Shalin Hai-Jew - Journal of Online Learning and Teaching

Shalin Hai‐Jew
Designing Discovery Learning Spaces Online
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Discovery Learning Spaces: y Online spaces that support autonomous and learner‐
directed learning y Developed with orientation, decision supports, D l
d i h i
i d i i community supports and the archival of new learning y Promotion of learner self‐efficacy and decision‐
Promotion of learner self efficacy and decision
making
y Alignment with relevant autonomous learning theory Designing Discovery Learning Spaces Online
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Uses of Discovery Learning
y Polishing employable skills
y Training end‐users of products and equipment y Adding value to live, synchronous events y Supporting lifelong learning
y Self‐improvement (informally and formally) y Heading off skills decay
Designing Discovery Learning Spaces Online
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Discovery Learners
y Independent y High levels of image and screen literacy
y Purposive
y Self‐driven, self‐initiative y Self‐directed
y Active learners y Creative and innovative y Able to learn in ad hoc situations Designing Discovery Learning Spaces Online
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The Phases of
The Phases of Self‐Regulated Learning
“Phase 1 involves planning and goal setting as well as activation of perceptions and knowledge of the task and context and the self in relation to the task Phase and context and the self in relation to the task. Phase 2 concerns various monitoring processes that represent metacognitive
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g
awareness of different aspects p
of the self and task or context. Phase 3 involves efforts to control and regulate different aspects of the self or t k d task and context. Finally, Phase 4 represents various t t Fi ll Ph
t i kinds of reactions and reflections on the self and the task or context” (Pintrich, 2004, p. 389). (
,
4, p 3 9)
Designing Discovery Learning Spaces Online
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F
C
t Skill f th
Four Component Skills of the Independent Learning Model
Independent Learning Model
y “(1) self selection, y (2) self‐determination, y (3) self‐modification, and y (4) self‐checking” ( ) lf h k ” (Chen, Kao, Yu & Sheu, 2004, n.p.)
Designing Discovery Learning Spaces Online
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Examples of Virtual Environments
y Virtual learning environments y Networks – or communities – of practice spaces y 3D immersive and persistent metaworlds
y Learning / course management systems y Interactive websites y Data repositories or digital libraries y Online work suites Designing Discovery Learning Spaces Online
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A Fusion of Technologies
y L/CMSes (Learning / Course Management Systems)
y Web building tools y Authoring tools (animated tutorials, screen captures, audio, video, e‐books, interactive objects, games, images) y AI: Intelligent tutoring agents, avatars y Databases and repositories y The Internet and WWW connectivity Designing Discovery Learning Spaces Online
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Th
i l Underpinnings
U d i i
Theoretical
y
y
y
y
y
y
y
y
y
y
g
Adult learning theories (Knowles)
Multiple intelligences (Gardner)
Experiential learning (Kolb)
C
Cognitive load iti l d (Sweller)
(S ll )
Cognitive theory of multimedia learning (Mayer & Moreno)
Constructivism (Piaget)
( g )
Communities of practice (Lave & Wenger) Zones of proximal development (Vygotsky) Social cognitive theory l
h
(Bandura)
Computer‐supported collaborative learning (various) Designing Discovery Learning Spaces Online
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A Normative Model for Virtual Model for Virtual
A Normative
Discovery Learning Spaces
Scaffolding Discovery Learning Spaces
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A Normative Model for Virtual Model for Virtual
A Normative
Discovery Learning Spaces (cont.)
y Entry: orientation, learner differentiation and channeling, informational decision supports, site reputation as an end destination
y Virtual Discovery Learning Experience: i f
information quality and timeliness, scaffolding for ti lit d ti li
ff ldi f novices and experts, opportunities for practice, options for localized applied learning, design for innovation, pp
g,
g
,
learning feedback loop, opt‐in instructional supports, curricular builds for learner mental models, incentives f “l
for “learner focus, persistence and self‐discipline”
f
i t
d lf di i li ”
Designing Discovery Learning Spaces Online
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A Normative Model for Virtual Model for Virtual
A Normative
y
g p
((cont.) )
Discovery Learning Spaces
y Community in Discovery Learning: humanizing of the space, collaboration affordances, attraction and retention of quality participants, encouragement of learner self‐
f li i i
f l
lf
enthusiasm, and encouragement of learner self‐efficacy
y Exit: enhancement of discovery learning strategies, encouragement of future learning, building of learner decision‐making, building of learning conceptualization models; documentation of the learning for professional and personal uses; outlinks and partnerships; archival and sharing of participant discoveries, portability of contents between technological systems
Designing Discovery Learning Spaces Online
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Main Opt‐In Main Opt In
Functions Functions
View of Discovery L
Learning i
Spaces
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Main Opt‐in Functions… y Discovery learning space development and growth y Self learner decision making
y Learning and skills acquisition y Record‐keeping / institutional memory y Learning community / network of learners / community of practice / knowledge creation community y Knowledge building Designing Discovery Learning Spaces Online
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Orientation
y Direct teaching of self‐regulated learning strategies y Orientation and acclimation to the online discovery llearning space i y Versioning a site to meet individual learner preferences and needs Designing Discovery Learning Spaces Online
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G id d Discovery Learning Tools
Di
L
i T l
Guided
y Weak guidance to build internal conceptual frameworks y Linking learning goals for individual learner self‐goals y Learner monitoring y Guided, explanatory feedback to promote cognitive y
y
y
y
development Support for learner structuring of the learning space The encouragement of strategic help‐seeking behaviors
The maintenance of learner engagement g g
Additional learning trajectory beyond the discovery learning site Designing Discovery Learning Spaces Online
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Contextualizing and Sequencing
y Contextualizing: A meta‐perspective, a culture, an employment framework, a social milieu, a knowledge domain y Sequencing Options: developmental, time sequencing problem‐solving
sequencing, problem
solving, social coordination social coordination sequencing, and mixed methods sequencing Designing Discovery Learning Spaces Online
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Context
and Sequence
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Communications Collaborations
Communications, Collaborations
and Communities
y Authenticated telepresences
y Meeting spaces for those with shared interests, backgrounds or levels of expertise y Creation of partnerships for shared learning and problem‐solving (short‐term and long‐term) y The organization of individuals into strategic virtual teams y The support of frequent communications, including informal backchannel ones Designing Discovery Learning Spaces Online
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Knowledge Management Systems
y For the application, generation, distribution and storage of knowledge (via digital artifacts labeled with metadata)
y Organization of knowledge via ontologies, taxonomies and collections y Support to participants to “amplify, transform, and extend their work to new or additional outcomes” (Dimitracopoulou, n.d., p. 122)
Designing Discovery Learning Spaces Online
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A Continuum
of of
Discovery Learning Spaces Online
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A Continuum of Discovery Learning of Discovery Learning
A Continuum
Spaces Online
Novice to experts 1. Self‐regulated learning and exploration, with minimal pedagogical design
i i l d
i l d i
2. Automated, designed supports, with designed scaffolding and agent support
3. Human facilitation, with individual and group facilitation
4. Intercommunications and bonding, with collaborations, problem‐based learning, and co‐
research Designing Discovery Learning Spaces Online
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A C ti
f Di
L
i
A Continuum
of Discovery Learning Spaces Online Spaces Online (cont.) (cont.)
Idealized Outcomes: learning value / extant knowledge innovations and discoveries and knowledge, innovations and discoveries, and dissemination of innovations and discoveries Designing Discovery Learning Spaces Online
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S ff ldi
Scaffolding: High End Learning for Experts
High End Learning for Experts
y Filling in knowledge gaps y Seeking new research threads
y Sharing ideas y Engaging in reinforcement learning
i i i f
l
i
Designing Discovery Learning Spaces Online
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The Social Aspects of Self‐Learning
y Independent learning ≠ learning alone y The reconciling of multiple perspectives through dialogue di
l
(Bakhtin) y Networks and communities of practice (NoP, CoP) Designing Discovery Learning Spaces Online
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Adding New Knowledge
Adding New Knowledge to the Domain
y Updates to the knowledge bases y Group‐decided standards of relevance of new G
d id d t d d f l
f discoveries Designing Discovery Learning Spaces Online
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The Future
y Mobile learning spaces y Persistence of online learner identity through multiple discovery learning spaces di
l
i y Interoperability between discovery learning systems y New pedagogical strategies and approaches N d
i l i d h Designing Discovery Learning Spaces Online
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References
y Chen, Y‐S., Kao, T‐C., Yu, G‐J, & Sheu, J‐P. (2004). A mobile butterfly‐
watching learning system for supporting independent learning. Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education(WMTE’04). n.p. y Dimitracopoulou, A. (n.d.) Designing collaborative learning systems: Current trends & future research agenda. 115 – 124. y Merriam, S.B., & Caffarella, R.S. (1999). Learning in Adulthood: A Comprehensive Guide. 2nd Ed. San Francisco: Jossey Bass Publishers. 36, 289, 293 and 296. y Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self‐regulated learning in college students. Educational Psychology Review: 16 (4). 385 – 407. Designing Discovery Learning Spaces Online
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Designed Discovery Learning Spaces Designing Discovery Learning Spaces Online
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Vi t l L
i E i
t
Virtual Learning Environments
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N t
k /C
iti
f P ti
Networks /Communities of Practice
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3D Immersive, Persistent Metaworlds
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I
i W bi
Interactive Websites
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/
Data Repositories / Digital Libraries
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Conclusion and Contact Dr. Shalin Hai‐Jew
Kansas State University
shalin@k‐state.edu
(785) 532‐5262 (work phone) 7 5 53 5
p
(785) 532‐3199 (fax number) g
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(
)
g
Instructional Design Open Studio (IDOS) Blog Designing Discovery Learning Spaces Online
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