learnE – My experiences in elearning

Learning cannot be designed: it can only be designed for. (Wenger 1999, p. 229). 

‘A learning community is defined as a community in which, most simply, learning occurs’ and where ‘interests, knowledge and conversations are valued’ causing people in the community ‘to seek out each other’s skills and knowledge to further their own’. (edutweet wiki, Justification).

Asynchronous communication facilitates learning anywhere and anytime (Redmond and Lock 2006).  edutweet has been designed as a model for an online learning community using such communication to encourage a flexible yet socially constructive learning environment. 

From a simple statement ‘I’m interested in looking at social networking for the group assignment, particularly twitter …’ (group page in Ning), the edutweet group developed this model with the intent design of allowing learners and educators to participate in learning tasks, anywhere, anytime.  Twitter as a recognised microblogging tool is the hub for communication and together with e‑tivities, allows for the flexibility and collaboration required for a community of practice.

Social Learning theory emphasises that learning through observation of others and how the relevancy and application of that learning experience effects the value of that experience (Saunders 2008).

From the outset and to empathise with this concept, the six group members (Sarah, Shelley, Denise, Mandy, Narinder and myself) constructed the model using the tools as they would function in the ‘working’ learning community ie, Twitter (brief communication), edutweet, the wiki (brainstorming and collaboration) and Today’s Meet (regular group meetings).  A suitable Delicious tag (emt1ass2) was created for each group member to use when bookmarking and was linked as a widget to the Ning Discussion page.  Together with a Group Charter for guidance of the foundations of the group dynamics and a consensus to have all discussions completely online using ONLY these tools, this model was developed as a ‘work in progress’.   

Personally, the ‘reality’ of using such a model to learn and emulate an online learning community made this experience very rewarding.  It also allowed me to be involved in an exceptional group learning experience.  I was able to:

• participate in completely new experiences:
  • learning and using a microblogging tool and a wiki;
  • working in a team of people who I had never ‘physically’ meet before and did not meet until practically the end of the project; and
  • the reality of belonging to a community that was also a learning community.
• develop trust and feel confident to express my ideas and feelings with people I had never meet;
• balance self-directed learning with ‘learning’ from the discussions and collaboration; and
• feel part of not only a group but a ‘virtual’ group – a VERY new experience for me.

I cannot comment for the other members of the team but from my perspective when ‘listening’ to comments made in various discussions and reading blog posts, I do believe that the ‘group’ learning experience was very favourable because:

• each member took responsible for the task as a whole;
• when necessary, a person took direction to keep the focus;
• collaboration was the key;
• everyone had a ‘voice’ and it was ‘heard’;
• the strengths of each member were used to their best advantage;
• the development of the model mirrored how the learning community would evolve; and
• trust and honesty developed amongst the members.

Having such a positive and fulfilling experience of belonging to an online community has allowed me to experience more complete understanding of learning asynchronously than I would have, working on my own. (Downes 2004). 

Learning is essentially the acquisition of knowledge.  With the advent of multiple intelligence, learners are involved in more than just one-way instructional learning.  In two-way or interactive communication processes, online learning environments foster learning with and from each other.  As such, obtaining knowledge and understanding of content through conversations, learning activities and interactions with others, forms the basis for Social Learning (Seeley Brown 1999). 

When technology allows people with common interests to share learning experiences and conversations online, the individual is able to personalise and direct their learning as well as collaborate with others to deepen the learning experiences.  The design of such collaborative environments using sychnronous and asynchronous communication requires careful consideration.  Although the technology is the tool to promote the learning outcomes, it is important to remember that the focus is on the learning (Redman and Lock 2006). 

Knowledge needs to be not only beneficial to the individual but, for the community to be sustainable, the supporting technology and the learning activities that initiate the knowledge also need to be beneficial to the community (Salmon 2002).  It can be common practice that face-to-face meetings will be rare and for this reason, it is very important that the community maintain frequency, direction and purpose.  The presence of a moderator/expert to assist in facilitating and directing the learning experiences will enable the community to continue experiencing worthwhile learning outcomes. (Redman and Lock 2006).

Belonging to a community where learning occurs, does not necessarily mean that the individual will learn.  Learning how to learn together is not necessarily a common trait for every person.  Interpretation, perception and retention of information varies between individuals and such social cognitive functions will have effects on the way that individuals will interact in a group. (Saunders 2008). 

If an individual is new in online communities, the task of disclosing opinions, experiences and beliefs ie self disclosure can be very daunting.  It is therefore important for all community members to nurture and encourage these novices to participate through mentoring, modelling and reflection.  As these individuals gradually become more comfortable with the environment, the depth and breadth of the disclosure will evolve. (Saunders 2008). 

Salmon’s 5 Step framework of Learning (2002) is an example of the progression that an individual can ‘travel’ when participating in an online community ie motivation, socialisation, information exchange, knowledge construction and development.   Individual progress will vary according to the previous experience, the needs and the participant anticipated outcomes in the environment.

The theory of social constructivism points to a move away from an individualistic focus to one that recognises the contribution of others to every individual’s learning (Kirkpatrick et al. 2003).  Whether in a synchronous or asynchronous environment, being able to share learning experiences with others having common interests is essential to growth and deeper learning.  This is definitely true for me with my limited yet rewarding experiences in online learning communities.  One person does not have sufficient knowledge and skills and by interacting with others can not only promote knowledge, but also values and identity of an individual.  The control of self-directed learning and self-promotion can also enhance confidence, understanding and practice.  Learning communities address learning needs by the proactive partnership of its members.

References:

Downes, S, 2004, ‘Learning in Communities’, Australian Flexible Learning Community, viewed 25 March 2009, http://community.flexiblelearning.net.au/GlobalPerspectives/content/article_5249.htm

Kilpatrick, S., Barratt, M. Jones, T. 2003 Defining learning communities, viewed on 6 May 2009, http://www.aare.edu.au/03pap/jon03441.pdf

Redmond, P and Lock, J, 2006, A flexible framework for online collaborative learning, Internet and Higher Education, 9 pp 267 – 276

Salmon, G. 2009 Running e-tivity plenaries – 5 Stage Model, E-tivities – The Key to Active Online Learning, viewed on 6 May, 2009, http://www.atimod.com/e-tivities/5stage.shtml

Saunders, S. 2008, ‘Social Psychology of Adult Learning’, in Athanasou, J. (ed.), Adult Educational Psychology, edn 2, Sense Publishers, Rotterdam, ch.3.

Seely Brown, J. & Adler, Richard P. 2008, Minds on Fire: Open Education, the Long Tail and Learning 2.0, Educause Review, January/February

Wenger, E. 1999, Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, USA.