A Self-Directed Dynamic Web-based Learning
Environment: Proposal for ersonalized Learning Framework
Tae-sik Kim
1)Abstract
This paper presents a self-directed dynamic learning environment that fits the learner’s of the net generation – the personalized web-based learning framework. The design of the learning framework is based on the theory of connectivism which asserts that knowledge and the learning of knowledge is distributive and is not located in any given place but rather consists of the network of connections formed from experiences and interactions with a knowing community in such a way that the digital age learner is thinking and interacting in new dynamic ways. The framework’s approach to learning is embedded in meaningful everyday activities of people such as games or workflows. The personalized learning approach sees learning as an active, personal inquiry, interpretation, and construction of meaning from prior knowledge and experience with one’s actual environment.
Keywords : personalized learning, connectivism, self-directed, web-based learning framework
1. Introduction
Not all students are able to learn successfully at the same pace, with the same teaching approach, in the same learning environment, and in the same learning style and manner. Research confirms that every individual assimilates information according to their own unique learning style, need, and interest. Learning styles vary. Some people are visual learners, others learn by auditory means, others kinesthetically. Some students learn at a faster pace; others need more time. Motivation to learn varies significantly from student to student. Interests and passions vary. And there are numerous other reasons and differences.
Responding to the specific needs of each student, personalized learning has the potential to refocus learning on the individual rather than the institution; to realistically explore the metaphor of anytime and anywhere individual learning. Personalized learning is tailoring education to the individual’s needs, interest and aptitude, giving the learner a degree of ownership of the learning process.
This paper presents an autonomous web-based personalized learning framework based on the theory of connectivism evolving from the advent of ubiquitous computing. This learning framework aims to develop an
Received(December 28, 2011), Review request(December 29, 2011), Review Result(1st: January 07, 2012, 2nd: February 28, 2012) Accepted(April 30, 2012)
1660-759 International University of Korea, 965 Dongburo Munsaneup Jinju Gyengnam, Korea email: [email protected]
educational social software accessible to everyone who wanted to organize their own learning-a personalized learning using different devices and interfaces. This will help facilitate different styles or modes of learning in all aspects of people’s life.
The Personalized Learning framework recognizes that every student is an individual, with a distinct learning style, learning pace, learning path, and learning aspiration. Personalized Learning supports a variety of learning choices and opportunities, both within and beyond the classroom, to address each student's individual learning needs and optimize each student's learning potential.
Personalized Learning is a blended approach to learning that combines the delivery of education both within and beyond the traditional classroom environment. The learning process is cyclical, in that learners will connect to a network to share and find new information, will modify their beliefs on the basis of new learning, and will then connect to a network to share these realizations and find new information once more. Learning is considered a knowledge creation process not only knowledge consumption. One’s personal learning network is formed on the basis of how one’s connection to learning communities is organized by the learner.
The learning framework recognizes that learning and knowledge is developed in a non-sequential, repetitive process of connecting with a diverse mix of opinions and making decisions by articulating, reflecting, and evaluating the connections and options one sees in his environment. Furthermore, the learning framework outlines a new e-learning technology where students develop self-direction, adaptability, critical thinking, collaboration, and lifelong learning.
2. Related Literature
2.1 The Net Generation
A digital native also known as member of the net generation is a young person who was born during or after the general introduction of digital technology, and through interacting with digital technology from an early age, has a greater understanding of its concepts.
Gaming, texting, YouTube, Facebook and other Internet technology is where digital natives grew, and it is how they connect with their friends, perform research, and feel at home. Some of the characteristics of a digital age learner could be: multimedia oriented; web-based; less fear of failure; instant gratification; impatient; nonlinear; multi-tasker; less textual, more modalities; active involvement; very creative; less structured; expressive; extremely social; need a sense of security that they are defining for and by themselves; egocentric; preference for electronic environments; have electronic friends; thrive with redefined structure; surface-oriented; information overload; widening gap to information access; share a common language; risk takers; technology is a need; aren't looking for the right answer; feel a sense of entitlement; constant engagement; all information is
equal; no cultural distinctions (global); expects control; are not passive; think email is old-fashioned and that texting is better; may not enjoy step-by-step and linear progression (because they grew up with hyperlinks); and striving to be independent.
Multitasking is an integral part of the digital age learner’s lifestyle (Oser, 2005). Multitasking simply helps them get everything done. Whatever the motivation, educators must contend with the fact that multitasking is a way of life for many of today's students (Kaiser Family Foundation, 2005).
Digital age learners tend toward independence and autonomy in their learning styles, which impacts a broad range of educational choices and behaviors, from "what kind of education they buy" to "what, where, and how they learn". They need self-directed learning opportunities, interactive environments, and multiple forms of feedback, and assignment choices that use different resources to create personally meaningful learning experiences (Glenn 2000).
For goal-oriented digital age learners, learning is a means to achieving professional ambitions. The Internet is a tool for learning and an essential part of social life. The distinction between Internet tools for fun and for work is thus a blurry one. By incorporating the online habits of Net Generation students within the framework of clearly defined pedagogical goals, educators can tap into the distinctive proficiencies of their students while ensuring focused learning and positive outcomes (McMillan & Morrison, 2006).
The emerging developments in digital media and web technology influence people to changing the way they communicate and access information. The members of today’s youth are using these new developments in digital media technology during their formative years and are expected to be more profound in using, communicating and accessing information. They are actually surrounded by digital media and web technology and they are already using it at a very young age. The Net-generation can be defined as a generation which holds the following two aspects:
∙ shared formative experiences: the emerging digital media & web technology ∙ shared set of characteristics: new ways of communication and accessing information
The digital age learners wanted to stand out in their community and be regarded as cool, original, fun and independent-minded. The Internet has opened up a whole new world for this generation to indulge in creative self-expression and showcase their individuality. They are eager to showcase their creativity, stay constantly in touch with the community and control their media experiences (Tapscott 1998).
2.2 The Influence of Technology in Learning
To accommodate the net generation’s learning styles, educators should formulate strategies that meet students halfway and must begin to move towards the development of such pedagogies adapting traditional teaching strategies and take advantage of the benefits of technology. The emerging digital media and web technology are
likely to impact the way of an individual’s learning process.
Educators are increasingly moving from the traditional lecture to discussion-based classes that allow for more individual expression. Educators combine the traditional lecture format with techniques that prompt active interaction with students. Learners are encouraged by accommodating their self-perception as learners who acquire information by developing their own questions, systematically evaluating sources, and selecting evidence to support their answers (McNeely, 2005).
Some forms of digital media and web technologies are presented and considered that have an impact the way the Net-geners communicate and access information. Mobile phone connections enable access to information at any place and any time.
“Technology in a class is not bad for the classroom; rather, it should “simply augment what is there” in terms of interaction, teaching, and learning.” This discussion suggests that educators can best serve the needs of Net Generation learners and meet teaching goals by modifying pedagogies to accommodate digital age learner’s need for independence and autonomy in learning (McNeely, 2005).
2.2.1 Social Networks and Learning
The use of the World Wide Web is currently evolving from being a medium in which information was transmitted and consumed towards a platform in which services are offered to the user. A desire to visualize, design and search through global social networks underlies these services (O’Reily, 2005). Web services such as “Facebook” (www.facebok.com) and “My Space” (www.myspace.com) are social network sites that provide people access to experts online and virtual communities of practice.
To reach the Net Generation more effectively, educators need to consider strategies that exploit the social networking skills learners’ exhibit outside of class. For example, the use of MySpace page instead of email to communicate with students, including announcements about events, workshops, and work opportunities. Another example is the use of Facebook to teach concepts of social networking, demonstrating a more effective appropriation of Net Generation lifestyle to foster critical thinking among learners.
2.2.2 Multi-user Virtual Environments
“Computer and video games are today an important part of most children’s leisure lives and increasingly an important part of our culture as a whole” (Steinkuehler, 2006). Computer and video games are increasingly recommended for use in learning environments. Simulation games in particular are good for learning (Steinkuehler, 2006). Studying the learning processes that develop in this spontaneous way - coming from the intrinsic motivation of the learners, will provide us with arguments on how to design learning processes in educational or more formalized settings (Squire, 2002).
Most important characteristic of digital age learner’s learning style is the habit of using media in many different formats. The digital natives are bored in traditional classrooms. Media evolved from print to non-print that could direct attention, arouse motivation, increase student’s concentration, and could help them actively involved in the learning process.
Using various media in student’s work is encouraged for them to think on their own and to communicate their ideas clearly. WebQuests, for example, use the Internet to promote the development of “higher level thinking” and to “develop small group skills in collaborative learning”. Another example is the use of blogs, it does not only engages students through the Internet but also builds upon their social and relational focus. People are using weblogs to express their thoughts and ideas on particular subjects. These personal reflections are seen as a vital part of weblogs (Oravec, 2003).
WebQuests are not only easy for instructors to use, but they have proven very successful at engaging Net Geners. WebQuests are an example of “learning by doing,” a learning style that many say characterizes the Net Generation (Prensky, 2006).
Another example is the use of blogs, it does not only engages students through the Internet but also builds upon their social and relational focus. People are using weblogs to express their thoughts and ideas on particular subjects. These personal reflections are seen as a vital part of weblogs (Oravec, 2003). Weblogs provide the ability to not only express thoughts and ideas but also to discuss them through networks of using “RSS”, a web feed technology which connects weblogs. Through this technology people can subscribe to a weblog and receive its content in a web feed format.
Virtual networks are built and maintained through the use of services for online communication. Instant messaging is the most used form of online communication, even more used than e-mail (Oravec, 2003).
A related use of technology to accommodate digital age learner’s learning style is the use of wikis. Wikis, or open-editing sites, are as much a part of the Net Generation's learning landscape as blogs. Educators are increasingly using wikis as collaborative writing spaces. The use of wikis as a tool for collaborative writing allows students to learn about creativity, ownership, and copyright in the context technology.
The increasingly popular YouTube offers a model to one faculty member who employs digital storytelling as a teaching tool. Producing video documentaries and showcases video projects as a means to engage students in considerations of multiculturalism, openness to different views of history, and the use of multimedia (Yildiz, 2007).
These examples demonstrate the ways in which educators can use technology and multimedia in appropriate ways to incorporate autonomous learning activities while also ensuring that sufficient classroom time is devoted to fostering information literacy and higher-order critical thinking skills.
Learning theory flows through communication theory (communication consists of information that flows through a channel) that is information (audio music and video images, for example) is transmitted from a sender to a receiver. The effectiveness of communication is improved through interaction. The viewing of communication should not be done only as a one-time event, in which information is sent by teachers and received by the learners; the transfer of information is enabled through a series of communications, such that the receiver sends messages back to the sender, or to third parties.
2.3.1 The Network Analogy
The process of learning as a whole operates more like a social network than a digital computer. The analogy with the network of computers is a good example in which the actual social network itself - a set of distributed and interlinked entities, usually people, as represented by websites or pages - constitutes a type of distributed representation. Specific mental operations, therefore, are like thinking of functions applied to this social network.
Networks consist of three major elements: entities – the things that are connected that send and receive signals; connections – the link or channel between entities; and signals – the message sent between entities.
A network is defined as connections between entities. Computer networks, power grids, and social networks all function on the simple principle that people, groups, systems, nodes, entities can be connected to create an integrated whole. Alterations within the network have ripple effects on the whole.
Networks are classified according to the following set of properties: density – the number of entities other entity is connected to; speed – the measure of how long a message moves from entity to entity; flow - the measure of how much information an entity processes, which includes messages sent and received in addition to transfers of messages for other entities; plasticity the measure of how frequently connections are created or abandoned; and the degree of connectedness – is a function of density, speed, flow and plasticity.
The objective of learning the theory networks is to describe the manner in which resources and services are organized in order to offer learning opportunities in a network environment. Learning networks is not therefore a pedagogical principle, but rather, a description of an environment intended to support a particular pedagogy.
Social network analysis is an additional element in understanding learning models in a digital era. Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of the state of activities organizationally.
2.3.2 The Principles of Connectivism
Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a
core proposition, that knowledge is not acquired, as though it were a thing. Knowledge is, on this theory, literally the set of connections formed by actions and experience (Downes, 2010).
From the article of George Siemens (Siemens, 2005), connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
Principles of connectivism (Siemens, 2005):
∙ Learning and knowledge rests in diversity of opinions.
∙ Learning is a process of connecting specialized nodes or information sources. ∙ Learning may reside in non-human appliances.
∙ Capacity to know more is more critical than what is currently known
∙ Nurturing and maintaining connections is needed to facilitate continual learning. ∙ Ability to see connections between fields, ideas, and concepts is a core skill.
∙ Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
∙ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to
provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era (Siemens, 2005).
3. The Personalized Learning Environment
The Personalized Learning is an autonomous web-based personalized learning framework based on the theory of connectivism evolving from the advent of ubiquitous computing. According to connectivism, knowledge is distributed across an information network and can be stored in a variety of digital formats. Learning and knowledge are said to “rest in diversity of opinions” (Siemens, 2005). Learning transpires through the use of both the cognitive and the affective domains; cognition and the emotions both contribute to the learning process in important ways.
[Fig. 1] The Personalized Learning Framework
The Personalized Learning approach to learning is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather as embedded in meaningful everyday activities such as games or workflows.
The Personalized Learning has the following advantages: learning activities are student–centered; old knowledge is linked with new ones; interactive learning activities; students progress are constantly monitored; a feedback system for students to raise questions, problems, and suggestions.
A proposed Self-directed Dynamic Personalized Learning Framework is shown in Figure 1. The Personalized Learning Framework connects to a number of remote services, social networks, formal education providers, personal web hosting, and other resource sites. It both publishes and aggregates. Access to learning becomes access to resources and services offered by these remote services. This allows the learner not only to consume but to produce learning resources. Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge.
The Formal Education Providers represents the various systems that lie within institutions initiatives to implement and manage in order to manage the complexity of the learning process for students. – This includes such things as a student management system, a library management system and a learning management system. The LMS is represented conceptually as an Online Learning Environment (OLE) that the institution provides (formal or academic education) for the students.
Other resource sites or applications are integrated into the personal learning as appropriate, for instance photo sharing and video sharing for content, or podcasting, blogging or wiki building tools for publishing. Some of the variety of socially-based tools that comprises the environment are: blogs, wikis, social bookmarking sites, social networking sites (may be pure networking, or directed around an activity, Facebook or Flickr are examples), content aggregation through RSS or Atom, integrated tools, like elgg.net, podcast and video cast tools, search engines, email, and Voice over IP.
Social software have recently gained attention and linked with personal learning environments and become an alternative to the structured model of learning management systems (LMS). PLEs are defined as: “systems that help learners take control of and manage their own learning”. It is concerned about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference (van Harmelen, 2006).
The PLE is a relatively new phenomenon in the e-learning domain which is motivated by:
∙ The needs of digital age learners for a system that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions.
∙ A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves.
∙ The needs of digital age learners who sometimes perform learning activities offline, e.g. via mobile system in a wireless-free hospital, or on a remote mountainside.
The PLE is web based interactive u-learning system – an answer when an online learning ceases to be like a medium and become more like a platform. This could give the learner greater control over their learning experience (managing their resources, the work they have produced, the activities they participate in) and would constitute their own personal learning environment, which they could use to interact with institutional systems to access content, assessment, libraries and the like. The contents that is organized, structured, and produced by
publishers are not only consumed by students but used (not read) and in turn produced rather than by teachers that is more likely to resemble a language or a conversation rather than a book or a manual. The management of learning is turned over from institution to a learner.
4. Conclusion
A complex and multifaceted models of implementation is required for a teaching and learning process. An adaptive model of technology selection is a requirement to ensure that the needs of the learners are met. The Personalized Learning is a learning approach which asserts that knowledge and the learning of knowledge is distributive and is not located in any given place but rather consists of the network of connections formed from experience and interactions with a knowing community and the digital age learner is thinking and interacting in new ways.
The Personalized Learning framework is embedded in meaningful activities and is advantageous to learners since the learners can learn in any place and time most convenient to him/her. It is remarkably convenient and easy to use since it connects to a number of remote services, social networks, formal education providers, and personal web hosting and other resource sites. It provides the tools and models to attend to the diverse learning needs of the digital age learners.
Learners can easily access the Personalized Learning and learn things on their own pace. Educators assess and evaluate student’s performance through the e-portfolios of the learners. Hence, learning and teaching becomes more easy and convenient to both the students and the teachers.
Personalizing learning and defining what this might mean remains the top priority on every educational agenda. Hence, in personalized learning, teachers, lecturers, and employers used their skills and expertise to respond to the needs of every one of their learners. Educators must make the best use of technology – that is in making connections with information and knowledgeable others all over the world to enrich learners lives and the communities in which they live.
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Authors
Tae-sik Kim
B.S and M.S from Myungji University, Ph.D. from Cheongju University. 1988.09 - 1992.02 Researcher of KAIST
1992.03 - Now, Professor of International University of Korea
Research interests : personalized learning, medical device, Web-based learning framework
