From Competency to Capability: How the Active Use of Social Media Supports Online Learner Development

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From Competency to CapabilityHow the Active Use
of Social Media Supports Online Learner
Development

• Lisa Marie Blaschke

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Topics

• Research area
• Research question
• Research outcomes/objectives
• Method
• Timeline

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Research Area

• Role of social media (active usage) in developing
  learner competencies and capabilities,
  particularly when social media is used to support
  the heutagogical teaching and learning approach

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FROM COMPETENCY TO CAPABILITY
(Hase Kenyon, 2000 Kenyon Hase, 2010
Gardner et al., 2007)
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What is Heutagogy?
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Self-Directed ? Self-determined learning
? Learner autonomy/maturity ? Instructor
control/course structure
? Learner autonomy/maturity ? Instructor
control/course structure
Andragogy (Self-directed) ? Heutagogy (Self-determined)
Single-loop learning ? Double-loop learning
Competency development ? Capability development
Linear design and learning approach ? Non-linear design and learning approach
Instructor-learner directed ? Learner-directed
Getting students to learn (content) ? Getting students to understand how they learn (process)
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Research in heutagogy

• Improves critical thinking and reflection
• Increases learner engagement and motivation
• Gives learners control over learning
  (learner-centered)
• Improves ability of learners to investigate and
  question ideas and apply knowledge in practical
  situations
• Supports development of independent ideas and
  self-confidence
• Makes learners more capable and able to adapt to
  new environments

(Canning Callan, 2010 Ashton Elliott, 2008
Ashton Newman, 2006 Bhoryrub, Hurley, Neilson,
Ramsay, Smith, 2010)
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Web 2.0 as enabler

• Connectivity with others
• Discovery and sharing of information
• Personal collection and adaptation of information

(McLoughlin Lee, 2007)
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Research questions

• How can social media support development of
  learner competencies and capabilities?
• Does heutagogical practice (e.g., capability
  development) better prepare our learners for
  lifelong learning and the complexities of todays
  workforce?

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Research outcomes/objectives

• Present research on the pedagogical application
  and benefits of the active use of social media in
  the online classroom in terms of its influence on
  learner engagement and development
• Measure learner competency and capability
  development over time using 4 Cs Model
• Communication
• Collaboration
• Creativity
• Critical thinking
• Improve educational practice by providing
  guidance and best practices for instructors in
  using social media in the classroom so as to
  maximize pedagogical benefit

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Instructional Design approaches

• Learner questionnaires / learner contracts
• Scaffolding of learning activities,
  learner-directed questions, action research
• Reflective learning journals, collaborative group
  work, communities of practice
• Formative and summative assessment

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Method

• Holistic design-based research approach
• Evaluation of student e-portfolios and other
  online learner-generated content based on how
  this content exhibits development of learner
  capability through active use of social media
• Longitudinal analysis Ongoing evaluation over a
  two-year time period
• Interventions Redesign of course activities that
  encourage development of learner capability and
  active use of social media
• Data gathering techniques student interviews,
  instructor interviews, a survey measuring student
  perceptions of own competencies and capabilities
  at the start of each semester, and a survey on
  student perceptions on the active use of social
  media in supporting development capability

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Timeline YeAr 1

• Year 1 (Fall 2011 - Summer 2012)
• Prepare detailed literature review (July-October
  2011)
• Develop student surveys, interview questions, and
  assessment criteria for measuring cognitive skill
  development in student e-portfolios, e.g.,
  competency framework (November-December 2011)
• Conduct student surveys and interviews Spring
  2012 (April-May 2012)
• Prepare research paper for EDEN Research
  Workshop June 2012
• Prepare article for publication July 2012

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Timeline YeArS 2 and 3

• Year 2 (Fall 2012 - Summer 2013)
• Continue to track ongoing learner development
  (surveys, interviews, evaluation of e-portfolios,
  learning journals)
• Report on mid-way results
• Year 3 (Fall 2013 - Summer 2014)
• Complete learner development assessment
  (surveys, interviews, evaluation of e-portfolios,
  learning journals)
• Report on final results

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Questions?

• Lisa Marie Blaschke
• lisa_at_kreative-komm.de
• lblaschke_at_faculty.umuc.edu

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Heutagogy in Relation to other -GOGies
(based on Canning, 2010, p. 63)