1. Self‐Direc*on Indicators for Evalua*ng
the Design‐Based eLearning Course with
Social So<ware
Kai Pata, Sonja Merisalo
Tallinn University, Ins*tute of Informa*cs, Center for Educa*onal Technology,
Narva road 25, 10120, Tallinn, Estonia.
Email: kpata@tlu.ee; sonja.merisalo@gmail.com
CELDA 2009, ROME, November, 20‐22th
2. New learning context
• In the context of life‐long learning it makes sense
for learners to target the Instruc*onal Designs
towards their own needs.
• Maintaining Personal Learning Environments
(PLE) can offer learners the opportunity to plan
their own learning trajectory and enter to
different collabora*ve learning ac*vi*es.
• The design process enables the development of
self‐direc*on and self‐reflec*on habits as part of
the design process.
4. Outline of an eLearning course
COMPOSING PLE
SELF‐REFLECTIONS
INTEGRATING
55 students from
GROUP PLEs
10 interna*onal
Personal learning universi*es
PLANNING THE contract reflected weekly
GROUPWORK through a
reflec*on
template during
E‐LEARNING the 14 weeks
COURSE course.
PROTOTYPE
Personal learning
contract
GROUPWORK INDIVIDUAL WORK
5. Problem
• It is important to find methods of evalua*ng
learning process with personal learning
environments using unobtrusive methods.
Goal
• The development of self‐direc*on indicators
for evalua*ng the e‐learning course using
students‘ self reflec*ons in blogs.
6. Weekly reflec*on templates
• Ques*ons:
– What was the most important thing you learned this
week?
– What was par*cularly interes*ng/boring in this week?
– Was there something you did not quite understand and
want to know more about it?
– What kind of ques*ons/ideas/experiences this week's
ac*vi*es raised for you?
– Which tools did you use this week? Explain what was the
purpose of using these tools (e.g. social talk, to regulate
my team ac*vi*es, to work on my documents)?
– With whom did you communicate during this week, how
many *mes, with which tools, and for what purposes?
8. Three types of ‘tools’
• For iden*fying self‐reflec*on indicators we can
elaborate ac*vity theory (Engeström, 1987) that
uses the ‚tool‘ concept (eg. material tools,
language, and the organiza;on of group‐work )
as central for signifying various mediators that
enable learners and teams to fulfill objec*ves.
• Self‐direc;ng competence becomes a cogni;ve
tool, and may serve as another mediator of
ac*ons.
9. Three types of compe*ng ‘tools’
• Three types of compe*ng ‚tools‘ are available
for individuals who design and maintain their
Personal Learning Environments in learning
courses:
– a) material tools (eg. social so<ware);
– b) team as the tool to reach personal and group
goals during the ac*vity; and
– c) the person itself with its aresenal of self‐
direc*on competences.
10. Differences Different Clear
between me voices of Expect Unclear
the group the Self others to Organize
work the team Clarity of
Ruptured the
situa*ons Team course
as the
tool
Formulate
needs Find
resources
Set goals Start new
Find Con*nue
tools
Self‐direc*ng strategies using
strategies tools
Diagnose Create Social
agenda
so<ware use
Evaluate Implement
Difficul*es
Restart
with tools
The voice new tools Drop
of the tools
writer Observed
change
I
I as part
of the In In Indicators
group others Self
16. Conclusions
• Indicators of self‐direc*on can be systema*cally
collected from self‐reflec*ons and could be used
for evalua*ng the progress and constraints in e‐
learning courses that involve parallel individual
and group assignments with social so<ware.
• However, there exists a tension and compe**on
between simultaneous individual and group
assignments, and reflec*ng evidences of self‐
direc*on in both ac*vi*es.
17. This study was funded by:
iCamp project (027168) under the IST 6th framework programme of
the EU hpp://www.icamp.eu/
Targeted research project of Estonian Ministry of Educa*on and
Research: "E‐learning systems with distributed
architecture, their interoperability and models of applica*on"
Estonian Science Founda*on project: "The framework for suppor*ng
and analysing self‐directed learning in augmented learning
environment"