Self-directed Learning In Non-formal Learning Communities

Self-directed learning in non-formal virtual learning communities

Dirk Morrison Richard A. Schwier Kirk Kezema Jaymie Koroluk Xing Xu Ben K. Daniel College of Education Mini-Conference November 15, 2008 Research supported by a grant from the Social Sciences and Humanities Research Council of Canada #84735

Context • Four year research program conducted by Educational Communications and Technology (ECMM), as part of the ongoing activities of the Virtual Learning Communities Research Laboratory (http://vlcresearch.ca)

• Funded through the Social Sciences and Humanities Research Council of Canada (SSHRC)

Purpose • To examine self-directed learning (SDL) with the aim of understanding how virtual learning communities (VLC) support learning in non-formal learning environments.

Central questions •

Are characteristics identified in formal virtual learning communities manifest in non-formal online learning environments, and do they inform our understanding of how these communities contribute to self-directed learning?

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How do contextual, situational, social and cultural issues influence participation in and self-directed learning from virtual learning communities in non-formal learning environments?

The Research Team

Dirk Ben

Kirk Rick Jaymie

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How we operate • Collaboratively and cooperatively •

All members involved in all aspects of the research activities and processes

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Particular members responsible for particular elements, activities, and products

Formal Contexts • Learners grouped in classes • Taught by teachers • Curriculum defined by institution • Often part of a graduated system of certification

Informal Contexts • Learner-organized and directed • Less systematic/ planned • Sometimes marked by unintentional or serendipitous learning

Non-Formal Contexts • Include features of formal contexts - externally organized, supported • Include features of informal contexts - learner selfdirectedness, independence within a structured domain • e.g. webinars, PLE, optional elements in a course

Formal VLCs

Non-Formal VLCs

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Contexts we will study NFSDL - Research Project University-Based Blended Environment

MUVE (Second Life) Environment

Data Collection SL Cohort of Connectivism & Connective Knowledge Course

SL Basic Skills Training Provided to university students, staff & faculty

Data Collection SL basic skills training sessions

Design in-world training sessions •Getting Started in SL •Understanding SL •SL Performance Setup •SL User Interface •Communicating in SL •Moving and Getting around in SL •Design and Building •Building Supplies •Scripts and Sounds •Educational tools •Others?? Design and construct in-world training environment

Ethics considerations Instructional tools Instructional space Building space Data collection tools

PD Course On teaching in higher education

Data Collection participants of PD course

Online Social Networking (Ning) Environment

Ning Platform Constructed for National council and advocacy group for teaching and learning in higher education

Data Collection online social networking of Ning participants

NFSDL Features Catalysts Teachers may not be as directive, and learner engagement will rise or fall based on how compelling the perceived need is to communicate.

NFSDL Features Emphases Defined by individuals and interest groups. Non-formal communities are typically designed with particular emphases in mind, and participants congregate based on shared interests, but outcomes are individually defined.

NFSDL Features Identity Participants may wish to remain anonymous or to protect their identities. Fictitious identities may be used to guard identity in some non-formal settings, yet participants can be encouraged to engage each other in authentic ways.

NFSDL Features Participation Fewer external controls over individual investments and outcomes translate into greater control by learners about their own levels of participation.

NFSDL Features

Technology In non-formal settings transparency and ease of use are paramount. Participants will find alternative loci for learning if the technological context for learning is awkward or difficult.

NFSDL Features

Learning Non-formal learning environments may articulate central purposes and goals, but learners will adapt them to satisfy individual purposes.

NFSDL Features

Trust As informality increases, the development of trust may become more elusive, as participants choose to trust or distrust other participants based on episodic experience or perception of individual attributes of others.

Conclusions • Features are speculative guide an empirical and narrative research agenda. • Actual features a function of how a learning leader chooses to operate with a group. • Any give class may include formal, non-formal and informal learning environments. • Important for educators to learn how to support nonformal learning within formal

Conclusions • Research needs to identify shared and unique characteristics of non-formal VLC, identify the relative importance of characteristics, & understand social and pedagogical implications. • Need for narrative data from participants about how they experience non-formal learning and SDL, and what their social networking means to them as learners.