Developing Connectivism Learning in Social Learning Platform Using Addie Instructional Design Model

The aim of this study is to develop connectivism learning model that fits to social learning approach by using ADDIE instructional design. This model answers the need of learning model which can be implemented in social learning platform or in networked environment for general. To develop the model, ADDIE instructional design is used as phases of development process. This process involves analyze, design, development, implementation, and evaluation. This approach is considered as the most general model to design instruction, which can be implemented in varried of purposes. The participants of this study were 77 students of Educational Technology department of State University of Malang studying photography course. The quantitave analysis data of quesionnaire indicated that the Connectivism model was found to be adaptive and acceptable by the participants. The model received moderately positive acceptance from participants, and able to encourage collaborative activites through instructional process. The participants tend to be more confident to open the discussion or to share information and explore argumentation or suggestion. The process engaged the students to perform problem solving skills and collaborative work, which these performaces were not found on direct instruction in the classrom. Keywords: Connectivism model, ADDIE, Contribution Index (CI), Content Richness (CRs

Conceptualizing and supporting awareness of collaborative argumentation

In this thesis, we introduce “Argue(a)ware”. This is a concept for an instructional group awareness tool which aims at supporting social interactions in co-located computer-supported collaborative argumentation settings. Argue(a)ware is designed to support the social interactions in the content (i.e., task-related) and in the relational (i.e., social and interpersonal) space of co-located collaborative argumentation (Barron, 2003). The support for social interactions in the content space of collaboration is facilitated with the use of collaborative scripts for argumentation (i.e., instructions and scaffolds of argument construction) as well with the use of an argument mapping tool (i.e., visualization of argumentation outcomes in a form of diagrams) (Stegmann, Weinberger, & Fischer, 2007; van Gelder, 2013). The support for social interactions in the relational space of collaboration is facilitated with the use of different awareness mechanisms from the CSCL and the CSCW research fields (i.e., monitoring, mirroring and awareness notification tools). In this thesis, we examined how different awareness mechanisms facilitate the regulation of collaborative processes in the relational space of collaborative argumentation. Moreover, we studied how they affect the perceived team effectiveness (i.e., process outcome) and group performance (i.e., learning outcome) in the content space of collaboration. Thereby, we studied also the effects of the design of the awareness mechanisms on the application of the mechanisms and the user experience with them. In line with the design-based research paradigm, we attempted to simultaneously improve and study the effect of Argue(a)ware on collaborative argumentation (Herrington, McKenney, Reeves & Oliver, 2007). Through a series of design-based research studies we tested and refined the prototypes of the instructional group awareness tool. Moreover, we studied the ecological validity of dominant awareness and instructional theories in the context of co-located computer-supported collaborative argumentation. The underlying premise of the Argue(a)ware tool is that a combination of awareness and instructional support will result in increased awareness of collaboration, which will, in turn, mediate the regulation of collaborative processes. Moreover, we assume that successful regulation of collaboration will result in high perceived team effectiveness and the group performance in turn. In the first phase of development of the Argue(a)ware tool, we built support of the content space of collaborative argumentation with argument scaffold elements in a pedagogical face-to-face macro-script and an argument mapping tool. Furthermore, we extended the use of the script for supporting the relational space of collaboration by embedding awareness prompts for reflecting on collaboration during regular breaks in the script. Following, we designed two variations of the same pedagogical face-to-face macro-script which differ with respect to the type of group awareness prompts they used for supporting the relational space of collaboration i.e. behavioral and social. Upon designing the two script variations, we conducted a longitudinal, multiple-case study with ten groups of Media Informatics master students (n = 28, in groups of three or two, group=case, 4 sessions x70 min, Behavioural Awareness Script group= 5, Social Awareness Script group =5.) where each group was conceptualized as a case. Students collaborated every time for arguing to solve one different ill-structured problem and for transferring their arguments in the argument mapping tool Rationale. Thereby, we intended to investigate the effects of different awareness prompts on (a) collaborative metacognitive processes i.e., regulation, reflection, and evaluation (b) the relation between collaborative metacognitive processes and the quality of collaborative argumentation as well as (c) the impact of the two script variations on perceived team effectiveness and (d) what was experience with the different parts of the script variations in the two groups and how this fits into the design framework by Buder (2011). The quantitative analysis of argument outcomes from the groups yield no significant difference between the groups that worked with the BAS and the SAS variations. No significant difference between the script variations with respect to the results from the team effectiveness questionnaires was found either. Prompts for regulating collaboration processes were found to be the most successfully and consistently applied ones, especially in the most successful cases from both script variations and have influenced the argumentation outcomes. The awareness prompts afforded an explicit feedback display format (e.g. assessment of participation levels of self- and others) through discussion (Buder, 2011). The prompted explicit feedback display format (i.e., ratings of one’s self and of others) was criticized for running only on subjective awareness information on participation, contribution efforts and performance in the role. This resulted in evaluation apprehension phenomena (Cottrell, 1972) and evaluation bias (i.e., users may have not assessed themselves or others frankly) (Ghadirian et al., 2016). The awareness prompts for reflection and evaluation did reveal frictions in the plan making process (i.e., dropping out of the plan for collaboration) in the least successful groups. Problems with group dynamics (i.e., free-loading and presence of dominance) but were not powerful enough to trigger the desired changes in the behaviors of the students. The prompts for evaluating the collaboration in both script variations had no apparent connection to argumentation outcomes. The results indicated that dominant presence phenomena inhibited substantive argumentation in the least successful groups. They also indicated that the role-assignment influenced the group dynamics by helping student’s making clear the labor division in the group. In the second phase of development of the Argue(a)ware tool, the focus is on structuring and regulating social interactions in the relational space of collaborative argumentation by means of scripted roles and role-based awareness scaffolds. We designed support for mirroring participation in the role (i.e., a role-based awareness visualization) and support for monitoring participation, coordination and collaboration efforts in the role (i.e., self-assessment questionnaire). Moreover, we designed additional support for guiding participation in the role i.e., role-based reminders as notifications on smartwatches. In a between-subjects study, ten groups of three university students each (n = 30, Mage =22y, mixed educational backgrounds, 1x90min) worked with two variants of the Argue(a)ware for arguing to solve one ill-structured problem and transferring their arguments in the argument mapping tool Rationale. Next, to that, students should monitor their progress in their role with the role-based awareness visualization and the self-assessment questionnaire with the basic awareness support (role-based awareness visualization with the intermediate self-assessment) and the enhanced awareness support (additional role-based awareness reminders). Half of the groups worked only with the role-based awareness visualization and the self-assessment questionnaire (Basic Awareness Condition-BAC) while the other half groups received additional text-based awareness notifications via smartwatches that were sent to students privately (Enhanced Awareness Condition- EAC). Thereby, we tested the use of different degrees of awareness support in the two conditions with respect to their impact on a) self-perceived awareness of performance in the role and of collaboration and coordination efforts (measured with the same questionnaire at two time points), b) on perceive team effectiveness, c) group performance. We hypothesized that students in EAC will perform better thanks to the additional awareness reminders that increased the directivity and influenced their awareness in the role. The mixed methods analysis revealed that the awareness reminders, when perceived on time, succeeded in guiding collaboration (i.e., resulted in more role-specific behaviors). Students in the EAC condition improved their awareness over time (between the two measurements). These results indicated that enhanced awareness support in the form of additional guidance through awareness reminders can boost the awareness of students’ performance in the role as well as the awareness of their coordination and collaboration efforts over time by directing them back to the mirroring and monitoring tools. Moreover, students in EAC exhibited higher perceived team effectiveness than the students in BAC. However, no significant differences in building of shared mental models or performing in mutual performance monitoring were found between the groups. However, students in BAC and EAC did not differ significantly with respect to the formal correctness or evidence sufficiency of their group argumentation outcomes. Moreover, technical difficulties with the smartphones used as delivery devices for the awareness reminders (i.e., low vibration modus) hindered the timely perception of the reminders and thus their effect on participation. Finally, the questionnaire on the experience with the different parts of Argue(a)ware system indicated the need for exploring further media for supporting the awareness reminders to avoid the overwhelming effects of the multiple displays of the system and enhancing higher perceptiveness of the reminders with low interruption costs for other group members. The rather high satisfaction with the use of the role-based awareness visualization and the positive comments on the motivating aspects of monitoring how the personal success contributes to the group performance indicate that the group mirror succeeded in making group norms visible to group members in a non-obtrusive way. The high interpersonal comparability of performances without moderating the group ‘s interaction directly in the basic awareness condition was proven to be the favored design approach compared to the combination of group mirror and awareness reminders in the enhance awareness condition. In the third phase of development of Argue(a)ware, we focused on designing and testing different notification modes on different ubiquitous mobile devices for facilitating the next prototype of a notification system for role-based awareness reminders. Thereby, the aim of the system was again to guide students’ active participation in collaborative argumentation. More specifically, we focused on raising students’ attention to the reminders and triggering a prompter reaction to the contents of the reminders whilst avoiding a high interruption cost for the primary task (i.e., arguing for solving the problem at hand) in the group. These goals were translated into design challenges for the design of the role-based awareness notification system. The system should afford low interruptions, high reaction and high comprehension of notifications. Notification systems with this particular configuration of IRC values are known as "secondary display" systems (McCrickard et al., 2003). Next, we designed three low-fidelity prototypes for a role-based notification system for delivering awareness reminders: The first ran on a smartwatch and afforded text-based information with vibration and light notification modalities. The second ran on smartphone and afforded text-based information with vibrotactile and light-based notification modalities. Finally, the third prototype run on a smart-ring which afforded graphical- based (i.e. abstract light) information with and light and vibration notification modalities. To test the suitability of these prototypes for acting as “secondary display” systems, we conducted a within-subjects user study where three university students (n= 3, Mage=28, mixed educational background) argued for solving three different problem cases and producing an argument map in each of the three consecutive meetings (max 90min) in the Argue(a)ware instructional system. Students were assigned the roles of writer, corrector and devil`s advocate and were instructed to maintain the same role across the three meetings. In each meeting, students worked with a different role-based awareness notification prototype, where they received a notification indicating their balloon is not growing bigger after five minutes of not exhibiting any role-specific behaviors. The role-based awareness notification prototypes aimed at introducing timely interventions which would prompt students to check on their own progress in the role and the group progress as visualized by the role-based awareness visualization on the large display. Ultimately, this should prompt them to reflect on the awareness information from the visualization and adapt their behaviors to the desired behavior standards over time. Results showed that students perceived the notifications from all media mostly based on vibration cues. Thereby, the vibration cues on the wrist (smartwatch) were considered the least disruptive to the main task compared to the vibration cues on finger (smartwatch) and the vibration cues on the desk (smartphone). Students also declared that vibration cues on wrist prompted the fastest reaction i.e., attending to notification by interacting with the smartwatch. These results indicate that vibration cues on the wrist can be a suitable notification mechanism for increasing the perceived urgency of the message and prompting the reaction on it without causing great distraction to the main task, as studies previous studies showed before (Pielot, Church, & deOliveira, 2013; Hernández-Leo, Balestrini, Nieves & Blat, 2012). Based on very limited qualitative data on light as notification modality and awareness representation type no inferences could be made about its influence on the cost of interruption, reaction and comprehension parameters comprehensiveness. The qualitative and quantitative data on the experience with different media as awareness notification systems indicate that smartwatches may be the most suitable medium for acting as awareness notification medium with a “secondary display” IRC configuration (low-high-high). However, this inference needs to be tested in terms of a follow up study. In the next study, the great limitations of study (limited data due to low power and mal-structured measurement instruments) need to be repaired. Finally, the focus should be on comparing notification modalities of one medium (e.g., smartphone) based on a larger set of participants and with the use of objective measurements for the IRC parameter values (Chewar, McCrickard & Sutcliffe, 2004). Finally, we draw conclusions based on the findings from the three studies with respect to the role of awareness mechanisms for facilitating collaborative processes and outcomes and provide replicable and generalizable design principles. These principles are formed as heuristic statements and are subject to refinement by further research (Bell, Hoadley, & Linn, 2004; Van den Akker, 1999). We conclude with the limitations of the study and ideas for future work with Argue(a)ware

A New Model of Productive Online Discussion and Its Implications for Research and Instruction

We develop a new model of productive online discussion based on a brief review of research literature on online discussion. As compared to previous discussion models, the new model provides a more systematic and comprehensive framework to understand how learning occurs through online discussion. Based on the new model, we propose several directions for research on improving the quality of online discussion and learning

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

The role of learning theory in multimodal learning analytics

This study presents the outcomes of a semi-systematic literature review on the role of learning theory in multimodal learning analytics (MMLA) research. Based on previous systematic literature reviews in MMLA and an additional new search, 35MMLA works were identified that use theory. The results show that MMLA studies do not always discuss their findings within an established theoretical framework. Most of the theory-driven MMLA studies are positioned in the cognitive and affective domains, and the three most frequently used theories are embodied cognition, cognitive load theory and control–value theory of achievement emotions. Often, the theories are only used to inform the study design, but there is a relationship between the most frequently used theories and the data modalities used to operationalize those theories. Although studies such as these are rare, the findings indicate that MMLA affordances can, indeed, lead to theoretical contributions to learning sciences. In this work, we discuss methods of accelerating theory-driven MMLA research and how this acceleration can extend or even create new theoretical knowledge

The effects of cross-age mentoring in an online collaborative environment

This mixed method research was designed to examine the effects of cross-age mentoring in an inter-institutional online learning community. The research questions focused on the impact of mentoring on high school students’ confidence in their information seeking skills, perceptions of their information seeking standards, and the application of these standards to an information seeking task. Also of interest was the dialogic interaction between the students at the two sites, the impact of the facilitator on the process, and the university students’ perceptions about their experience. The participants included 26 students (mentees) enrolled in an American history class at a rural high school and 18 pre-service teachers (mentors) enrolled in an introductory educational technology course. Mentoring groups comprised of four-five high school students and three-four pre-service teachers interacted via a synchronous online courseware system. Both classes met at the same time of the day, twice weekly, allowing for synchronous interactions. The project was implemented over a five week period during which pre- and post-tests of information seeking confidence and standards were administered and students were engaged in their information seeking tasks. During the course of the project the online interactions were archived and saved for later analysis. Results revealed that there was no change in the high school students’ confidence in their information seeking abilities. The assessment of their evaluative standards revealed that they became more aware of the importance of evaluating the accuracy of information they located. In addition, a positive correlation was found between their understandings of the importance of evaluating information to determine its relevance to the task at hand and the disposition toward a more expert approach to seeking information. Performance on the information seeking task was positively influenced by conceptual scaffolding provided by both the facilitator and the pre-service teachers. Feedback that encouraged the high school students to consider conceptual issues was discovered to be most effective. The findings from this research contribute to the literature on cross-age mentoring between higher education and K-12 students as well as providing insights about strategies that influence students’ abilities to locate, evaluate, and synthesize information

Maximizing the Benefits of Collaborative Learning in the College Classroom

abstract: This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.Dissertation/ThesisPh.D. Educational Psychology 201

Flipping the Undergraduate Classroom to Develop Student Analytical Thinking Skills

In Thailand, analytical thinking skills (ATS) have been identified as an essential element in the development of a 21st-century workforce. Moreover, due to the Covid-19 pandemic and the concern for student health and safety, the Thai Ministry of Education has stated that online education will become part of the New Normal in education. Therefore, it has become imperative that the most effective methods and mechanisms be found for online teaching in Thailand. Therefore, the authors investigated which factors increase Thai student ATS by flipping the classroom environment and using digital storytelling and inquiry-based learning (IBL). Therefore, this research aims to develop and evaluate the LIFD ATS instruction model to study the proposed effects of the ATS instruction model. A mixed research methodology was employed. The mean, standard deviation, and t-test were used to analyze the data. From the qualitative review, an initial learning model was developed and subsequently examined by a panel of eight education experts. After that, 40 students became the study's experimental group for the revised model. The results showed that the results of the expert assessment of the learning environment model using a flipped classroom combined with IBL and digital storytelling to promote ATS and academic achievement had appropriateness at the highest level. The evaluation of the student results using the ATS model identified four significant results. These were: 1) Post-test after the student's use of the ATS model determined their ATS abilities were higher than before the class. 2) Student learning achievement, innovation, and ICT skills increased as an outcome of the ATS model’s use. 3) The comparison of academic achievement after study of the students who studied with the format was 83.33%, higher than the specified 80% criteria and previously established assumptions. 4) The evaluation results of the model’s effectiveness determined that the learning effectiveness index (EI) of the learners was 0.6666 and the EI of the ATS was 0.6966, which was higher than 0.50, thus meeting the specified criteria. The study contributes to the knowledge concerning student ATS and these skills’ importance to a 21st century knowledge worker. Doi: 10.28991/ESJ-2022-06-04-06 Full Text: PD

ICT-Enabled Social Innovation to support the Implementation of the Social Investment Package: Mapping and Analysis of ICT-enabled Social Innovation initiatives promoting social investment in integrated approaches to the provision of social services: IESI Knowledge Map 2015

This report presents the analysis of the Mapping 2015 of the project 'ICT-enabled Social Innovation to support the Implementation of the Social Investment Package' (IESI). It provides an enriched picture of the existing knowledge base and evidence of how ICT-enabled social innovation initiatives that promote social investment through integrated approaches to social services delivery can contribute to the policy objectives of the EU Social Investment Package (SIP) to support the achievement of the goals of the EU 2020 strategy in terms of inclusive growth and employment. After having introduced the policy and research background outlining the overall objectives and scope of the IESI research and the aim of the mapping 2015, the report provides an overview of the methodology followed for enriching the IESI inventory of ICT-enabled social innovation initiatives through a structured dynamic database and by conducting the mapping and analysis of a selected sample of 210 initiatives. The report then updates the review of the literature and practice in domains related to the role and impact of ICT-enabled social innovation promoting social investment, with a specific focus on the area of active and healthy ageing and long-term care for older people, particularly the theme: prevention, health promotion and rehabilitation. In reviewing the state of the art the report discusses the degree of deployment of ICT-enabled social innovations that promote social investment through integrated approaches to social services provision in terms of geographical spread and different areas of social services covered, providing insight into the levels and types of deployment achieved. Further, the IESI conceptual framework which underpins the research and which has been used to guide the mapping and analysis of initiatives is discussed, proposing additional dimensions in order to enrich the framework of analysis itself. Evolving theoretical approaches are taken into account, the aim being to better explain the implications ICT-enabled social innovation initiatives have or may have for social policy reforms. This is followed by an overview of the consolidated results of the analysis of the initiatives collected as part of the IESI mapping exercise in 2014 and 2015. The analysis presents the IESI Knowledge Map 2015, which aims to provide a better understanding of the main characteristics and patterns of the initiatives identified, according to the IESI conceptual framework. Reference is also made to the different welfare systems and social services delivery models which characterise various EU countries in order to contextualise the potential role played by ICT-enabled social innovation to promote social investment through integrated approaches to social services delivery. The findings of specific thematic analyses conducted on a set of selected topics: 1) the role of social enterprise-driven ICT-enabled social innovation initiatives in support of social services delivery; and the implications of ICT-enabled social innovation that promote social investment through integrated approaches to social services delivery in support of: 2) active inclusion of young people; and 3) active and healthy ageing and long-term care for older people, particularly as regards prevention, health promotion and rehabilitation are then presented. Finally, the main conclusions deriving from the analysis of the mapping in terms of the contribution made by ICT-enabled social innovation promoting social investment through integrated approaches to social services delivery to the implementation of the SIP are outlined. This is complemented by an analysis of the gaps identified; the limitations of the current mapping exercise and recommendations for future research, as well as implications and possible directions for policy.JRC.J.3-Information Societ

Computer-mediated communication in higher education: an exploration of knowledge construction

Constructivist theories about knowledge construction emphasize that knowledge construction is more powerful and meaningful when it is actively built up by students through engaging in equilibrated exchanges and experiencing cognitive disequilibrium. From this perspective, knowledge construction is thought to be effective in learning environments where intense interactive discussions can take place, deeply held values are shared, and complex issues examined from multiple perspectives (Harasim, 1990). Computer-mediated communication, more specifically computer conferencing systems (CCS), has captured the interest of educators as an ideal tool to create this type of learning environment, featuring active, participative, and reflective learning;This study developed a conceptual framework, based on constructivist learning principles, to examine whether knowledge construction was promoted through computer conferencing in two graduate-level bioethics courses. Data collection focused on CCS transcripts, supplemented by student survey, instructor interviews, field notes, and course documentation. Knowledge construction through computer conferencing was examined from three main constructivist educational principles: (1) active participation---participation analysis was conducted to determine the nature of students\u27 participation in the learning process, (2) peer-to-peer interaction---content analysis for interaction types, intermessage reference analysis, and message map analysis for interaction patterns were conducted, and (3) cognitive conflict resolution---content analysis based on Gunawardena et al. (1997) interaction analysis model framework was conducted to examine whether cognitive conflicts experienced in CCS promoted knowledge construction;The findings of this study revealed that participation in the computer conferencing was moderate; interaction among students usually occurred through confirming or elaborating on the information/statement; and the predominance of computer conference transcripts reflected the first two phases of the knowledge construction process (i.e., sharing and comparing information, and exploration of dissonances among concepts and/or ideas);The results of this study suggest that CCS by itself does not guarantee knowledge construction. The instructor\u27s role in designing computer conferencing as a learning environment is crucial for fostering knowledge construction. This study provided insights into the nature of the knowledge construction process in a CCS environment and recommendations that help utilize computer conferencing technology in educational settings for students to construct knowledge more effectively