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Lisa Marie Blaschke

Lisa Marie Blaschke. From Competency to Capability : How the Active Use of Social Media Supports Online Learner Development. Research area Research question Research outcomes/objectives Method Timeline. Topics. Research Area.

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Lisa Marie Blaschke

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  1. Lisa Marie Blaschke FromCompetencytoCapability:HowtheActiveUseofSocial Media Supports Online Learner Development

  2. Research area Research question Research outcomes/objectives Method Timeline Topics

  3. Research Area Role of social media (active usage) in developing learner competencies and capabilities, particularly when social media is used to support the heutagogical teaching and learning approach

  4. FROM COMPETENCY TO CAPABILITY (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007)

  5. What is Heutagogy?

  6. Self-Directed ►Self-determined learning ↓ Learner autonomy/maturity ↑ Instructor control/course structure ↑ Learner autonomy/maturity ↓ Instructor control/course structure

  7. Improves critical thinking and reflection • Increases learner engagement and motivation • Gives learners control over learning (learner-centered) • Improves ability of learners to investigate and question ideas – and apply knowledge in practical situations • Supports development of independent ideas and self-confidence • Makes learners more capable and able to adapt to new environments Research in heutagogy (Canning & Callan, 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010)

  8. Web 2.0 as enabler Wikis • Connectivity with others • Discovery and sharing of information • Personal collection and adaptation of information Open Educational Resources (OER) Blogs Self-determined learning Mind maps Twitter (McLoughlin & Lee, 2007) LinkedIn

  9. Research questions • How can social media support development of learner competencies and capabilities? • Does heutagogical practice (e.g., capability development) better prepare our learners for lifelong learning and the complexities of today’s workforce?

  10. Research outcomes/objectives • Present research on the pedagogical application and benefits of the active use of social media in the online classroom in terms of its influence on learner engagement and development • Measure learner competency and capability development over time using 4 Cs Model: • Communication • Collaboration • Creativity • Critical thinking • Improve educational practice by providing guidance and best practices for instructors in using social media in the classroom so as to maximize pedagogical benefit

  11. Learner questionnaires / learner contracts • Scaffolding of learning activities, learner-directed questions, action research • Reflective learning journals, collaborative group work, communities of practice • Formative and summative assessment Instructional Design approaches

  12. Method • Holistic design-based research approach • Evaluation of student e-portfolios and other online learner-generated content based on how this content exhibits development of learner capability through active use of social media • Longitudinal analysis: Ongoing evaluation over a two-year time period • Interventions: Redesign of course activities that encourage development of learner capability and active use of social media • Data gathering techniques: student interviews, instructor interviews, a survey measuring student perceptions of own competencies and capabilities at the start of each semester, and a survey on student perceptions on the active use of social media in supporting development capability

  13. Timeline: YeAr 1 Year 1 (Fall 2011 - Summer 2012): • Prepare detailed literature review (July-October 2011) • Develop student surveys, interview questions, and assessment criteria for measuring cognitive skill development in student e-portfolios, e.g., competency framework (November-December 2011) • Conduct student surveys and interviews: Spring 2012 (April-May 2012) • Prepare research paper for EDEN Research Workshop: June 2012 • Prepare article for publication: July 2012

  14. Timeline: YeArS 2 and 3 Year 2 (Fall 2012 - Summer 2013): • Continue to track ongoing learner development (surveys, interviews, evaluation of e-portfolios, learning journals) • Report on mid-way results Year 3 (Fall 2013 - Summer 2014): • Complete learner development assessment (surveys, interviews, evaluation of e-portfolios, learning journals) • Report on final results

  15. Questions? Lisa Marie Blaschke lisa@kreative-komm.de lblaschke@faculty.umuc.edu

  16. Heutagogy in Relation to other -GOGies (based on Canning, 2010, p. 63)

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