We are happy to announce the acceptance of the following five discussion papers and two short positions papers:
Wolfgang Reinhardt and Christian Mletzko: Awareness in Learning Networks.
The term ’awareness’ finds it roots in the research on Com- puter Supported Cooperative Work (CSCW) and often does not reflect the changed modi operandi in today’s connected world. In this paper we argue that the term ’awareness’ needs to be understood in a broader way when used in the context of networked learning. In Learning Networks, awareness is increasingly related to finding appropriate learning objects, peers and experts or the ’right’ learning path. We discuss this different understanding and formulate open questions dealing with awareness in Learning Networks and Personal Learning Environments as well as their connection to reflection and issues of technical feasibility.
Kamakshi Rajagopal: Supporting Network Awareness: easing the learner’s journey or challenging them to see?
This paper argues for a changed vision and approach to the design of technologies supporting awareness and reflection for learning in social networks. It discusses the relationship between awareness, reflec- tion and learning, and looks into what supporting these functions with technology for the purpose of learning actually entails.
Rebecca Ferguson, Simon Buckingham Shum, Ruth Deakin Crick: EnquiryBlogger – Using widgets to support awareness and reflection in a PLE setting
Blogs provide environments within which people can articulate, refine and reflect on practice. These characteristics make them useful for learners who are developing the practical skills and learning dispositions associated with authentic enquiry. The EnquiryBlogger tool is being developed to extend the core features of a robust, open source blogging platform in order to support awareness and reflection for enquiry-based learners. The first phase of the project developed blog plug-ins, together with associated teacher dashboards, and piloted their use. Feedback and use data show that the tools support reflection and are valued by learners. The pilot study has informed the development of a second phase of the project, which will support customization of these tools and increase learners’ opportunities to develop awareness of the experiences of others.
Thomas Daniel Ullmann, Rebecca Ferguson, Simon Buckingham Shum, Ruth Deakin Crick: Designing an Online Mentoring System for Self- Awareness and Reflection on Lifelong Learning Skills
Mentoring supports the process of becoming self-aware of personal believes and to engage with a topic of concern in a reflective manner. With new media, also new opportunities and new means for mentoring have arisen. In this contribution, we outline how an established face-to-face mentoring process has been ‘translated’ into an online mentoring system. It outlines the design decisions made for an initial online mentoring system supporting mentees to gain self-awareness of and to reflect about life-long learning skills. The purpose of the development process was to detect the essential and the suitable elements for an online version of a face-to-face mentoring practice.
Philip Meyer, Thomas Sporer: Introducing Feedback Mechanisms to Users of Higher Education ePortfolios
The University of Augsburg offers an optional study programme, in which students acquire key competencies through participating in informal, self- organised project work. The learning design of this programme builds on the stu- dents’ reflection of the project experiences with regard to their competency devel- opment. The reflection also serves for assessment purposes and is organised via an ePortfolio system (www.begleitstudium.imb-uni-augsburg.de). This paper presents research, conducted in order to enhance the portfolio-based assessment. Especially, more advanced feedback mechanisms have been proposed in a scenario approach. Qualitative interviews with students show that feedback is only desired under spe- cial circumstances. Acceptance factors as identified in this explorative study are in particular prior experience, privacy concerns and relevance for grading.
Steven Warburton: Peer supported learning - a real world case-story
Context: A globally targeted portfolio of distance learning programmes delivered to a large number of students. Some students are helped in their studies (to varying degrees e.g. from lectures to library provision) via affiliate teaching institutions while others follow a more traditional study-alone pathway.
Problem: There are limited opportunities for social interaction for learners who follow the study-alone pathway. The lack of social interaction and social scaffolding impacts negatively on the student learning experience and can reduce: motivation, achievement, retention and progression. The problem space we are researching relates to can we support study-alone student in finding (and taking advantage of) opportunities for peer learning and reflection at a distance.
Solution: One of the solutions we are investigating is to encourage students to organise themselves into study groups (we are thinking below the level of community) and engage a suite of platforms and services (their PLE/PLN?) to support this activity space. The question remains, what is needed to help develop, nurture, motivate and sustain an online study group.
Last updated 2014 days ago by Thomas Ullmann