendFeed)• Analytic Tools (Lijit, Google Analytics)• RSS Aggregators• ‘Friendships’ in social networks
*this is experimental, be cautious
Let’s engage in somesensemaking.
[email protected]@nmsu.edu
Resources continue to grow…http://newlearningcommunities.pbworks.com * http://delicious.com/hollyrae/connectivism * http://delicious.com/hollyrae/ecosystem * http://delicious.com/hollyrae/bioteams
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