Using pattern languages to mediate theory–praxis conversations in design for networked learning

Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning

Emergence of social networks via direct and indirect reciprocity

Many models of social network formation implicitly assume that network properties are static in steady-state. In contrast, actual social networks are highly dynamic: allegiances and collaborations expire and may or may not be renewed at a later date. Moreover, empirical studies show that human social networks are dynamic at the individual level but static at the global level: individuals' degree rankings change considerably over time, whereas network-level metrics such as network diameter and clustering coefficient are relatively stable. There have been some attempts to explain these properties of empirical social networks using agent-based models in which agents play social dilemma games with their immediate neighbours, but can also manipulate their network connections to strategic advantage. However, such models cannot straightforwardly account for reciprocal behaviour based on reputation scores ("indirect reciprocity"), which is known to play an important role in many economic interactions. In order to account for indirect reciprocity, we model the network in a bottom-up fashion: the network emerges from the low-level interactions between agents. By so doing we are able to simultaneously account for the effect of both direct reciprocity (e.g. "tit-for-tat") as well as indirect reciprocity (helping strangers in order to increase one's reputation). This leads to a strategic equilibrium in the frequencies with which strategies are adopted in the population as a whole, but intermittent cycling over different strategies at the level of individual agents, which in turn gives rise to social networks which are dynamic at the individual level but stable at the network level

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Network Structure, Efficiency, and Performance in WikiProjects

The internet has enabled collaborations at a scale never before possible, but the best practices for organizing such large collaborations are still not clear. Wikipedia is a visible and successful example of such a collaboration which might offer insight into what makes large-scale, decentralized collaborations successful. We analyze the relationship between the structural properties of WikiProject coeditor networks and the performance and efficiency of those projects. We confirm the existence of an overall performance-efficiency trade-off, while observing that some projects are higher than others in both performance and efficiency, suggesting the existence factors correlating positively with both. Namely, we find an association between low-degree coeditor networks and both high performance and high efficiency. We also confirm results seen in previous numerical and small-scale lab studies: higher performance with less skewed node distributions, and higher performance with shorter path lengths. We use agent-based models to explore possible mechanisms for degree-dependent performance and efficiency. We present a novel local-majority learning strategy designed to satisfy properties of real-world collaborations. The local-majority strategy as well as a localized conformity-based strategy both show degree-dependent performance and efficiency, but in opposite directions, suggesting that these factors depend on both network structure and learning strategy. Our results suggest possible benefits to decentralized collaborations made of smaller, more tightly-knit teams, and that these benefits may be modulated by the particular learning strategies in use.Comment: 11 pages, 5 figures, to appear in ICWSM 201

The use of ICT and e-learning by work-based learning providers 2006: survey, waves 1 and 2

The report presents the findings of the 2005-06 survey of technology use and implementation by work-based learning providers in England

Learning from peers. Online professional development for university staff

Professional development has long been associated with the provision of events or alternatively of accredited courses, often supplemented by texts or websites. At the same time we are aware that much of what is learnt about university teaching happens 'on the job' as staff try out new approaches, or meet each other for a chat in the corridor. In a distance environment such ad hoc arrangements are less likely to take place particularly for part-time staff, and both online courses and informal communities have a particular role in joining staff who otherwise have little opportunity to meet. We have been exploring the opportunities for harnessing the potential of peer learning in two online professional development courses at the Open University (UK) both of which are concerned with the adoption of new online tools for teaching and learning. This paper describes a case study of the two initiatives which deliver professional development at scale: some 2000 staff have undertaken the courses to date, including an astonishing 1000 staff over the last 12 months. We discuss some of the lessons we have learnt on the reasons for the widespread success of these initiatives and some of the factors influencing effective engagement on the courses. We have demonstrated the value of a near-synchronous strategy in a small cohort which enhances a sense of presence, while providing sufficient flexibility to accommodate working practices. An experiential approach which gives participants the opportunity to experience first hand the sense of being an online student is valued by many staff who are new to it, and it provides a safe environment in which to try out new techniques and tools and to reflect on what is a pressing concern for many staff. The affective, confidence building aspects of this experience seem to have been important to many participants. At the same time we have also found that a self study route can work for some individuals who value the added flexibility to work on their own. Further work will be needed to establish the extent to which the courses have resulted in new or enhanced working practices. But if we have succeeded in helping staff to develop the confidence to experiment for themselves, then this will have been a worthwhile endeavour

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

e-Pedagogy: the pedagogies of e-learning

The aim of this research was to establish effective e-learning practice in higher education. This was achieved by looking at examples of different pedagogic techniques employed in several cases. The effectiveness of these techniques was established by looking at the students' outcomes on these courses. This study has adopted a sequential mixed methodology characterized by an initial phase of qualitative data collection and analysis, which was followed by a phase of quantitative data collection and analysis. The first phase of the study involved collecting a year of data from a postgraduate programme. A grounded approach was used to analyse one million words of online conferences or discussions, and led to the emergence of 29 pedagogic behaviours. These pedagogic behaviours were then developed into a coding instrument. The second phase, hypothetico-deductive analysis, confirmed their presence in three other cases, five million words of online interactions, and established their associations with students' learning and outcomes. The findings suggest seven clusters of pedagogies correlated with students' grades and the effect size calculation revealed an educational significance for all of them. This indicates that if they are employed in online classrooms they are likely to enhance students' learning and outcomes