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Digital Learning Environments (Organisational structures (Groups…
Digital Learning Environments
Organisational structures
Groups
Hierarchical and formal
Entry and exit are controlled
Start and end date
E.g. LMS
Institutional control
Networks
Fluid
Distributed participants
Entry and exit are unrestricted
E.g. social networking sites
Can span multiple DLEs
Communities
Participates: commitment, coherence, continuity
Henri and Pudelko (2003) 4 types
Communities of interest
Goal-orientated communities of interest
Learners' community
Communities of pratice
Face-to-face environment
Digital environment
Types
Hobbies
Professional
Interest
3 dimensions
Mutual engagement
binds people together
Negotiation of joint enterprise
collective processes over time
Shared repertoire
Resources
routines
words
tools
ways of doing things
stories
gestures
symbols
genres
actions or concepts
Riel and Polin (2004) 3 types
task-based
practice-based
knowledge-based
Characteristics
Shared histories and cultures
Shared goals and practices
Larger than the individual
Roles are dynamic and can shift and evolve
Designing Effective Learning Environments and Learning Experiences
Bransford, Brown, and Cocking (1999) 4 Perspectives
Learner‐centered
Community‐centered
Knowledge‐centered
Assessment‐centered
Higher‐order outcomes for deeper learning
Support aspects of learning
Cognitive
Affective
Conative
Psychomotor
Maximise learner autonomy, diversity, openness, and interactivity, enabling greater freedom and democratisation.
Must go beyond effective and efficient
Socially just
Transformational
Design opportunities for
design opportunities that allow engagement beyond course activities
design for lasting impression
design for intrigue, risk‐taking, and challenge
design for engagement
design for reflection
Meaningful and lasting impact
Conditions
Design fundamentals
Constructivist learning
Student-centered design
Craft the learning experience
Challenge learners
Interactive media
Personal involvement
Inspire
Courage
Care
Guided vs Minimally Guided Instruction
Direct instructional guidance
Providing information that fully explains the concepts and procedures
Learning strategy support - compatible with human cognitive architecture
Kirschner, Sweller, and Clark 2006 - guided more effective than unguided
Believe: overloads working memory and minimal guidance during instruction is ineffective in altering long‐term memory structures.
Hmelo‐Silver, Duncan, and Chinn (2007) disagree
Problem-based and inquiry are highly scaffolded, so not in this category of highly unguided
Unguided or minimally guided
Learners discover or construct for themselves
Types
Problem-based
Inquiry
Experiential
Constructivist
Discovery-based
Repurposed Digital Learning Environments
and their Neutrality
Technological determinism
Repurposing digital learning environments not originally designed for educational purposes
Technologies are rarely neutral
Technology is created with the developers’ world views, values, beliefs, and assumptions embedded into its design.
Do these values align with the learning experience, context and setting? Are the appropriate?
Restrictive
Relationships are flat
Examples
Facebook as LMS
Twitter as instructional tool
YouTube as learning resource
Virtual worlds as experiential learning environments
Video game consoles as physical education supplements
Students also adopt tech to supplement learning experiences
Participatory media
Create open learning environments