The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Digital self efficacy and language learning enhancement in an online settingJames Cook University
Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
Abstract: The importance of personal factors such as personality traits, learning strategies, self-esteem, and self-efficacy in the complicated task of language learning has been established for years. However, the introduction of computers, networks and their wide communication affordances, seem to impact many aspects of learning and teaching and particularly language learning and teaching. The storage place, manner, and magnitude of learning materials for example, have shifted from the human mind to portable digital storage places that consequently require different types of aggregation, retrieval, and usage of information. Noting the rapid communication of today through networking, ICT competency plays important roles with all its related applications and software that turn the talented user into an enhanced player in the wired world. It was the underlying premise of this research study to identify how freshman Iranian language students view their technology competencies and command to impact their socialization and web-assisted language learning process in the connected world of today.
It was found that most of the Kazerun Islamic Azad university students of English (34 freshman )show positive attitudes toward the adoption of online learning materials and web-based socialization applications such as facebook’s group tool and online forums as their preferred tool for discussion and interaction in the language learning course. At the end of semester the higher digital self -efficacy students scored higher in their conversation test compared to the lower digital self -efficacy students. Users with high computer self-efficacy not only benefit from their capability to use computer in their language learning activities, they would also benefit from group self-efficacy in their web-based language learning tasks and interactions.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Digital self efficacy and language learning enhancement in an online settingJames Cook University
Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
Abstract: The importance of personal factors such as personality traits, learning strategies, self-esteem, and self-efficacy in the complicated task of language learning has been established for years. However, the introduction of computers, networks and their wide communication affordances, seem to impact many aspects of learning and teaching and particularly language learning and teaching. The storage place, manner, and magnitude of learning materials for example, have shifted from the human mind to portable digital storage places that consequently require different types of aggregation, retrieval, and usage of information. Noting the rapid communication of today through networking, ICT competency plays important roles with all its related applications and software that turn the talented user into an enhanced player in the wired world. It was the underlying premise of this research study to identify how freshman Iranian language students view their technology competencies and command to impact their socialization and web-assisted language learning process in the connected world of today.
It was found that most of the Kazerun Islamic Azad university students of English (34 freshman )show positive attitudes toward the adoption of online learning materials and web-based socialization applications such as facebook’s group tool and online forums as their preferred tool for discussion and interaction in the language learning course. At the end of semester the higher digital self -efficacy students scored higher in their conversation test compared to the lower digital self -efficacy students. Users with high computer self-efficacy not only benefit from their capability to use computer in their language learning activities, they would also benefit from group self-efficacy in their web-based language learning tasks and interactions.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
Distances et savoirs, fidèle à sa mission de mémoire et d’exploration, a souhaité
que ses lecteurs assistent, certes avec bien des distances notamment linguistiques, à
une conférence remarquable qui amenait à dialoguer trois des personnalités ayant
le plus profondément influencé la recherche sur l’enseignement à distance ces
dernières décennies : Børje Holmberg, Michael Graham Moore, et Otto Peters1.
Pour des raisons pratiques l’ensemble des propos édités sont dans la langue des
interventions, seul le professeur Michael Graham Moore s’exprimant dans sa
langue maternelle.
Le quatrième « atelier de recherche » du réseau European Distance and E-
learning Network (EDEN), sur le thème « Recherches sur l’enseignement à distance
en ligne et sur le e-learning : créer la différence » s’est tenu à Castelldefels,
Espagne, du 25 au 26 octobre 2006. Un des moments mémorables de cet atelier fut
la session spéciale à laquelle participaient les professeurs Børje Holmberg, Michael
Graham Moore, et Otto Peters, intitulée : « Théories et théoriciens : pourquoi la
théorie importe-t-elle pour la recherche ? » Une transcription spécialement éditée
pour Distances et savoirs en est présentée ici. Cette session était structurée afin que chacun de ces trois représentants majeurs
des théories concernant l’enseignement à distance s’expriment sur les questions
suivantes :
– une première question « qu’est-ce qu’une théorie ? » fut posée, avec la requête
que chaque intervenant ne parle pas plus de cinq minutes,
– Holmberg, Moore et Peters ont alors exprimé leurs vues concernant leur
propre théorie,
– il fut ensuite demandé à chacun d’entre eux de faire part de leurs réflexions
concernant les implications de leurs théories respectives pour la recherche sur
l’enseignement à distance en ligne et pour le e-learning, ainsi que pour le
développement des théories dans le domaine de l’enseignement à distance, en
évoquant les perspectives qu’ils envisageaient pour de futurs développements. Il ne
fut accordé que cinq minutes à chacun pour ces différents points,
– les auditeurs furent alors invités à une discussion générale et les intervenants
à conclure leurs propos.
Ulrich Bernath, ancien directeur du Centre pour l’enseignement à distance à
l’Université d’Oldenburg, Allemagne, et à présent Directeur de la « Fondation
Ulrich Bernath pour la recherche en Enseignement Ouvert et à Distance » et Albert
Sangra Directeur d’EduLab, Internet Interdisciplinary Institute, à l’Université
Ouverte de Catalogne (UOC) présidaient la session. Martine Vidal, co-rédactrice
en chef de Distances et savoirs, et Ulrich Bernath en ont édité la transcription ; des
références ont été ajoutées par les intervenants.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
This document discusses the importance of teachers modeling effective e-learning behaviors for students. It argues that teachers should use technology like the VLE in their classroom teaching to demonstrate skills like searching for information online, evaluating resources, and dealing with technical issues. When teachers model strategies for online learning, it helps improve students' self-efficacy and supports their development as independent learners who can effectively engage with and learn through technology.
The document discusses social presence in online learning. It begins by defining online learning and social presence. It then summarizes the Community of Inquiry model, which is widely used to measure quality in online learning. The model consists of three presences - social presence, cognitive presence, and teaching presence. Social presence refers to projecting oneself as a "real person" through online communication. Studies have linked social presence to positive student outcomes. The document discusses ways to stimulate social presence, such as using humor, video and audio, and collaborative projects. It also addresses assessing social presence using the Community of Inquiry framework and applying the model in teacher education.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Collaborating in context: Crafting signature assignments for teaching and lea...Worcester State University
This presentation defines signature assignments and presents three contexts for using them: professional education; disciplinary education; and assessment. The presentation was part of a workshop presented by Matt Bejune, Charlotte Haller, both of Worcester State University and Gaelan Benway, Quinsigamond Community College. Please direct correspondence to Matt Bejune.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
This document discusses using Twitter to enhance social presence in online courses. It begins by explaining the importance of social presence and interaction for online learning. While learning management systems provide some social tools, they cannot facilitate the informal, just-in-time interactions that occur outside the classroom. The authors describe how they used Twitter in their online courses to allow students to interact and ask questions in real-time. This helped enhance social presence by providing a space for informal discussions and connections between students and instructors. The authors also note some additional instructional benefits of using Twitter, such as addressing student issues promptly and practicing concise writing.
Introduction to Personal Digital Inquiry in Grades K-8Julie Coiro
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
The document discusses quality in online and blended learning programs, noting that quality is difficult to define but is influenced by factors such as leadership, standards, teacher interaction, and social interaction among learners. Quality involves more than just course content and materials, and emphasizes high levels of interaction between teachers and students as well as among students. Achieving quality may require a shift away from standards-based approaches to focus more on pedagogy and the learning experience.
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Community of Inquiry Framework is based on John Dewey's educational philosophy that inquiry and community are at the core of learning. Dewey believed that individual development depends upon community, and that the essence of community is the organic fusion of public and private worlds. He also believed that the process of inquiry goes to the heart of learning experiences. For Dewey, inquiry involved applying the scientific method to problem solving and learning. It defined the relationship between thought and action. Dewey believed that through collaborative learning that respects individuals, students would actively construct and confirm meaning. This collaborative constructivist approach is worthy of further exploration in online learning.
Designing engaging learning for digital learningJune Wall
This document discusses designing engaging digital learning. It defines digital learning as learning that cannot be easily done in a classroom and includes interactivity and immediate feedback focused more on learning processes than content. The document outlines that engagement comes from embeddedness and interactivity, including challenge, choices, feedback, and novel information. It recommends designing learning through backward design starting with the desired outcome and considering how to make learning fun, real, and game-like. Visual learning design and resources on the topic are also referenced.
Supporting the composition of Effective Virtual Groupsbutest
This document discusses processes for forming effective virtual collaborative learning groups. It explores how group formation affects the success of collaborative learning groups. The key processes involved in group formation are initiation, introduction, negotiation, and group proposal. These processes help students understand virtual collaboration, build expertise and motivation, get to know each other, and familiarize themselves with collaborative technology. Following the group formation processes leads to well-functioning groups and successful learning outcomes. The document analyzes group formation in a case-based learning course to illustrate how the approach supports different learning situations.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Social networks for knowledge management: the groups feature as a Personal Kn...Cleopatra Mushonga
Social networks have the potential to support personal and organizational knowledge management. This study investigated how social network groups promote personal knowledge management activities like knowledge sharing. A survey found that social network groups allow knowledge conversion between tacit and explicit knowledge through discussion and feedback. They also build trust between members from different organizations worldwide. However, the study was limited by not directly measuring the organizational impact of knowledge gained from social networks. Future research could examine how learning on social networks transfers to organizations.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Chapter2 : TOWARD A THEORY OF ONLINE LEARNINGtiekatiki
The document discusses attributes of online learning including learner-centered, knowledge-centered, community-centered, and assessment-centered approaches. It defines six forms of interaction that are important for engaging learners and teachers: student-student, student-teacher, student-content, teacher-teacher, teacher-content, and content-content. These interactions allow for learner control, program adaptation, participation and communication, and aid meaningful learning.
The document discusses using Twitter as an instructional tool in online university courses. It notes that learning takes place in a social context and social networking tools like Twitter can enhance social presence and student engagement. The authors describe their experience using Twitter in their online courses to encourage more immediate contact between students and faculty and overcome the transactional distance of online learning. They provide guidelines for instructional use of Twitter, such as establishing relevance, recommending people to follow, modeling effective use, and incorporating Twitter participation into assessments.
Distances et savoirs, fidèle à sa mission de mémoire et d’exploration, a souhaité
que ses lecteurs assistent, certes avec bien des distances notamment linguistiques, à
une conférence remarquable qui amenait à dialoguer trois des personnalités ayant
le plus profondément influencé la recherche sur l’enseignement à distance ces
dernières décennies : Børje Holmberg, Michael Graham Moore, et Otto Peters1.
Pour des raisons pratiques l’ensemble des propos édités sont dans la langue des
interventions, seul le professeur Michael Graham Moore s’exprimant dans sa
langue maternelle.
Le quatrième « atelier de recherche » du réseau European Distance and E-
learning Network (EDEN), sur le thème « Recherches sur l’enseignement à distance
en ligne et sur le e-learning : créer la différence » s’est tenu à Castelldefels,
Espagne, du 25 au 26 octobre 2006. Un des moments mémorables de cet atelier fut
la session spéciale à laquelle participaient les professeurs Børje Holmberg, Michael
Graham Moore, et Otto Peters, intitulée : « Théories et théoriciens : pourquoi la
théorie importe-t-elle pour la recherche ? » Une transcription spécialement éditée
pour Distances et savoirs en est présentée ici. Cette session était structurée afin que chacun de ces trois représentants majeurs
des théories concernant l’enseignement à distance s’expriment sur les questions
suivantes :
– une première question « qu’est-ce qu’une théorie ? » fut posée, avec la requête
que chaque intervenant ne parle pas plus de cinq minutes,
– Holmberg, Moore et Peters ont alors exprimé leurs vues concernant leur
propre théorie,
– il fut ensuite demandé à chacun d’entre eux de faire part de leurs réflexions
concernant les implications de leurs théories respectives pour la recherche sur
l’enseignement à distance en ligne et pour le e-learning, ainsi que pour le
développement des théories dans le domaine de l’enseignement à distance, en
évoquant les perspectives qu’ils envisageaient pour de futurs développements. Il ne
fut accordé que cinq minutes à chacun pour ces différents points,
– les auditeurs furent alors invités à une discussion générale et les intervenants
à conclure leurs propos.
Ulrich Bernath, ancien directeur du Centre pour l’enseignement à distance à
l’Université d’Oldenburg, Allemagne, et à présent Directeur de la « Fondation
Ulrich Bernath pour la recherche en Enseignement Ouvert et à Distance » et Albert
Sangra Directeur d’EduLab, Internet Interdisciplinary Institute, à l’Université
Ouverte de Catalogne (UOC) présidaient la session. Martine Vidal, co-rédactrice
en chef de Distances et savoirs, et Ulrich Bernath en ont édité la transcription ; des
références ont été ajoutées par les intervenants.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
This document discusses the importance of teachers modeling effective e-learning behaviors for students. It argues that teachers should use technology like the VLE in their classroom teaching to demonstrate skills like searching for information online, evaluating resources, and dealing with technical issues. When teachers model strategies for online learning, it helps improve students' self-efficacy and supports their development as independent learners who can effectively engage with and learn through technology.
The document discusses social presence in online learning. It begins by defining online learning and social presence. It then summarizes the Community of Inquiry model, which is widely used to measure quality in online learning. The model consists of three presences - social presence, cognitive presence, and teaching presence. Social presence refers to projecting oneself as a "real person" through online communication. Studies have linked social presence to positive student outcomes. The document discusses ways to stimulate social presence, such as using humor, video and audio, and collaborative projects. It also addresses assessing social presence using the Community of Inquiry framework and applying the model in teacher education.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Collaborating in context: Crafting signature assignments for teaching and lea...Worcester State University
This presentation defines signature assignments and presents three contexts for using them: professional education; disciplinary education; and assessment. The presentation was part of a workshop presented by Matt Bejune, Charlotte Haller, both of Worcester State University and Gaelan Benway, Quinsigamond Community College. Please direct correspondence to Matt Bejune.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
This document discusses using Twitter to enhance social presence in online courses. It begins by explaining the importance of social presence and interaction for online learning. While learning management systems provide some social tools, they cannot facilitate the informal, just-in-time interactions that occur outside the classroom. The authors describe how they used Twitter in their online courses to allow students to interact and ask questions in real-time. This helped enhance social presence by providing a space for informal discussions and connections between students and instructors. The authors also note some additional instructional benefits of using Twitter, such as addressing student issues promptly and practicing concise writing.
Introduction to Personal Digital Inquiry in Grades K-8Julie Coiro
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
The document discusses quality in online and blended learning programs, noting that quality is difficult to define but is influenced by factors such as leadership, standards, teacher interaction, and social interaction among learners. Quality involves more than just course content and materials, and emphasizes high levels of interaction between teachers and students as well as among students. Achieving quality may require a shift away from standards-based approaches to focus more on pedagogy and the learning experience.
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Community of Inquiry Framework is based on John Dewey's educational philosophy that inquiry and community are at the core of learning. Dewey believed that individual development depends upon community, and that the essence of community is the organic fusion of public and private worlds. He also believed that the process of inquiry goes to the heart of learning experiences. For Dewey, inquiry involved applying the scientific method to problem solving and learning. It defined the relationship between thought and action. Dewey believed that through collaborative learning that respects individuals, students would actively construct and confirm meaning. This collaborative constructivist approach is worthy of further exploration in online learning.
Designing engaging learning for digital learningJune Wall
This document discusses designing engaging digital learning. It defines digital learning as learning that cannot be easily done in a classroom and includes interactivity and immediate feedback focused more on learning processes than content. The document outlines that engagement comes from embeddedness and interactivity, including challenge, choices, feedback, and novel information. It recommends designing learning through backward design starting with the desired outcome and considering how to make learning fun, real, and game-like. Visual learning design and resources on the topic are also referenced.
Supporting the composition of Effective Virtual Groupsbutest
This document discusses processes for forming effective virtual collaborative learning groups. It explores how group formation affects the success of collaborative learning groups. The key processes involved in group formation are initiation, introduction, negotiation, and group proposal. These processes help students understand virtual collaboration, build expertise and motivation, get to know each other, and familiarize themselves with collaborative technology. Following the group formation processes leads to well-functioning groups and successful learning outcomes. The document analyzes group formation in a case-based learning course to illustrate how the approach supports different learning situations.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Social networks for knowledge management: the groups feature as a Personal Kn...Cleopatra Mushonga
Social networks have the potential to support personal and organizational knowledge management. This study investigated how social network groups promote personal knowledge management activities like knowledge sharing. A survey found that social network groups allow knowledge conversion between tacit and explicit knowledge through discussion and feedback. They also build trust between members from different organizations worldwide. However, the study was limited by not directly measuring the organizational impact of knowledge gained from social networks. Future research could examine how learning on social networks transfers to organizations.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Chapter2 : TOWARD A THEORY OF ONLINE LEARNINGtiekatiki
The document discusses attributes of online learning including learner-centered, knowledge-centered, community-centered, and assessment-centered approaches. It defines six forms of interaction that are important for engaging learners and teachers: student-student, student-teacher, student-content, teacher-teacher, teacher-content, and content-content. These interactions allow for learner control, program adaptation, participation and communication, and aid meaningful learning.
The document discusses using Twitter as an instructional tool in online university courses. It notes that learning takes place in a social context and social networking tools like Twitter can enhance social presence and student engagement. The authors describe their experience using Twitter in their online courses to encourage more immediate contact between students and faculty and overcome the transactional distance of online learning. They provide guidelines for instructional use of Twitter, such as establishing relevance, recommending people to follow, modeling effective use, and incorporating Twitter participation into assessments.
This document discusses best practices for online instruction based on adult learning theory. It emphasizes creating a collaborative learning community where students feel safe and engaged. The responsibilities of online instructors include understanding learners' needs, connecting content to experience, promoting autonomy and self-direction, and providing a variety of activities to accommodate different learning styles. Instructors should focus on facilitating learning partnerships and optimizing interactions between students, faculty, and course material.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
The document discusses best practices for online instruction including: 1) Understanding adult learning theory principles like adults being self-directed, goal-oriented, and needing real-world application. 2) Creating an online learning community where students feel safe to explore ideas and direct their own learning. 3) Faculty serving as facilitators who optimize student-student and student-content interactions to achieve learning objectives in a learner-centered approach.
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
Measuring student engagement with learning technologyDavid Havens
The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
engagement must combine insights from both qualitative and quantitative data.
21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION18.pptxayeshajane1
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It examines learning theories of cognitivism, constructivism, reflectivism, and connectivism which support active, student-centered learning. The document also compares 20th century and 21st century classrooms, noting shifts from a teacher-centered to student-centered approach with a focus on skills beyond academics like collaboration and self-management.
LAC SESSION ON 21ST CENTURY SKILLSN AND ICT INTEGRATION IN EDUCATION.pdfDandyCabiladas1
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking, and problem solving. It analyzes learning theories of cognitivism, constructivism, reflectivism, and connectivism and how they support active, student-centered learning. The document also contrasts 20th century and 21st century models of teaching and learning and the role of ICT (information and communication technology) in education.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
The document discusses 21st century skills and theories of learning relevant in today's world. It defines 21st century skills as competencies including collaboration, digital literacy, critical thinking and problem solving. It also summarizes several learning theories - cognitivism, constructivism, reflectivism, and connectivism - noting they support principles of 21st century teaching and learning. The document advocates applying multiple learning theories and emphasizes skills like deep learning and higher-order thinking in modern education.
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
ARE ONLINE SOURCES CREDIBLE? PERSPECTIVES FROM PRE-SERVICE TEACHERSijejournal
Media literacy empowers students with the ability to think critically about the online tools they use on a
daily basis. It supports informed decisions about how they access and evaluate information located online.
Media literacy aims to achieve the challenge of stimulating the desire to explore, to equalize learning, and
develop critical thinking skills. In other words, it is possible to demonstrate how media literacy can be a
fundamental strategic instrument in classrooms, now more than ever.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
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Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
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This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
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We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
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Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
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The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
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The Virtuous Circle of Use, Attitude, Experience and Digital Inclusion
Leveraging Trust to Support Online Learning Creativity – A Case Study
1. In-depth
Leveraging Trust to Support Online Learning
Creativity – A Case Study
Authors The insights shared through this article build on data collected in real life situations.
The work described here attempts to understand how trust can be used as leverage
Sonia Sousa
to support online learning and creative collaboration. This report explores this under-
sonia.sousa@tlu.ee
standing from the teacher perspective. It examines trust commitments in an interna-
David Lamas
tional setting within which learners from different European countries collaborate and
David.Lamas@tlu.ee
articulate their learning tasks and skills at a distance. This research endeavour aims to
Tallinn University, Institute of recognize both individual and group vulnerabilities as opportunities to strengthen their
Informatics
cooperation and collaboration. We believe that by understanding how to assess and
monitor learners’ trust, teachers could use this information to intervene and provide
Tags positive support, thereby promoting and reinforcing learners’ autonomy and their mo-
tivation to creatively engage in their learning activities.
creativity, trust, e-learning,
personal learning The results gathered so far enabled an initial understanding of what to look for when
environments, innovation, monitoring trust with the intention of understanding and influencing learners’ behav-
learning Interactions, iours. They point to three main aspects to monitor on students: (1) their perception of
e-participation each others’ intentions, in a given context, (2) their level of cooperation as expressed
by changes in individual and group commitments towards a particular activity; and,
(3) their attitudes towards the use of communication mediums for learning purposes
(intentions of use, actual use and reactions to actual use).
1. Introduction
This article focuses on the use of trust as leverage in technology enhanced learning settings.
Although most of us perceive educational settings as true and honest, we are also aware
that there are exceptions, as individuals tend to favour their own well being over the com-
munity’s. This is even more so in online environments within witch there is little or no threat
of retribution (Preece, 2001). These exceptions potentially lead to mistrusted behaviours,
which might result in a decrease in motivation, lower participation and lessened collabora-
tion potentially leading to unsuccessful learning cases.
Building on the relation between trust and students’ attitudes in online environments, a
research plan was devised comprising three main stages. The first stage provided a com-
prehensive understanding of what trust is and how it potentially relates to online learning
communities.
Based on these results and during the second stage of this research plan, a socio-technical
model of trust was designed and validated.
This article reports on part of the work carried out during the third phase of this research
plan, within which we used a real life setting to observe students, seeking an understanding
of the interplay between trust and the learners’ perceptions, commitments and attitudes.
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The main goal is to model a tool to help online learning teach- degree of commitment with which each student addresses
ers and facilitators to design and deploy interventions fostering a specific learning activity, (2) The degree to which students
student’s trustful expectations and behaviours leading to higher share their resources, (3) How they communicate; and (4) How
student engagement and fruitful creative collaboration. A sec- do they engage with others in the learning process (Gambetta,
ondary goal is to raise both teachers’ and facilitators’ awareness 1998, Tschannen-Moran, 2001, Preece, 2001, Preece & Shnei-
of how important it is to support positive relations and coopera- therman, 2009).
tion.
In this context, we took a closer look at trust, as we believe it
plays a key role in supporting and motivating learner’s commit-
2. Background ments towards learning and strengthens their learning collabo-
Today, the teacher’s role in education is seen as a facilitator of ration. It is for these reasons that trust has been seen as a major
the learning process rather than the possessor of knowledge. determinant to foster individual active participation in social
This transformation has been and is being continuously sup- systems. What users perceive to be “trustworthy” in such sys-
ported by enhancements brought by technology into our learn- tems is influenced by a number of factors, including perceptions
ing settings. Learning anywhere and anytime is now an option of the communication medium, the history of participation and
for a significant part of the population, even when active partici- perception of other users (Davis, 1989; Meyerson, 1996; Lewis,
pation and group collaboration are required. 1985; Lewicki, 1995).
However, this flexibility has also brought challenges to both We propose to view trust as a sense making of the students’
teachers and learners, as it demands from all an up-to-date set interaction process. Although, we agree that trust multidiscipli-
of skills as well as it requires them to face the fast-paced evolu- nary nature makes it a concept hard to discuss and consider in
tion of education technology (Pink, 2008). areas, which integrate social and computer science theories, it
is possible to find consensus on the importance and contribu-
Moreover, even though technology has an important role in this tion of the trust factor to support interpersonal relations or/and
change, technology per se does not have the ability to engage to enhanced technology mediated interactions.
us in social, innovative and creative learning scenarios, and if
the settings enabled by technology enhanced learning are not As trust is considered an important element in influencing the
properly supported, then results can result in information over- success (or lack thereof) of a relationship in that it is a key el-
load, procrastinating attitudes, effects that will probably lead to ement in influencing the willingness to cooperate, share and
the disruption of information flows and ongoing discussions. participate in a given context (Mishra, 1996; Guiddens, 1991),
then within this focus we consider issues like learner’s persua-
Nevertheless, technology assumes an important role in foster- sion, emotions and trust commitments important dimensions
ing creativity through enriched collaboration, a role facilitated to attain when seeking for greater technological inclusion and
by motivated learners engaged in group cooperation. learning success.
That is why we aim to contribute to understand how trust can As an example of that multidisciplinary approach trust can be
be leverage for supporting online learning creativity, as trust see from a sociological perspective as a reflection of behaviors,
ensures effective commitments and reduces the level of un- choices and decisions (Gambetta, 1998; Fukuyama, 1995; Gar-
certainty (Giddens, 1991, Kramer, 1996, Luhmann, 2000). We finkel, 1963); for psychologists, trust is seen as an attitude or
build our rational on the attempt to understand the potential of intention (Erikson, 1968; Rotter, 1971); on the other hand social
supporting trustful interactions as leverage to develop creativity psychologists interpret trust as a interpersonal phenomenon
and innovation among online learners. (Meyerson, 1996; Mishra, 1996; Weber, 2003; Luhmann, 2000),
and economists see it as a commitment in a form of a rational
2.1 Trust and online learning communities decision (as a game) (Bachrach, 2007). More, the computer sci-
ences perspective separates the trust concept in two distinct
In the attempt to observe possible implications of technology
approaches, one connects trust to security processes, reputa-
in contemporary education and learning processes’ we encoun-
tion and privacy (Abdul-Rahman, 1999; Walter, 2008; Falcone,
ter in the literature four main aspects to be considered: (1) The
2002) and another relates trust to the interaction process that is
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mediated through technology (Dong, 2010, Constantine, 2006; 2.2 A socio-technical model of trust
McKnight, 2002; Mcknight, 1996; Preece, 2001). Finally educa-
tors tend to see the trust concept more as an interpersonal phe- The reflections above lead us to the second step of our research
nomenon (Hoy, 2003; Tschannen-Moran, 2001). within which a socio-technical model of trust was devised (see
figure 1) which presents trust (1) as building upon trust predis-
Our definition of trust combines three interpretations; we share position, reciprocity, predictability, honesty, benevolence and
the social psychologists perspective with the economist’s views competency; and (2) as determining Intentions to relate, mani-
of commitment and connect it with the interaction process fested through behaviours, attitudes and beliefs, eventually
view presented in computer sciences. With this view we aim leading to (or not) specific relations being established.
to connect our technological knowledge in human computer
interaction with distance education paradigms and today’s on- In this model:
line social facilitator phenomenon. From that perspective we • Trust predisposition represents the inclination to depend on
sees these human online facilitator factors manifested in online each other, with a felling of relative security. Influencing the
learning environment through small exchanges of learners’ be- level of commitment of the group (two or more people) to-
haviors, attitudes and expectations (those manifested through wards the situation (a learning activity or process).
time and when learners’ interact online socially, and express or • Reciprocity, believing that others have confidence on my ac-
exchanges emotions and feelings). tions increases my motivation to trust and my disposition to
trust.
• Predictability, be able to perceiving others’ intentions in a giv-
en context and if the attitudes and behaviours match the ex-
Figure 1: Trust social-technical model in TEL contexts
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pectations and performance. Also could be observed through land (University of Oulu); Norway (Norwegian University of Sci-
signs of interface stability (security), level of user control (pri- ence and Technology Trondheim); Romania (Valahia University
vacy). of Targoviste); and Estonia (Tallinn University).
• Honesty, as predictability, honesty is a belief that depends on The project’s main purpose is to find new solutions for promot-
perceiving nature of the intentions of others. Open and trans- ing creative collaboration in terms of new and innovative learn-
parent attitudes ensure security that person is not deceiving ing models based on social media and mobile technology. Most
activities performed in the course involve collaborative tasks,
and will act accordingly.
collaborative thinking and reflection. In the course students
• Benevolence indicates attitudes of caring about the benefits were initially divided into small groups (from 4 to 9 students
of others. ‘Kindness’ raises trustworthiness but, it needs for a maximum) and different tutors were assigned to the groups.
declaration of good intentions which results in the increasing All learning activities were design and coordinated by a teacher
who coordinate overall group activities. The kick-off meeting
of confidence on others
was made via Adobe Connect Pro in 24th of February 2012, and
• Competency in this context is expressed by the expectation students had face-to-face meetings with the local facilitators
that all parts involved will act in a competently and dutifully twos week before the start.
way. It is inferred by the online identities and reputations of
the people involved in the process (teacher, institution, staff 3.1 Procedure
and colleagues). Competency indicators are professional
paths and past achievements, photos, friends, personal aims, This study relied on an initial survey and diary logs observation
procedure. The survey was conducted online by using an open
collective networks, style of writing. Competency, could also
source web application called LimeSurvey and used the Likert
be inferred throughout the level of tool efficiency. scale as well as open-ended answers. The survey’s aim was to
explore students’ background profile (gender, age and national-
2.3 Trust through time ity), their initial social interaction perspectives (on safeness, and
privacy preferences) and finally explores students’ use of social
Finally, as far as trust is concerned, three main moments in time media towards learning. Accounted for fifteen (15) questions.
were identified: Forty-nine (49) students answered to the survey from a sam-
ple of fifty-five (55) students. Two (2) of those forty-nine (49)
• A initial moment (the articulation), where attributes like reci- inquires were considering invalid due to be incomplete. Which
procity, predictability or honesty are important because they resulted in the analysis of the answers of six (6) Estonian partici-
help to create learners’ empathy and commitments towards pants, eighteen (18) Finnish, one (1) Norwegian and twenty-two
group work. The empathy supports the shift where the learn- (22) Romanians.
er stops to see as individual and become part of a working The observed students included two distinctive groups (“Tech-
community. Designers” and the “ThoseTwoLives”). The first observed group,
included 3 from Finland and 1 from Romania, the second ob-
• A second moment in time (the connecting), ensure the suc-
served group included three (3) from Finland, three (3) from
cess of the interaction and the success of precious working Romania and one (1) from Estonia.
commitments. This moment provide necessary group sup-
port and continuity for the interaction process and the moti- The diary Log procedure observed students discussion, group
interactions and final achievements) and make possible inter-
vation to be positively engaged in the working task.
connections between (1) how learners perceive others inten-
• The end moment (the reflection) happens after the course tions and how this affects the collaboration context, second
fulfilment, when students re-evaluate their experience and (2) how learner’s commitments (level of cooperation) towards
particular activity changed collaboration patterns; and final (3)
decide how this will effect future relations.
How the communication medium (reactions, intentions of use
and actual use) affected learners’ trust perceptions. The diary
3. A Case Study Log procedure observed students discussion, group interactions
and final achievements) and make possible interconnections
The observed case study was about Technology Enhanced
between (1) how learners perceive others intentions and how
Learning TEL course, is part of CoCreat, an European project
this affects the collaboration context, second (2) how learner’s
about enabling creative collaboration through supportive tech-
commitments (level of cooperation) towards particular activity
nologies (http://let.oulu.fi/cocreat). The course, was deployed
changed collaboration patterns; and final (3) How the commu-
by four partners from eight different European countries, Fin-
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nication medium (reactions, intentions of use and actual use) cal platforms, Second Life and Moodle. Course learning activi-
affected learners’ trust perceptions. ties were planed to foster international students collaboration.
Course evaluation process includes a sort of assessments like.
The observation period included a 10 weeks of activities. The peer-evaluation discussions, reading tasks; commenting on
tutor role was to fill observation diaries based in three matrix weekly topic and individual and collaborative studying. In this
table items (group discussions, group interactions activities and course students were expected to design, development and
group cooperation to fulfill their weekly tasks) and their percep- implement their own TEL course. Course included 15 hours of
tion of students’ behaviors, attitudes and believed. lectures and individual and collaborative studying’s.
The weekly observed assignments and task were divided into
five (5) major observation groups: 3.2 Results
• Observation 1 (weeks 1 and 2) Main activity: “Get to know According to data, participants’ age range varies from 19 to 52
each other”, activities individual asynchronous communica- years old and all participants had at least a higher degree. Ma-
tion interactions. jority uses Internet daily (85,71%) and consider as most useful
• Observation 2 (weeks 3 and 4) Main activity: “Report on activities, activities like:
future working methods and communication mediums”, • Reading and sending e-mail;
activities included group asynchronous and group synchro-
• Search for information;
nous communications discussions.
• Learning online; and
• Observation 3 (Weeks 5 and 6). Main activity: “Write the
Pedagogical script”, activities includes asynchronous and • Sharing ideas in formal education contexts (see figure 2).
synchronous group discussions, group work assignments.
Regarding participants online social activities, the inquired
• Observation 4 (Weeks 7 and 8). Main activity: “Provide students claimed to publish very often, especially information
peer-to-peer feed-back”, the activity was a group assign- about friends or themselves. They, also, use online tools or
ment task. services in a daily bases. Tools most used are mobile wireless
• Observation 5 (Weeks 9 and 10). Main activity: “Write the devices (32.65%), search engines (59.18%) and social networks
Technical script”, activities includes asynchronous and syn- (40.82%). Regularly, collaborative sharing tools (42.86%). Some-
chronous group discussions, group work assignments. times students use computer assessments and close learning
environments. Not use at all, or used at least a few times col-
This case study contributed towards not only to understand laborative drawing and social bookmarking services. Students
trust and it’s implications in a real case context, but also to un- expect, as well, that teacher clearly define course privacy rules
derstand how teachers can use it to support and mediate learn- (42.86%), in regarding what will remain private or public in the
er’s interactions. course.
The observed course started in 24th of February and last 14
weeks (a semester) and was deployed at a distance. The course- The survey analysis also indicates that students feel safe i.e. fell-
learning environment was supported by two main technologi- ing a degree of control, which will read or have access to their
Figure 2: Activity and daily routines
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shared resources, comments and assignments to share in the discuss synchronously their future working methods and what
following online scenarios; communication mediums to use in the future. The group bound
• In e-collaborative learning (57.14%) or in social network increased when divided in small groups and reach an important
(44.90%) scenarios that uses for example tools like Google moment when students needed to articulate much their ideas
docs, EtherPad, dropbox, Facebook, Google +, Twitter).
to finished OBs3 activities, i.e. when they needed to write their
• In close learning environments (42.86%). Pedagogical script.
But, seamed to be undecided on regard the safety of open envi-
Results also indicate that group social commitment and work
ronments that uses public blog-posts, public forum discussions
articulation increased near a deliver deadline. During those mo-
or Second Life, see figure 3.
ments in time groups work cooperation increased and become
Regarding students privacy preferences, it seams that students much higher after a synchronous communication (via Second
prefer to keep the information private by default, especially Life). During those periods each individual (on his way) seamed
• Grading (36.73%) information, to become more committed towards the group as well as their
• Feedback and comments (36.73%). level of empathy increased. Again during those moments the
hostility towards the elements of the group who cooperate less
Regarding the diaries logs analysis, we focus our analysis in ob- increased.
serving changes from the students perspective towards a partic-
ular activity and then cross those particular moments with the Support communication. The teacher role in foster communi-
data provided by the learning management system LMS looking cation was important, but not influenced student’s perceptions
for changes on indicators. Results were summed and addressed (reactions, intentions of use and actual use) towards the com-
in six (6) important issues, those are: munication medium. This was particular important to diminish-
ing the existing technological, social and education cultural bias
• Students’ commitments and group bound;
between Finish students and Romanian students. There was a
• Support communication; and clear tendency as well between familiarity and students believe
• Work articulation and social connection; on tool efficiency.
Students’ commitments and group bound. The first activity The work articulation and social connection. The tutor support
(occurred during the two weeks OBs1) aimed to introduce stu- and student’s role-play were vital for foster the work articula-
dent’s teachers. Although according to data that during that tion moment’s in the course. In this case all actors quickly inter-
week students did not engage social with the intensity it was changed information in the group and provided efforts to keep
expected. Data revealed that students initial commitments the group connected, what seamed to support the group coop-
started to be built during OBs2 phase, when students started to eration in future actions. Some individuals tended to assume
more their roles than others, some passively students (less ex-
perienced with the environment) wait-
ed for others to define and establish the
working and social rules before start to
act. The initiator-contributor role as-
sumed by some students helped to initi-
ate the collaboration process, but in this
case for this role to work most elements
of the group had to be committed and
provide feedback and cooperate when
needed, as those who where assigned
to perform the initiator-contributor role
had to propose ideas or approaches to
group problem solving and suggestion
an approach for procedure.
Figure 3: Privacy awareness towards eLearning tools
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Results reveal that in spite both groups achieved expected re- synchronous communication, was also important to mediate
sults, the “Tech-Designers” reached the group commitment and the individual and group commitments and to establishes the
it members collaborate more than the “ThoseTwoLives”, what communication climate (what we see as the initial trust bound).
affected the group performance.
Results also showed a cultural bias towards the communication
The “ThoseTwoLives” encounter an initial problems in initiate medium, the familiarity and the actual use of the tools (percep-
their group activities during Week 5 and 6. tion of efficiency). Finish students seamed more familiar with
online tool and it efficiency than the Romanian, what influenced
Group lack of reciprocity (no answer back or big spaces between
students sharing patterns, group interactions, learning paths
answers) during their asynchronous discussion aggravates that
and affected their performances. Also, individuals more com-
problem.
mitment to the group collaboration tend to expect more active
Group commitment was recovered through teacher support asynchronous discussion when compared to the others.
and two synchronous meetings, until then the “ThoseTwo-
On the other hand those who initiate group initial articulation
Lives” group found difficulties in cooperate and collaboratively
(the initiator-contributors) also seamed more committed to the
work together.
work than others. Others needed for initial synchronous before
start to actively collaborate. The teacher main role was to pro-
3.3 Discussion vide support and scaffolding.
The Learning Managing System indicators show that the most
social and committed students tend to be more successful in 4. Conclusion
perform their activities and tended also to become the group This work’s major contribution is the intersection of areas such
leaders. On the other hand more competent and experiment as trust, creativity and collaboration and it main outcome aims
students tend to contribute more during the synchronous com- to provide a comprehensive understand on how trust can be
munication than the other. The remaining students (less social leverage for supporting online learning creativity,
engaged, committed or competent) tend to follow group work
and contribute punctually. The achieved results clearly distinguish learners commitments
as an important key tows establishing group collaboration and
Group-working methods differentiated from group to group, to ensure the success of the learning activity. Contradictory to
though in the end the majority of the groups achieved pretend- what expect open or close activities seamed less important for
ed results. Major group concerns were in understands what ac- ensure the success of the activity and the group interaction than
tions they will need to take (each week) to achieve pretended their commitment towards the work and the group.
results. Also there is evidence that the group work climate (cre-
ative collaboration) and group commitment (cooperation) in- Competency, reciprocity and benevolence were important at-
creased significantly near assignment delivering deadline. Until tributes to ensure students initial work articulation. Predict-
then, most exchanged messages demonstrate attempts to un- ability, honesty and competency as well as reciprocity were im-
derstand how to behave online, set the work climate and to de- portant attributes for engaging the group bound through time
fine working actions that eventually lead to achieve their learn- and ensure group overall group commitment. Competency and
ing aims. Also, the individual commitment to the task seamed benevolence of participants seamed to be the most important
to influence the group performance, especially when the group skills for achieving the initial work articulation and not their ca-
needed to articulate a working process. Group collaboration be- pacity to interact or communicate asynchronously. Then, during
came higher through time. the connection phase, competency, honesty and predictability
assumed an important role.
Another behaviour that affected individuals or group commit-
ments was the perception of other individual as competent and Reciprocity actions in the group seamed to validate both com-
predictable. Members of the group that keep the group togeth- munication phases special when students initiated a new task
er were also those who established the working rules and level activity.
of commitment of each individual. Tutor support during the
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In return, tool familiarity and usefulness were important attrib-
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