Improving the Social Nature of OnLine Learning Tap into what students are already doing Tap into...
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Improving the Social Nature of OnLine Learning Tap into what students Tap into what students are already doing are already doing Educause SWRC07 Educause SWRC07 Copyright James Laffey, Paul W. Turner, Beth Chancellor, 2007. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of at least two of the authors. To disseminate otherwise or to republish requires written permission from the author.
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Transcript of Improving the Social Nature of OnLine Learning Tap into what students are already doing Tap into...
Improving the Social Nature of OnLine Learning
Improving the Social Nature of OnLine Learning
Tap into what students Tap into what students are already doingare already doing
Tap into what students Tap into what students are already doingare already doing
Educause SWRC07Educause SWRC07
Copyright James Laffey, Paul W. Turner, Beth Chancellor, 2007. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of at least two of the authors. To disseminate otherwise or to republish requires written permission from the author.
•University of Missouri-Columbia
James Laffey, SISLT
Paul Turner, SISLT
Beth Chancellor, ITS
A turn to the SocialA turn to the Social‣ Social NetworkingSocial Networking
‣ Social LearningSocial Learning
‣ Social ComputingSocial Computing
Theory
Prac
tice
Prac
tice
Research
"social" is derived from the Latin "social" is derived from the Latin word "socius"word "socius"
a bond between people or central to a bond between people or central to their collective or their collective or connectedconnected
existenceexistence
Social networkingSocial networking
•Making Connections
•
Bringing People
Together
Social NetworkingSocial Networking‣ Increasingly this is why Increasingly this is why
students log into the Web students log into the Web (daily, hourly, 24/7)(daily, hourly, 24/7)
‣ The websites that draw The websites that draw people back again and again people back again and again are those that connect them are those that connect them with friends, colleagues, or with friends, colleagues, or even total strangers who even total strangers who have a shared interest. have a shared interest.
The Horizon Report, 2007 Edition, pp. 12-14.
Social networkingSocial networking‣ Social networking may represent a Social networking may represent a
key way to increase student access key way to increase student access to and participation in online course to and participation in online course activities. activities.
‣ Truly engaging social networking Truly engaging social networking offers an opportunity to contribute, offers an opportunity to contribute, share, communicate, and share, communicate, and collaboratecollaborate..
‣ Harness the power of social Harness the power of social networking to build rich, interactive, networking to build rich, interactive, robust learning communities.robust learning communities.
Social learningSocial learning‣ Learning is a social activityLearning is a social activity
‣ Learning happens through Learning happens through observing others and through observing others and through shared experiencesshared experiences
‣ Lack of social interaction causes Lack of social interaction causes dissatisfaction and impedes learningdissatisfaction and impedes learning
‣ Existing online learning systems Existing online learning systems suffer from lack of paying attention suffer from lack of paying attention to the “social”-- too much focus on to the “social”-- too much focus on tasktask
‣ Learning is a social activityLearning is a social activity
‣ Learning happens through Learning happens through observing others and through observing others and through shared experiencesshared experiences
‣ Lack of social interaction causes Lack of social interaction causes dissatisfaction and impedes learningdissatisfaction and impedes learning
‣ Existing online learning systems Existing online learning systems suffer from lack of paying attention suffer from lack of paying attention to the “social”-- too much focus on to the “social”-- too much focus on tasktask
Social learningSocial learning‣ In traditional classes students are In traditional classes students are
physically present, they are there physically present, they are there with others, and they benefit from with others, and they benefit from observing what others do (social observing what others do (social navigation).navigation).
‣ Can we support cues to these Can we support cues to these attributes (presence, co-presence, attributes (presence, co-presence, and social navigation) to help and social navigation) to help online students:online students:
‣ feel socially engaged and capable of influencing feel socially engaged and capable of influencing othersothers
‣ feel more confident about what to dofeel more confident about what to do
‣ feel more connected to instructor, fellow feel more connected to instructor, fellow students and the contentstudents and the content
AwarenessAwareness‣ Understanding the activity of Understanding the activity of
others, which provides a context for others, which provides a context for your own activity.your own activity.
‣ How does the online “system” How does the online “system” allow individuals to represent allow individuals to represent themselves? or their actions? themselves? or their actions?
‣ Information systems as “places” for Information systems as “places” for social interaction as well as social interaction as well as “spaces” for data collection or “spaces” for data collection or delivery.delivery.
AwarenessAwareness
Gutwin presents a set of basic elements that are central to awareness
ContextContext‣ Context aware computers and Context aware computers and
applications can interact with the applications can interact with the user to produce responses user to produce responses appropriate to the situation, or appropriate to the situation, or “context”“context”
‣ Context changes often depending Context changes often depending on roles, activity, time, on roles, activity, time, membership, taskmembership, task
‣ Notification systems are one Notification systems are one example of context aware example of context aware applicationsapplications
Social ComputingSocial Computing‣Via computers and networks,
information can now be easily shared user to user, or group to group.
‣The study of Social ComputingSocial Computing examines how this works, why it works, and how to integrate this knowledge into technological advances for improved learning or work performance.
Social ComputingSocial Computing‣ Use of e-mail for maintaining Use of e-mail for maintaining
social relationshipssocial relationships
‣ Instant Messaging for daily Instant Messaging for daily coordination and presence coordination and presence awarenessawareness
‣ Blogs or Wikis as community Blogs or Wikis as community building toolsbuilding tools
RESEARCH CommunitiesRESEARCH Communities
‣ CSCWCSCW
‣ Computer Supported Computer Supported CooperativeCooperative WorkWork
‣ ACM, since 1986ACM, since 1986
‣ CSCLCSCL
‣ Computer Supported Computer Supported CollaborativeCollaborative LearningLearning
‣ Since 1995Since 1995
‣ International Journal CSCLInternational Journal CSCL
‣CContext ontext AAware ware NNotification otification
SSystemystem
•http://www.cansaware.com
‣CANS is based on the CANS is based on the importance of social context and importance of social context and user preferencesuser preferences
‣A notification “engine”A notification “engine”
‣Events data collection toolEvents data collection tool
‣A research tool -- allows for A research tool -- allows for exploration, analysis, and exploration, analysis, and visualization of user actions in visualization of user actions in online learning systemsonline learning systems
EXISTING CMSEXISTING CMS
People
Time
Activity
Objects
Context(s)
Tasks
The The Problem:Problem:Activity is Activity is ComplexComplex
Sakai + CANSSakai + CANS
What is everyone doing?What is everyone doing?
What is my team doing?
What is my team doing?
How do I compare?How do I compare?
How are students doing?How are students doing?
history or trajectoryhistory or trajectory
Micro-ANALYSIS OF ACTIVITYMicro-ANALYSIS OF ACTIVITY
Thread
Sub-Thread
peak performerspeak performers
CANS research supportCANS research support‣ Fund for the Improvement of Postsecondary Fund for the Improvement of Postsecondary
Education (FIPSE) Education (FIPSE)
‣ U.S. Department of EducationU.S. Department of Education
‣ 1) Develop a software system for context 1) Develop a software system for context awareness that is integrated with the Sakai awareness that is integrated with the Sakai course management system and is easy for course management system and is easy for faculty and students to use.faculty and students to use.
‣ 2) Evaluate its impact on teaching and learning, 2) Evaluate its impact on teaching and learning, producing new knowledge about the contextual producing new knowledge about the contextual and social implications of online learning. and social implications of online learning.
‣ University of Missouri - ColumbiaUniversity of Missouri - Columbia
‣ Partners: University of Michigan and Virginia Partners: University of Michigan and Virginia TechTech
‣ FY 2006 - FY 2008FY 2006 - FY 2008
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