Facilitating community building in Learning Networks through peer tutoring in ad hoc transient communities

De volledige referentie is: Kester, L., Sloep, P. B., Van Rosmalen, P., Brouns, F., Koné, M., & Koper, R. (2007). Facilitating Community Building in Learning Networks Through Peer-Tutoring in Ad Hoc Transient Communities. International Journal of Web based Communities, 3(2), 198-205.Learning in a so called Learning Network is particularly attractive to self-directed learners, who themselves decide on their learning programme as well as on the timing, pace and place of their studies. However, such learners may easily become isolated, which is detrimental to their studies. Furthermore, supporting them with their studies rapidly lead to staff overload. This paper discusses of ad hoc, transient communities as a means of tackling both problems. It is argued that such communities are well poised to enhance the sociability of a Learning Network and increase learning effectiveness

A support model for question answering

Van Rosmalen, P., Brouns, F., Sloep, P. B., Kester, L., Berlanga, A., Bitter, M., et al. (2007). A Support Model for Question Answering. In T. Navarette, J. Blat & R. Koper (Eds.). Proceedings of the 3rd TENCompetence Open Workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures' (pp. 75-80). June, 21-22, 2007, Barcelona, Spain.Tutors have only limited time to support the learning process. In this paper, we introduce a model that helps answering the questions of students. The model invokes the knowledge and skills of fellow students by bringing them together based on the combination of questions posed and their study progress; it supports the process with text fragments selected from the material studied. We will explain the model and the use of Latent Semantic Analysis (LSA) to select and support the peers. Finally, we will discuss the results of a calibration and simulation of the model and present the first results of an experiment.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service

Fetter, S., Berlanga, A. J., & Sloep, P. B. (2009). Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web-based Learning - ICWL 2009 (pp. 150-157). August, 19-21, 2009, Aachen, Germany. Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer-Verlag.In online learning, communities can help to enhance learning. However, because of the dynamic nature of communities, attaining and sustaining these communities can be difficult. One aspect that has an influence on, and is influenced by these dynamics is the social capital of a community. Features of social capital are the social network structure, the sense of belonging and, the support received and provided. It is hypothesized that these features can be improved by using Ad Hoc Transient Communities (AHTCs). Through an AHTC learners are brought together for a specific, learning-related goal (‘ad hoc’) and for only a limited amount of time (‘transience’). To test whether the use of AHTCs has a positive influence on the social capital, a learner support service which enables the use of AHTCs is proposed. Furthermore, requirements, pre-requisites, and future research are discussed.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Personal profiling to stimulate participation in learning networks

Today continuous acquisition of new competences and updating existing capacities is crucial to personal empowerment and job performance. Due to the dynamics of the rapid technological change our society experiences, traditional, classroom-based methods of learning fail to meet the learning demands of today’s lifelong learners. People as self-directed learners will learn via informal knowledge sharing in ad hoc learning communities and Learning Networks. The Personal competence Manager under construction in the TENCompetence project aims to support the knowledge development of learners in social interaction with their peers in learning communities. Social encounters in Learning Networks need various cues to allow them to help meet a person’s learning needs. From the multiple suggestions to bootstrap learning interaction that are available, we will in this paper look at the role personal profiling and context portfolio information can play. Our particular focus will be building a common ground for communication and trust ultimately to enhance the learning process

Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations

Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (NLC-2010) (pp. 151-158). May, 3-4, 2010, Aalborg, Denmark.In this paper we argue that Ad Hoc Transient Communities (AHTCs) are a promising means to improve community sustainability by strengthening the social capital of the community. AHTCs are a means through which participants are brought together for a specific, learning-related goal (‘ad hoc’) and for only a limited amount of time (‘transience’). In this paper a first design for an AHTC service is presented which will be implemented in the eTwinning network (+ 70.000 users). Following a short theoretical introduction, a use case is presented outlining how a new participant would use the service. In this use case the participant initially does not know who to contact for asking a question. Using the system, the participant receives an answer from two participants whom were selected by the service. Over time and with more use, the participant has gained many connections with other participants, feels a sense of belonging to the community, as well as is answering questions from others. However, not only the participant that asked the question benefited, also the participants helping did. By working together the invited participants got to know each other as well. Following the use case, important design choices are elaborated upon. These design choices are: Finding the right participants with a matching system, participant accountability through ratings, showing participant’s previous activity and contacts to increase sense of belonging, and accessibility and Usability. Subsequently, related work on Question and Answer websites as well as Question and Answer services is described. Lessons learned from the related work concern the importance of a matching system, finding a balance between public and private questions, the value of ratings as well as the danger of providing paid tutors through the system. Finally, it is concluded that implementing an AHTC service as proposed in this paper should lead to the desired effects on social capital. These effects are decentralizing the social network structure, improving the sense of belong to the community, and increasing mutual support. Testing for these effects will be done with a combination of social network analyses, a questionnaire, and logging data. Based on the design a prototype can be built, while at the same time a user requirement analysis with stakeholders will be conducted, leading to a longitudinal study within the eTwinning network.European project: Tellnet Project Number - 505594-LLP-1-2009-1-BE-Ka4-KA4SRM

ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network

Brouns, F., Van Rosmalen, P., Berlanga, A. J., Fetter, S., Nadeem, D., Bitter-Rijpkema, M. E., Sloep, P. B., & Kester, L., Aleksieva-Petrova, A., & Petrov, M. (2009). ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence.This deliverable provides a theoretical validation of the network management model, policies and guidelines, complimented with outcomes of simulation, consultation of experts, surveys and experiments with students.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Fostering Social Capital in a Learning Network: Laying the Groundwork for a Peer-Support Service

Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Fostering Social Capital in a Learning Network: Laying the Groundwork for a Peer-Support Service. International Journal of Learning Technology, 5(4), 388-400.In online learning environments communities are desirable, or as is the case for a learning network, even essential. This raises the question of how to attain and sustain these communities. In this article we argue that this can be achieved by fostering the social capital of the learning network. It is argued that this can be achieved by (1) improving the relationship characteristics, (2) increasing the sense of belonging to the community, and (3) heightening the mutual support. It is hypothesized that these improvements can be achieved by using so called Ad-Hoc Transient Groups (AHTGs). These groups are a means through which learners are brought together for a specific, learning-related goal (‘ad-hoc’) and for only a limited amount of time (‘transience’). In order to deepen the concept of AHTGs a relevant theoretical background as well as requirements for peer-support service that utilizes Ad-Hoc Transient groups is provided. This is followed by an example on how the service can be implemented in an existing learning network (eTwinning). Finally conclusions are drawn and future research discussed.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Cognitive load and knowledge sharing in Learning Networks

Learning Networks are online social networks designed to support non-formal learning; they are therefore particularly suitable for self-directed learners. In Learning Networks, learners need to acquire knowledge through knowledge sharing with other participants. However, without a support structure, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge acquisition. To optimize cognitive load, we propose to use a particular type of collaborative learning, peer tutoring, as a support structure. Its mechanisms reduce, we argue, the extraneous load imposed by organizing knowledge sharing as well as induce germane load by directing the freed cognitive capacity to processes that contribute to knowledge acquisition