Students engaging in networked learning research must be more self-directed
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(Re)Defining the Role of the Teacher in Networked Learning. The technology-for-educatio... - 2 views
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views
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balance between structure and learner autonomy
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take an active role in the learning process by making decisions
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If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
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The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
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The students in this study are in effect, networked learners in training.
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A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
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Figure 2: The Networked Student
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He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
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Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
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The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
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The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
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Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
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The personal learning environment can take the place of a traditional textbook
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I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications. What about the implications for the work environment? As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work. How do we empower ourselves in a limited environment?
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Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
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"He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
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Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
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scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
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Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
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It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
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The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
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The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
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Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
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The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
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Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
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Learning potential exists in what the student does with the compilation of content and how it is synthesised.
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exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
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The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
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The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
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The process and tools are overwhelming to students if presented all at once.
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Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
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While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
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Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
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The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
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Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
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European Journal of Open, Distance and E-Learning - 3 views
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The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
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tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
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Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
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We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
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From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
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Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
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The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
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This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
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ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
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creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
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Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
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As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
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Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
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gh quality content defines CB models of distance education, its effective management and control is extremely important
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Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
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Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
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The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
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mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
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In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
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strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
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Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
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important source of data to constructing the model is the user’s current and past activities with content in the learning context.
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data mining
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Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
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From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
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CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
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Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
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efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
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eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
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New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
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Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
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Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
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ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
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extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
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Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
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Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
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learning is the process of building networks of information, contacts, and resources that are applied to real problems.
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Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
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capacity to find, filter and apply knowledge when and where it is needed
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The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
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iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
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gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
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elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
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Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
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hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
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individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
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second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
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Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
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eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
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The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
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Connectivist designs also involve the discovery of and contribution to new learning communities.
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Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
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hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
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the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
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arder to apply analytics than in the more contained contexts of CB and social constructivist models.
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There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
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The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
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Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
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Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
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Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
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here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
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No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
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As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
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from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
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Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
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he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
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This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
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