Self Discovery Learning Spaces

8/9/2019 Self Discovery Learning Spaces

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Shalin Hai-Jew

1Designing Discovery Learning Spaces Online


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Discovery Learning Spaces:y Online spaces that support autonomous and learner-

directed learning

y Developed with orientation, decision supports,community supports and the archival of new learning

y Promotion of learner self-efficacy and decision-making

yAlignment with relevant autonomous learning theory



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Uses of Discovery Learningy Polishing employable skills

y Training end-users of products and equipment

yAdding value to live, synchronous eventsy Supporting lifelong learning

y Self-improvement (informally and formally)

y Heading off skills decay



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The Phases of

Self-Regulated LearningPhase 1 involves planning and goal setting as well as

activation of perceptions and knowledge of the task

and context and the self in relation to the task. Phase2 concerns various monitoring processes thatrepresent metacognitive awareness of different aspectsof the self and task or context. Phase 3 involves effortsto control and regulate different aspects of the self or

task and context. Finally, Phase 4 represents variouskinds of reactions and reflections on the self and thetask or context (Pintrich, 2004, p. 389).

Designing Discovery Learning Spaces Online 5


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Four Component Skills of t

he

Independent Learning Model

y (1) selfselection,

y (2) self-determination,y (3) self-modification, and

y (4) self-checking (Chen, Kao, Yu & Sheu, 2004, n.p.)



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Examples ofVirtual Environmentsy Virtual learning environments

y Networks or communities of practice spaces

y 3D immersive and persistent metaworldsy Learning / course management systems

y Interactive websites

y Data repositories or digital libraries

y Online work suites



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AFusion ofTechnologiesy L/CMSes (Learning / Course Management Systems)

yWeb building tools

yAuthoring tools (animated tutorials, screen captures,audio, video, e-books, interactive objects, games,images)

yAI: Intelligent tutoring agents, avatars

y Databases and repositoriesy The Internet and WWW connectivity



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Theoretical Underpinningsy Adult learning theories (Knowles)

y Multiple intelligences (Gardner)

y Experiential learning (Kolb)

y

Cognitive load (Sweller)y Cognitive theory of multimedia learning (Mayer & Moreno)

y Constructivism (Piaget)

y Communities of practice (Lave & Wenger)

y Zones of proximal development (Vygotsky)

y Social cognitive theory(Bandura)

y Computer-supported collaborative learning (various)



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ANormative Model for Virtual

Discovery Learning Spaces

10Scaffolding Discovery Learning Spaces


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Discovery Learning Spaces (cont.)y Entry: orientation, learner differentiation and

channeling, informational decision supports, site

reputation as an end destinationy Virtual DiscoveryLearningExperience:

information quality and timeliness, scaffolding fornovices and experts, opportunities for practice, options

for localized applied learning, design for innovation,learning feedback loop, opt-in instructional supports,curricular builds for learner mental models, incentivesfor learner focus, persistence and self-discipline



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Discovery Learning Spaces (cont.)y Communityin DiscoveryLearning: humanizing of the

space, collaboration affordances, attraction and retention

of quality participants, encouragement of learner self-enthusiasm, and encouragement of learner self-efficacy

y Exit: enhancement of discovery learning strategies,encouragement of future learning, building of learnerdecision-making, building of learning conceptualization

models; documentation of the learning for professionaland personal uses; outlinks and partnerships; archival andsharing of participant discoveries, portability of contentsbetween technological systems



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Main Opt-In

Functions

View of

Discovery

LearningSpaces

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Main Opt-in Functionsy Discovery learning space development and growth

y Self learner decision making

y Learning and skills acquisitiony Record-keeping / institutional memory

y Learning community / network of learners /community of practice / knowledge creation

communityy Knowledge building



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Orientationy Direct teaching of self-regulated learning strategies

y Orientation and acclimation to the online discovery

learning spacey Versioning a site to meet individual learner

preferences and needs



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Guided Discovery Learning

Tools

y Weak guidance to build internal conceptual frameworks

y Linking learning goals for individual learner self-goals

y Learner monitoring

y Guided, explanatory feedback to promote cognitivedevelopment

y Support for learner structuring of the learning space

y The encouragement of strategic help-seeking behaviors

y

The maintenance of learner engagementy Additional learning trajectory beyond the discovery

learning site



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Contextualizing and Sequencingy Contextualizing: A meta-perspective, a culture, an

employment framework, a social milieu, a knowledge

domainy Sequencing Options: developmental, time

sequencing, problem-solving, social coordinationsequencing, and mixed methods sequencing



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Context

18

andSequence


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Communications, Collaborations

and CommunitiesyAuthenticated telepresences

y Meeting spaces for those with shared interests,backgrounds or levels of expertise

y Creation of partnerships for shared learning andproblem-solving (short-term and long-term)

y The organization of individuals into strategic virtual

teams

y The support of frequent communications, includinginformal backchannel ones



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Knowledge Management Systemsy For the application, generation, distribution and

storage of knowledge (via digital artifacts labeled with

metadata)y Organization of knowledge via ontologies, taxonomies

and collections

y Support to participants to amplify, transform, and

extend their work to new or additional outcomes(Dimitracopoulou, n.d., p. 122)



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AContinuum of Discovery Learning

Spaces OnlineNovice to experts

1. Self-regulated learning and exploration, with

minimal pedagogical design2. Automated, designed supports, with designed

scaffolding and agent support

3. Human facilitation, with individual and group

facilitation4. Intercommunications and bonding, with

collaborations, problem-based learning, and co-research



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AContinuum of Discovery LearningSpaces Online (cont.)

Idealized Outcomes: learning value / extantknowledge, innovations and discoveries, anddissemination of innovations and discoveries



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The Social Aspects of Self-Learningy Independent learning learning alone

y The reconciling of multiple perspectives through

dialogue (Bakhtin)y Networks and communities of practice (NoP, CoP)



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Adding New Knowledge

to the Domain

y Updates to the knowledge bases

y

Group-decided standards of relevance of newdiscoveries



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The Futurey Mobile learning spaces

y Persistence of online learner identity through multiple

discovery learning spacesy Interoperability between discovery learning systems

y New pedagogical strategies and approaches



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Referencesy Chen, Y-S., Kao, T-C., Yu, G-J, & Sheu, J-P. (2004). A mobile butterfly-

watching learning system for supporting independent learning.Proceedings of the 2nd IEEE International Workshop on Wireless and

Mobile Technologies in Education(WMTE04). n.p.y Dimitracopoulou, A. (n.d.) Designing collaborative learning systems:

Current trends & future research agenda. 115 124.

y Merriam, S.B., & Caffarella, R.S. (1999). Learning in Adulthood: AComprehensive Guide. 2nd Ed. San Francisco: Jossey Bass Publishers. 36,289, 293 and 296.

y Pintrich, P.R. (2004). A conceptual framework for assessing motivationand self-regulated learning in college students. EducationalPsychologyReview: 16 (4). 385 407.



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Desig e Disc very ear i g aces

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Virtual LearningE

nvironments

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Networks /Communities of Practice

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3D Immersive, Persistent Metaworlds

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Interactive Websites

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Data Repositories / Digital Libraries

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Conclusion and ContactDr. Shalin Hai-Jew

Kansas State University

[email protected](785) 532-5262 (work phone)

(785) 532-3199 (fax number)

Instructional Design Open Studio (

IDOS) Blog


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Self Discovery Learning Spaces