e-chronicle

“The fact that something is technologically possible does not imply that it is also educationally desirable”

- Salomon, 1999, p. 36, cited in Tutty & Klein, JD 2008, ‘Computer-mediated instruction: a comparison of online and face-to-face collaboration’, Education Tech Research Dev, vol. 56, pp. 101-124.

“Beware of inert ideas - ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.”

- Whitehead 1929, cited in Barkley et al. 2005, Collaborative learning techniques: a handbook for college faculty, Jossey-Bass Publishers, San Francisco.

“The key challenges the Internet community will face in the future is not simply technological, but also sociological.”

- Kollock 1996, p. 1, cited in Dixon et al. 2006, ‘Breaking the ice: supporting collaboration and the development of community online’, Canadian Journal of Learning and Technology, vol. 32 no. 2, Spring.

“When there is trust among people, relationships flourish; without it, they wither.”

- Preece 2000, p. 191, cited in Rovia, A 2002, ‘Building sense of community at a distance’, International Review of Research in Open and Distance Learning, vol. 3 no. 1.

This is the last assignment for EMT1 - YEAH! Click here to read my reflection of the group process in the learning community design. The reflection addresses the following:

• description and analysis of the group process
• synthesis of readings and research
• reflection of how this process can further inform my experiences of learning communities.

I recently participated in a group project which involved designing an e-learning community. I have put up the design here on this page - SANJT: and e-learning community for 1st year nursing students. Alternatively, you can check out the wiki. Go to http://sanjt.wikispaces.com/

I would like to credit the contributions of my fellow group members: Nic Brett, Sabina Levine and Trent McAllan.

“…while technology enables us to quickly access, share, and amass knowledge, it does not automatically transform a group of learners into a community of learners.”

- Dixon, JS 2006, ‘Breaking the ice: supporting collaboration and the development of community online, Canadian Journal of Learning and Technology, vol. 32(2) Spring, p. 1.

“Learning cannot be designed…It slips through cracks; it creates its own cracks. Learning happens, design or no design.”

- Wenger, E 1999, Communities of practice, Cambridge University Press, Cambridge, p. 225.

“…New Yorker cartoon of a dog using the Internet, “On the ‘Net nobody knows you’re a dog.”

- Brown, JS 1999, ‘Learning, working and playing in the digital age’, Conference on Higher Education, The American Association for Higher Education.

“It’s not about the wires, it’s about what flows through them.”

- November, A 2005, cited in Woodland et al. 2007, ‘Virtual learning communities’, Business Education Digest, issue 16, p. 71.

“Technology enables educators to establish learning communities whose boundaries are only limited by the imagination of those who participate within that learning community.”

- Redmond, P & Lock, JL 2008, ‘A flexible framework for online collaborative learning’, The Internet and Higher Education, vol 9, p. 275.

SL seems to be the flavour of the week for Richard Aedy, the presenter of Life Matters, a daily morning program on ABC Radio National. He did a segment on SL on two consecutive days: the first one was on the educational aspect, and the other one was of a more risqué nature.

The University of Queensland (UQ) has become the first sandstone university in Australia to expand into SL, according to Richard. It has leased an island for five years at the price of US$10,000. A “Religion Bazaar” will be set up on the island, where “students will be able to become characters or avatars in various places of worship, including a Mosque, Freemasons’ Lodge, Christian Church and Hindu Temple”.

While UQ may be the first of the ‘Group of Eight’ to venture into the virtual world, it is not the “pioneer” institution to do so, as pointed out by Richard; Deakin University, Monash University, Swinburne University of Technology, and University of Southern Queensland, amongst others, have already had a virtual presence in SL long before the newly-introduced UQ’s “Religion Bazaar”.

The segment of a more risqué nature that was broadcast this morning was nothing insightful - it was more like an orientation session, with a SL resident giving a chronicle of her avatar and SL experiences, including the romance and other R-rated activities which I will not go into details here.

To listen to these two segements, click on the link below:
http://www.abc.net.au/rn/lifematters/stories/2008/2248858.htm
http://www.abc.net.au/rn/lifematters/stories/2008/2219422.htm

I was watching the news on SBS tonight, and there was a story on a new doco that’s become a cult hit, which led to interests from cable networks…because it was entirely shot in Second Life. That pricked my curiosity as the group assignment that I’m currently working on involves Second Life.

Molotov Alva and his search for his creator: a Second Life odyssey, a series of ten shorts filmed in Second Life, is the work of Douglas Gayeton who based the work around his own experiences as avatar Molotov Alva. He seeks to tackle the issues of virtual identities with the doco, and called his avatar’s explorations “a Marco Polo story for our times”. His goal was to make something for those who have never experienced Second Life, but were curious about virtual worlds and what they mean for society.

It’s truly fascinating stuff. Check out the preview on youtube, and you can watch the entire doco of ten shorts on the cinemax website:

http://www.youtube.com/watch?v=-e716rQAdXw
http://www.cinemax.com/molotov-alva/index.html

So what has this got to do with e-learning?

The foundation of the theory of social constructivism lies on three principles: the Zone of Proximal Development (ZPD), intersubjectivity, and enculturation. Accordingly, learning process is the active construction of knowledge based on prior knowledge and experience, social construction of knowledge through interaction, intersubjective construction of knowledge through effective communication, and multiple interpretations of knowledge. In order to have an effective learning environment, be it web-based or otherwise, the role of peers is critical. There needs to be opportunity for collaboration in the learning process, opportunity to publicly share their work so learners can revise and reflect based on peer feedback and what they have learned from one another, appreciation of multiple perspectives, the use of relevant and authentic tasks and involving problem solving in real world situations, and enculturation into the community of practice in the academic discipline or profession.

A sense of community can co-exist on multiple levels. Learners should be able to choose the degree of community that is most comfortable and useful for them, and best suits their capability. Although web-based technologies can support and enhance social learning and interaction, it is the design and instructor’s intervention that causes socialisation to occur via feedback mechanism throughout the e-learning experience. Every technological tool has its advantages and disadvantages, scope and limitations. An effective learning environment is one that meets the learners’ demands, and these can be met with the aid of the technological tools when used complementarily, so that learners feel connected to the community at a comfortable level. Learners who prefer interaction on a one-on-one level (e.g. learner-learner and learner-instructor) may choose to use e-mail and chat/IM for instance; those who prefer small group interaction may do so via discussion forums (involving only a few learners), chat, audio/video conferencing, and wikis for collaborative work; and those who are comfortable with interaction on a macro level can use those media that involve the whole community. There should be something for everyone. Ultimately, the tools are merely technological aids; the instructor has to create a conducive environment, within realistic parameters and boundary set up by the instructor or agreed upon between the learners and instructor (e.g. learning objectives, availability and accessibility of Internet communication tools, feedback mechanism and response time, collaboration opportunities and tasks, sharing and publication of learners’ work within and beyond the community, assessments, etc.) throughout the learning experience so learners feel connected to the community, develop trust, and commit to a shared beliefs and objectives.

A blog is a web page serving as personal journal for an individual, and can include multimedia. Wikis are a collection of editable web pages that can be edited by anyone, at any time, from anywhere. Each tool puts the learner at the centre of the learning process; supports the writing process, reflection in learning, and student empowerment; promotes a sense of community, and the idea that learners are experts in their learning process; increases social and peer interaction and collaboration; provides additional cognitive scaffolding with received feedback or revisiting their own writing; and develops critical thinking skills. Emphasis is on the writing experience and not the technology, and learning to use the tools is easily achievable. Blogs are less editable than wikis, and there is the possibility of inappropriate feedback to blog entries. Wiki entries can be easily edited or deleted accidentally, but this can be overcome with usage guidelines, and tracking and authentication mechanisms. 

Dawley, L 2007, ‘Blogs and wikis’, in The tools for successful online teaching, Information Science Publishing, Hershey, pp. 205–226. 

Chat and instant messaging (IM) provide a learning community with informal synchronous communication tools, thereby creating a sense of community and overcoming isolation via real-time, a sense of freedom and democracy (online disinhibition effect) due to lack of visual cues, enabling spontaneous and in-depth interaction with the whole community, small groups or one-on-one. In addition, recorded chats and transcripts can be made available for later use, and IM allows immediate access to instructor or other learners when needed. Chat norms and culture may have to be taught for effective use of the tool. Arranging a chat session can be a challenge if learners are in different time zones. Technical requirements for chat and IM might also be challenging to some learners. Frustration can arise when learners are bumped from chat, and have to log back in and catch up. Positive experience in chat and IM, in a structured format and with instructor support, can stimulate learners cognitively, socially and emotionally, thus create a deeper connection with community.

Dawley, L 2007, ‘Chat and instant messaging’, in The tools for successful online teaching, Information Science Publishing, Hershey, pp. 121–143. 

Discussion forums provide the ability for asynchronous social interaction, formal and/or informal, to occur over a designated period of time. Students have the time for in-depth reflection and edit their work before posting, and because of potential peer feedback and influence, better quality work is produced. Equalising student participation in discussion forums helps to build a sense of community, create connection, engage and empower students in peer learning. The historical record created enables students and instructors to monitor student’s development over time. Effective discussions should fall into one of three categories: social presence, cognitive presence, and teaching presence. The lack of immediate feedback and privacy in the forums can be overcome with time and familiarity with the asynchronous nature, and a sensitive instructor. Posting wars and flaming can be avoided with close monitoring, and the establishment of norms, netiquette and code of conduct. Lack of motivation to post may be overcome with appropriate questioning techniques, concrete incentives or games.

Dawley, L 2007, ‘Discussion forums’, in The tools for successful online teaching, Information Science Publishing, Hershey, pp. 70–97.