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Social learning in the context of OpenLearn

Presentation by Kasia Kozinska (OLnet/ IET/ CREET) at the OSRG Social learning symposium

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SocialLearn
10 March 2010

Presentation by Kasia Kozinska (OLnet/ IET/ CREET) at the OSRG Social learning symposium at The Open University, 17 March 2010

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Social Learning in the context of OpenLearn

Social Learning in the context of OpenLearn

added by Kasia Kozinska

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Patrick McAndrew
1:58pm 17 March 2010 (Edited 11:30am 18 March 2010)


Kasia's talk covered:

Social Learning from educationa iterature: social-cultural, social-constructivism as well as social-learning (Bandura)

Learner-centred view: responsible, motivated.

For OpenLearn - have a online environment with pluses and minuses. SL requires affective structure.

Clustering from OpenLearn: "Volunteer students" and "social learners".Try to focus on those with social characteristics.

Phase 1 - observational approach to identify what actions represent the more social approach on OpenLearn - and then find who fits those patterns. Actions and text analysis will be used to bring out these aspects. Looking for deeper and light evidence - lighter may still be an important aspect of affective environment.

Task and non-task dialogues are both indicators.

Important to research to help look at ways to access and support lifelong learning. Prepare for a future approach to open learning that allows:

  • personalisation & individualisation
  • collaboration & communication

Patrick McAndrew
2:04pm 17 March 2010


Comments:

Exciting view of social learning as changing identity

Social learning as bringing together people and need to understand what gives enough traction and identity. Link to community of practice. Where is the practice for learners: being a student v the subject matter.

Kasia Kozinska
5:50pm 17 March 2010


Thank you for your comments, Patrick. One of the points that I was also trying to make by bringing together learning theories such as SCAT or social constructivism and social learning by Bandura is  that they do not necessarily have to exclude one another; quite conversely, I think that there are ways to combine them in such ways that can really benefit learners in online learning spaces such as OpenLearn.

And certainly the reflective observation; the reading and analysing  of the virtual output of others can enhance the learning process making OpenLearn actually more than a learning space - turning it into a thinking space, a space for personal growth, improvement and development.

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