Exploring Learning Ecologies: Models and Experiences So Far
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The document discusses models for exploring learning ecologies and experiences. It introduces the Learning + Technology Development Model, which unifies learning, technology, and learner experience in an iterative development process. It also presents the Learning Ecology Framework, which views learning in stages from instructor-controlled to social. A case study of a university course is described that uses these models, focusing on learner needs and a positive experience. Formative and summative evaluations are discussed, and the models are evaluated for their usefulness.
Exploring Learning Ecologies: Models and Experiences So Far
- 1. Exploring LearningExploring Learning EcologiesEcologies Paul D Hibbitts Models and Experiences So Far LEARNER EXPERIENCE ADVISORY / DESIGN / EDUCATION @hibbittsdesign #etug
- 2. ETUG Top 5ETUG Top 5 1. Academic Transformation 2. Faculty Development 3. Online + Blended Teaching and Learning 4. Assessment of Learning 5. Evaluating Technology Based Instructional Innovation
- 3. Topics for DiscussionTopics for Discussion Tools for you (hopefully) to use Learning + Technology Development Model Learning Ecology Framework Case study CMPT 363 Canvas LMS case study
- 4. Let'Let's begin with somes begin with some background for the Learningbackground for the Learning + Development Model+ Development Model
- 5. Waterfall Development ModelWaterfall Development Model http://www.softwareresults.us/2010/10/waterfall-and-agile-same-principles.html
- 8. Classic ADDIEClassic ADDIE http://www.nwlink.com/~donclark/history_isd/addie.html
- 10. Successive ApproximationSuccessive Approximation Model (SAM 1)Model (SAM 1) http://www.learningsolutionsmag.com/articles/1012/book-review-leaving-addie-for-sam-by- michael-allen-with-richard-sites
- 11. Successive ApproximationSuccessive Approximation Model (SAM 2)Model (SAM 2) http://www.learningsolutionsmag.com/articles/1012/book-review-leaving-addie-for-sam-by- michael-allen-with-richard-sites
- 12. And now let's look atAnd now let's look at the Learning + Technologythe Learning + Technology Development Model...Development Model...
- 14. Learning + Technology ModelLearning + Technology Model “An iterative development approach which takes into consideration learner needs, experience, and technology – all working together to support continual improvement and a unified development strategy.” (Hibbitts, , 2015)@hibbittsdesign
- 15. A Few Key Points...A Few Key Points... Unifies learning, technology, and learner experience An example of domain-specific design process model Works with various development practices (e.g. waterfall, agile, etc.) Scales up/down (e.g. individual features, complete learning objects, and even entire courses - more on this next!) Identifies key competencies for digital learner experience design (i.e. instructional/learning design, UX design and software development) Supports a continous improvement culture
- 16. Example Usage:Example Usage: Bates’ SECTIONS ModelBates’ SECTIONS Model opentextbc.ca/teachinginadigitalage/chapter/9-1-models-for-media-selection/
- 18. Bates’ SECTIONS ModelBates’ SECTIONS Model S tudents E ase of use C ost T eaching functions I nteraction O rganizational issues N etworking and Novelty S peed and security “The SECTIONS model is strategy that could be used for assessing the technology fit within this course development process.”
- 19. Questions for Discussion:Questions for Discussion: Learning + Technology ModelLearning + Technology Model (Think / Pair / Share)(Think / Pair / Share) What questions about this model do you have? How might you utilize this model? What are the strengths of this model for you? What opportunities for improvement do you see?
- 20. Next up, the Learning EcologyNext up, the Learning Ecology Framework, but firstFramework, but first some background...some background...
- 21. Information EcologiesInformation Ecologies “We define an information ecology to be a system of people, practices, values, and technologies in a particular local environment. In information ecologies, the spotlight is not on technology, but on human activities that are served by technology.” (Nardi and O'Day, 1999)
- 22. Learning EcologiesLearning Ecologies “An ecology, for our purposes here, can be viewed as an environment that fosters and supports the formation of communities and networks.” (Siemens, 2008)
- 24. And now here is theAnd now here is the Learning Ecology Framework...Learning Ecology Framework...
- 26. Learning Ecology FrameworkLearning Ecology Framework “An educational philosophy and self-supporting ecosystem in which individuals and groups are offered a collection of curated resources and tools that will support their growth and learning, and foster participation.” (Travin, , 2015)@m_travin
- 27. A Few Key Points...A Few Key Points... A highly structured presentation Can be used as a diagnostic tool or framework Stages also relate to levels of learner autonomy and/or size of learner community Items within each stage can be seen as possible tatics
- 28. Questions for DiscussionQuestions for Discussion Learning Ecology FrameworkLearning Ecology Framework (Think / Pair / Share)(Think / Pair / Share) What questions about this framework do you have? How might you utilize this framework? What are the strengths of this framework for you? What opportunities for improvement do you see?
- 29. Case StudyCase Study CMPT 363 (User Interface Design)CMPT 363 (User Interface Design) Fall 2014, Simon Fraser UniversityFall 2014, Simon Fraser University canvas.sfu.ca/courses/17482
- 31. Course CompanionCourse Companion Design Process/ToolsetDesign Process/Toolset Learning + Technology Development Process Learner needs, experience, and technology Learning Ecology Framework Instructor, individual, relational, and social Positive Learner Experience (LX) Qualities Thinking beyond instructional outcomes User Experience (UX) Design Techniques For example, empathy maps, customer journey maps, jobs to be done (JTBD), iterative prototyping, etc. ... and let’s not forget on-going student input and feedback!
- 32. Supporting aSupporting a Learning EcologyLearning Ecology Instructor Control Individual Learning Relational Learning Social Learning
- 33. Instructor ControlInstructor Control Platform (blended, face-to-face and online) LMS/LRS (Instructure’s Canvas LMS) Courseware (slides, assignments, case studies and readings) Static Resources (assigned readings) Adjunct Tools (Workflowy, Slides.com, Kato.im, myBalsamiq, Twitter, Diigo, TimeDriver, Poll Everywhere and Google Forms)
- 34. IndividualIndividual (aka Personal)(aka Personal) Dynamic Resources (i.e. course resources Wiki) Flipped Classroom (semi-flipped, i.e. pre-class required reading and in-class activities) Point-of-need Access (i.e. multi-device access) Informal Learning (i.e. optional videos, articles, podcasts, other online courses, etc.) Individual curation (i.e. bookmarks)
- 35. RelationalRelational (aka Partnership)(aka Partnership) One-to-One Coaching/Mentoring (i.e. private and persistent messaging spaces via Kato) Performance Support (i.e. task-oriented UX Techniques Guide) PS Analytics (not directly supported)
- 39. SocialSocial (aka Networked)(aka Networked) One/Many-to-Many (i.e. group and/or class discussions via Kato) Communities of Practice (not directly supported) Social Network Learning (i.e. recommended industry experts on Twitter) Group Curation (not directly supported)
- 41. And Let’s Not Forget, Multi-deviceAnd Let’s Not Forget, Multi-device Access is now the BaselineAccess is now the Baseline
- 42. Now, Let’Now, Let’s Talk... Evaluations Talk... Evaluation Text
- 43. The Two Aspects of EvaluationThe Two Aspects of Evaluation Learning ecology effectiveness/health Student learning outcomes (our focus today)
- 44. Formative EvaluationFormative Evaluation (Highlights)(Highlights) One minute end-of-class summaries (on-line and in-person) User interface assessments (review assessments on-line, provide baseline expert assessment in-person, and finally conduct 3 peer reviews of submitted assessments) SPUNKI rubric results (reading summaries submitted online before each class, then data table reviewed before each class to adjust lesson plan) User experience topic overview, with Creative Commons License (submitted on-line and graded on-line using a rubric) Three assignments during term (user research, design, and usability testing), graded by unique rubrics
- 45. SPUNKI RubricSPUNKI Rubric (Smith and Loomis)(Smith and Loomis) What part or parts of the reading did you find Surprising? Puzzling? Useful? New? Knew It Already?
- 46. Summative EvaluationSummative Evaluation Student-selected user experience topic overview, with Creative Commons License (submitted on-line at the end of term and graded on-line using a rubric)
- 47. Which models discussedWhich models discussed today are useful for you?today are useful for you? Please cast your vote!Please cast your vote! A) Both models look useful to me B) Just the Learning + Technology Development model C) Just the Learning Ecology Framework model D) Neither model look useful to me (better luck next time...)
- 48. Thank you!Thank you! Further Discussion/Questions?Further Discussion/Questions? Contact Info Web: Email: Twitter: LinkedIn: Accompanying Resources, via OneDrive: Learning + Technology Development Model image files (CC) Learning Ecology Framework image files (CC) Positive Learner Experience Qualities (CC) These slides, as a downloadable PDF file Example course companion URLs (Fall 2014 & 2015 prototype) paulhibbitts.com paul@paulhibbitts.com @hibbittsdesign linkedin.com/in/paulhibbitts 1drv.ms/1EQqIM4
- 49. Bonus Tool:Bonus Tool: Positive Learner ExperiencePositive Learner Experience QualitiesQualities
- 50. (Course Companion)(Course Companion) Learner Experience GoalsLearner Experience Goals Engaging Convenient Organized Relevant Enjoyable
- 53. Bonus Feature:Bonus Feature: Fall 2015 CMPT 363 PrototypeFall 2015 CMPT 363 Prototype
- 54. My most recent approachMy most recent approach (your mileage may vary)(your mileage may vary) Use an open platform to create an alternative LMS front-end (i.e. a new “front door”) To provide a significantly better student experience To enable faster/easier instructor updates A modern flat-file CMS is a good great platform for this approach As simple (i.e. deep links to LMS) or as complex (i.e. LTI - Learning Tools Interoperability) as you want