Isajahnke mobile-learning-spaces2011-10-17

Editor's Notes

• #5: Social structues, sociological point of view
• #11: The thesis is it depends on the design, and the question is how to design. This slide gives an selected overview of what we already know from the socio-technical paradigm that is well-known in knowledge management and CSCW. Lucy Suchman studied how people use ICT in social interactions and found that they create an own understanding just-in-time they use the ICT. Her approach is called „situated action “ . Social and technical systems are not two seperately things BUT they create a new relationships with emergent properties. Herrmann, Loser and also me, we illustrated in several cases studies how human communication generates new structures and regulations which A) form the technical elements and B) which are also partially determinedby the technical system.
• #12: Besides the mentioned sociotechnical approach, CSCW and CSCL – my approach also inlcudes socio-technical communities – as extended part of an official university . Please see in more detail, my results from workshops in France, in the IJWBC and my presentation at CSCL conference. And, I also add a new and differentiated view on roles. At universities, there exist both „communities AND formal learning structures of universities “ – revealing roles and role structures can help to understand and design knowledge management.
• #13: Here you see the relation between data collection and analysis AND the changing practice, according to the DBR approach.
• #21: Thus, the research question is: How to design (develop & evaluate) computer-enhanced (creative) learning and knowledge sharing Successfully ? And: What are appropriate elements for studying/designing? I reveal TRENDS and give first answers, of course - BUT I cannot give a totally complete answer today.
• #23: One central result from the first EVALUATION is the model. Here you see the realized model based on Moodle. The learning walkthrough covers a range of learner ’s activities including “walk trough the learning modules” and “preparation of remote experiments”, for instance, creating hypothesis before they walk through the remote lab. After the experimentation, learners write a lab-report about “what they have observed, analyzed and learnt”. Such an assessment activity – reflective learning – called “learning diary” is followed firstly by peer-reviewing processes within the learning community and secondly by feedback from the teacher. In case of successful assessment, the learner will get a certificate. We ‘ve got a list with more than 30 feedback items given by the experts. For example, the experts recommend following: - PeTEX team should create a policy including a reservation system for booking experiments. - Second, they also discuss to use a standardized framework for the learning modules in Moodle. They say „ One style sheet for the learning modules ” , and “Do not produce too long learning module - not longer than 20 min!” and – very important – “more active tasks for learners than passive reading, listening or watching something”. The experts stressed: every 7-10 minutes (read/listen/watch sth.), an active task is needed – otherwise it could be too boring.
• #26: Here are some examples, what the community-members do often OR Very OFTEN - They share information about tutorials or lectures They solve exercises collaboratively ONLINE they learn to handle different opinions. and ask subject-specific question about courses
• #27: Social media IS not the first approach regarding computer-supported learning. The time line shows that the CBT – Computer Based Trainings – has begun in the 80s and years ago. E-Learning here meant that one person was sitting at the computer and did learn something individually NOT in a group, e.g., a language. In the 90s the CSCL approach – computer-supported collaborative learning – came up. The studies focused on learning in teams. Today, we are in the age of social media and Web 2.0, where online communities in large groups are in the middle of the investigation. What is coming next?