Slide 1: An Exploration of Formal and Informal Learning Flows in LMS 2.0: Case Study Edu 2.0
Malinka Ivanova Technical University – Sofia, Bulgaria Anguelina Popova University of Utrecht, the Netherlands
SPeL 2009, 15 September 2009, Milan, Italy
Slide 2: Aim
>> To analyze the formal and
informal learning flows from the point of view of learning enhancement in Web 2.0 environment
Slide 3: Outline
• The role of LMS in education • 2.0 meaning for Higher education • Learning area in LMS 2.0: Edu 2.0
– – – – Personal Learning Space Course Learning Place Public Recourse Repository Participation in the community
• Formal and informal learning flows • Experience sharing and survey analysis • Conclusion
Slide 4: LMS in Education
Commercial >> Open source >> Free hosted
>>
The evolution of LMS market , according to Bersin & Associates, 2009
LMSs are widely used and will continue to grow in many higher education institutions over the world for: planning, delivering, and managing learning events
Slide 5: 2.0 meaning for Higher education
Slide 6: LMS 2.0 - underexplored segment of the expansive territory of eLearning
2.0
>> free hosted >> open >> mashupable >> networking >> communities of practice forming
Slide 7: Method
1. Examination of the main functional characteristics and available social tools in Edu 2.0 1. Exploration of formal and informal learning experience gathering 1. Tracking of students’ learning activities and their arrangement in flows 1. Creation of a survey questionnaire on students’ experiences of formal and informal activities 1. Results’ analysis
Slide 8: Research questions
• How should the advantages of LMS 2.0 for learning enhancement be used in the most effective way? • How could LMS 2.0 social capabilities be integrated into a learning process?
Slide 9: Research questions
• How could students’ learning experience be improved combining formal and informal learning flows? • How could student-generated artifacts be incorporated in a formal learning program?
Slide 10: Learning Area in Edu 2.0
• The learning area spreads out upon: (1) personal learning space (2) course learning place (3) public available resource repository (4) formed community
Slide 11: Personal Learning Space
>> provides support for students to set and manage their own learning
Slide 12: Personal Learning Space
>> contact with educators, classmates, friends and community members to exchange ideas or get advice
Slide 13: Personal Learning Space
>> plan and manage learning activities and meetings, record class events and assignment deadlines
Slide 14: Personal Learning Space
>> Contact with community members and share personal information
Slide 15: Personal Learning Space
>> image and resource sharing as a reflective activity related to: 1.student’s current interests 2.the course subject matter
Slide 16: Personal Learning Space
>> communicate with experts and peers with common interests
Slide 17: Personal Learning Space
>> created artifacts and a digital record of the performed learning activities
Slide 18: Personal Learning Space
>> stimulating analytical thinking and problem reflecting
Slide 19: Personal Learning Space
>> Materials that support learning – private and from the community
Slide 20: Course Learning Place
>> Content is aggregated from different social media >> The learning activities can be completed in other Edu 2.0 sections as well as outside the system
Slide 21: Course Learning Place
Slide 22: Course Learning Place
Slide 23: Course Learning Place
Slide 24: Course Learning Place
Slide 25: Course Learning Place
Slide 26: Course Learning Place
>> Collaboration and communication section via course blog, wiki, debates, chat
Slide 27: Course Learning Place
Slide 28: Public Resource Repository
User-centered resource repository : >> students dynamically use existing and add new content >> it provides a multimedia experience, accumulating various media formats >> it is socially engaging: students can add to favorites and vote about resources >> it is community innovative - it could be modified by community participants
Slide 29: Participation in the Community
>> direct access to registered schools, groups, and members >> create and view social profiles, create friends lists, and directly message >> create groups with special interests
Slide 30: Formal and Informal Learning Flows
Informal learning flows appear at all four parts of the Learning area
Slide 31: >> the networking among students from different groups and among students and educators is well developed >> but not with peers from over the world
Survey Analysis
>> 60 students in 3 groups, average age 22 years, female/male: 30/70% >> Most time is spent in the personal learning space and slightly less in the course learning section
Slide 32: Conclusions
• Our students are surrounded by formal learning forms to this moment at university • But they use social media in their everyday life without understanding the power for learning • So, participation in the course focused their attention to: (1)How to use social software in formal learning (2)How informal interactions could facilitate formal learning?
lize ma l o r ma F for in
Slide 33: Conclusions
• Advantages of the new generation of LMSs:
– openness of the learning process (media, content, human capabilities) – dynamics and interactivity in formal and informal ways – opportunities for selfregulated and life-long learning
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Slide 34: Conclusions
• There is adhesion between different types of learning flows • Informal learning flows supplement and enrich the formal learning process • Formal learning flows are premises for informal learning to occur • The students’ learning experience was enriched during the course on the subject matter and from a technological point of view • Several of the artifacts added by students are incorporated in the course’ formal learning - videos, images, links, sites, widgets, interactive posters
SO
AL CI
Slide 35: Tha
ou f nk y
atte our or y
ion! nt
For contacts: m_ivanova@tu-sofia.bg a.popova@uu.nl
thank you