Session Information
06 SES 05, Personal Learning Environments
Paper Session
Contribution
In this paper we introduce the ecological Meta-Design framework for open learning ecosystems. Meta-design is designing the design process for cultures of participation – creating technical and social conditions for broad participation in design activities (Fisher et al., 2004). Such cultures of participation represent the new types of learners in open learning ecosystems. They are self-directed, largely autonomous, and take design initiatives in respect of their learning environments (Fiedler & Pata, 2009; Pata, 2009; Väljataga & Laanpere, 2010). Learning in the cultures of participation may be characterized as the process in which learner and the system (community, culture) detects and corrects errors in order to fit and be responsive. In this definition, learning process is conceptualized as largely self-organized, adaptive and dynamic. We assume that such learning follows the ecological principles, which have been effectively used to explain processes and systems in technology enhanced learning (Pór & Molloy, 2000; Crabtree & Rodden, 2007; Vyas & Dix, 2007; Boley & Chang, 2007; Vuorikari & Koper, 2009; Pata, 2009). Open learning ecosystem is an adaptive complex and dynamic learning system in which self-directed learners design their learning activities and follow open education principles by sharing freely over the internet knowledge, ideas, infrastructure and teaching methodology using Web 2.0 software. Without wishing to suppress down such a bottom-up self-emergence of eLearning designs, providing teachers in learning institutions with design solutions that enable them to regain some co-control in the learner-initiated activities and systems is needed.
In this paper we aim to describe how ecology principles form the baseline for Meta-Design of learning in open learning ecosystems. Such Meta-design principles are needed to provide teachers in open learning environments with new models for organizing learning courses that consider the design activities of the cultures of participation.
In this paper we propose that the ecological Meta-Design framework applies for open learning ecosystems that are adaptive and dynamically changing. Both focuses – the learning ecosystem evolution by end-user design, and nourishing the end-user design process by creating the scaffolds for designing (see Ehn, 2008; Fisher et al., 2004), are equally important aspects of ecological Meta-Design. In learning ecosystems autonomous learners continuously develop and dynamically change design solutions to support their learning. They incorporate into their personal learning environments different Web 2.0 tools, networking partners and artifacts, and monitor the state of the whole learning ecosystem to adapt their design solutions and learning objectives to the system and to other learners. Teacher’s role in the ecological Meta-Design framework for open learning ecosystems is designing scaffolds and incentives for design activities of learners. For example teacher should a) monitor the evolution of the open learning ecosystem, b) provide learners with the options that enhance and speed up the self-directed network-formation process (e.g. tags, mashups), c) analyze the emerging affordances within the learning community, and provide analytical guidance for them aiding to make design decisions and selecting learning activities (e.g. social navigation, semantic navigation), and d) seed learning activities into the open learning ecosystem that are based on self-organization (e.g. swarming).
Method
Expected Outcomes
References
Boley, H., & Chang, E. (2007). Digital Ecosystems: Principles and Semantics, published at the 2007 Inaugural IEEE International Conference on Digital Ecosystems and Technologies. Cairns, Australia. February 2007. NRC 48813. Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge. Crabtree, A., & Rodden, T. (2007). Hybrid ecologies: understanding interaction in emerging digital-physical environments. Personal and Ubiquitous Computing, Online First: DOI 10.1007/s00779-007-0142-7. Pór, G., & Molloy, J. (2000). Nurturing Systemic Wisdom Through Knowledge Ecology. Systems Thinker, 1 (8), 1–5. Fiedler, S,; Pata, K. (2009). Distributed learning environments and social software: in search for a framework of design. Stylianos Hatzipanagos and Steven Warburton (Eds.). Handbook of Research on Social Software and Developing Community Ontologies. (145 - 158).Idea Group Reference Fischer, G., Giaccardi, E. Ye,Y., Sutcliffe,A.G., Mehandjiev, N. (2004). META-DESIGN: A MANIFESTO FOR END-USER DEVELOPMENT. COMMUNICATIONS OF THE ACM September 2004/Vol. 47, No. 9 (33-37) Pata, K. (2009). Modeling spaces for self-directed learning at university courses. Educational Technology & Society, 12 (3), 23–43. Pata, K.; Fuksas, A.P. (2009). Ecology of Embodied Narratives in the Age of Locative Media and Social Networks: a Design Experiment. Cognitive Philology, 2, 1 - 21. Pata, K.; Merisalo, S. (2010). SELF-DIRECTION INDICATORSFOR EVALUATING THE DESIGN-BASED ELEARNING COURSE WITH SOCIAL SOFTWARE. Dirk Ifenthaler, Dr. Kinshuk, Pedro Isaias, Demetrios G. Sampson, J. Michael Spector (Eds.). Multiple Perspectives on Problem Solving and Learning in the Digital Age (1 - 15).Springer Rohse, S., Anderson, T. (2010). Design Patterns for Complex Learning, Journal of Learning Design, 1, 3, 82-91. Vuorikari, R., & Koper, R. (2009). Ecology of social search for learning resources. Campus-Wide Information Systems, 26(4). Vyas, D.M., & Dix, A. (2007). Artefact Ecologies: Supporting Embodied Meeting Practices with Distance Access. In Proceedings of UbiComp 2007 Workshops, Sept 2007, Innsbruck, Austria (pp. 117-122). University of Innsbruck.
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