A Virtual Learning Space Digital Ethnography Kansas State University But a virtual learning space, where ‘virtual’ is considered as a ‘distinct experiential.

A Virtual Learning Space

Digital Ethnography

Kansas State University

But a virtual learning space, where ‘virtual’ is considered as a ‘distinct experiential domain’, rather than a ‘substitute for the “real thing”’, and ‘real in its own way’ has the ‘capacity to support significant educational possibilities once we regard it seriously as a space’. (Burbles, 2006)

Existential Space

Burbles (2006) explores ‘how spaces become socially significant places’.

• Firstly by mapping — ‘developing schemata that represent the space, identify important points, and facilitate movement within it’ — which ‘marks significant places, and ‘makes places significant by marking them’ (Burbles, 2006).

• Secondly is through architecture — building into it ‘enduring structures’ that ‘transform not only a space but the patterns of activity for those who occupy them’ (Burbles, 2006).

Address and architectureSo a ‘virtual learning space’ needs a name and an address and an architecture that can be easily navigated by learners.

Mediated Cultures

Digital Ethnography

Anon Biblio

Social Media

Research Resources

Intro Class Portal

ZeitgeistNew Tab 6

Anthro Blogs

Seesmic

Introduction to

EthnographyCLASS

PORTAL HOME

RSSFEED

RSS FEED

Schedule AssignmentsAbout

this classHandouts

World Simulation

Discussion Photos Videos News Updates Droplets Members

‘Mediated Cultures’ hosted by NetVibes

http://www.netvibes.com/wesch#Digital_Ethnography

Class portal hosted by Wetpaint

http://spring09.wetpaint.com/

‘Mediated Cultures’ hosted by NetVibes

http://www.netvibes.com/wesch#Digital_Ethnography

Wiki pages added by client Standard Wetpaint pages

RSS feed from external sites.

RSS feed from external sites.

Interactive vodcasts

The Mediated Cultures home page features:

• Calendar of events

• Wiki page updates

• Recent student blog updates

• KSU Digital Ethnography Blog

• comments

• recently tagged links.

Course interface

Desirable features

• screen-friendly fonts (colour, size, formatting and spacing)• web-safe colours• consistent look,• quick download times• printer-friendly pages • identifiable hyperlinks• three clicks or less from the main page• navigation frame always available• frequent updates • indication of new material(Van Rennes et al., 1998).

Design of course’s interface is critically important (Jones 1994), because it has a positive or negative impact on user performance (Tselios et all 2001).

This site is not just a class website, it's an editable website. Students can edit the lecture notes, create their own pages, and contribute to discussions.

Michael Wesch's class portal for Introduction to Cultural Anthropology is hosted by WetPaint.

The course introduction invites students to contribute to the lecture notes each week by clicking on the EasyEdit button at the top of the screen.

Why a wiki?

Because "Nobody is as smart as everybody."

Kevin Kelly

Synergy of e-Learning

Opportunities for play and experimentation.

Intro Class Portal is a link to the WetPaint site that hosts the class portal for Introduction to Cultural Anthropology.

Applying the Peel PrinciplesPrinciples of Teaching for Quality Learning (PEEL, 2009) can be applied to elearning spaces:1. Share intellectual control with students.2. Look for occasions when students can work out part (or all) of the content or instructions.3. Provide opportunities for choice and independent decision-making.4. Provide diverse range of ways of experiencing success.5. Promote talk which is exploratory, tentative and hypothetical.6. Encourage students to learn from other students' questions and comments.7. Build a classroom environment that supports risk-taking.8. Use a wide variety of intellectually challenging teaching procedures.9. Use teaching procedures that are designed to promote specific aspects of quality learning.10. Develop students' awareness of the big picture: how the various activities fit together and link to the big ideas.11. Regularly raise students' awareness of the nature of different aspects of quality learning.12. Promote assessment as part of the learning process.

Project for Enhancing Effective Learning (PEEL). (2009). Principles of TeachingPEEL Publications, Australia. Retrieved May 12, 2009 from http://www.peelweb.org/index.cfm?resource=pip_principles_of_teaching

Wetpaint Learning Space

Tools and space to develop learners’ awareness of the big picture.

Tools and space to share intellectual control with the students.

Learning from each others questions and comments.

Choice, decision making and risk taking.

Promote talk which is exploratory, tentative and hypothetical

Opportunities to construct identities using photos, profile preferences and information, opinions and interactions create a sense of community. (Amelung, 2007)

Monitoring activity is important. Staying aware of interactions highlights ‘social navigation’ and creates a ‘sense of co-presence’ (Amelung, 2007, p. 502).

Secure environment for learners.

Ability to set levels of access.

Students can share photos of interest in the photo gallery and comment on the contributions of others.

Elearning SpacesAccording to Westera and Sloep (2001, p. 132–133) ‘the abundance and instant accessibility of information in cyberspace’ preclude the need for ‘knowledge reproduction’. Elearning spaces link to other sites and receive RSS updates.

An elearning space should:• guide rather than instruct (Hoover, 1996) using an question/answer/link format• illustrate uses for Web 2.0 in education• allow non-linear learning pathways• provide opportunities for evaluation, reflection and interaction.

Principles for designing inclusive learning spaces include: • fostering a sense of community• letting learners take ownership• providing authentic and meaningful learning experiences• encouraging collaborative teaching and cooperative learning• fostering collaborative problem-solvingthrough personal profiles, groups, blogs, polls, chats and forums that provide opportunities for knowledge transfer, evaluation and reflection. ( Walker and Logan, 2009, p. 15)

Students can also add and comment on videos.

The Updates link in the overhead menu leads to the Updates Dashboard. Students can access specific sets of updates by clicking on the tabs.

The social media page displays live feed from a range of social media sites including del.icio.us and information aesthetics and Pew social trends.

'New Tab 6' features a Seesmic vodcast, Participatory Learning and Social Media, that allows students to contribute their own sections of video.

Anthro Blogs features RSS feed from a range of anthropology blogs.

ReferencesAmelung, C. (2007). Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System. International Journal on ELearning, 6(4), p. 501–517.

Anderson, T. (2009) The Theory and Practice of Online Learning, Athabasca University Press, http://cde.athabascau.ca/online_book/ [Accessed 14/04/09].

Burbles, Nicholas C. (2006). Chapter 1 : Digital Libraries as Virtual Spaces in Kapitzke, C. and Bruce, B, Libr@ries: changing information space and practice, Mahwah, New Jersey: Lawrence Erlbaum Associates, pp.3–15. Retrieved August 15 from QUT CMD https://qutvirtual.qut.edu.au/portal/pls/portal/cmd_request_p.show_item?p_item_id=28354

Clark, R. (2002). Six Principles of Effective e-Learning: What Works and Why, in Learning Solutions e-magazine Sept, 2002. Retrieved May 3, 2009 from www.elearningguild.com/pdf/2/091002DES-H.pdf.

Hoover, W.A. (1996) The Practice Implications of Constructivism in SED Letter Vol IX, No. 3, August 1996. http://www.sedl.org/pubs/sedletter/v09n03/practice.html Accessed 12/04/09.

McCombs, B.L. & Vakili, D. (2005). A learner-centered framework for e-learning, Teachers College Record. Volume: 107, Issue: 8, p. 1582–1600, Published: AUG.

Walker, L. & Logan, A. (2009). Using digital technologies to promote inclusive practices in education: a Futurelab handbook, Futurelab, http://www.futurelab.org.uk/resources/documents/handbooks/digital_inclusion_handbook.pdf [Accessed 12/04/09].

Project for Enhancing Effective Learning (PEEL). (2009). Principles of TeachingPEEL Publications, Australia. Retrieved May 12, 2009 from http://www.peelweb.org/index.cfm?resource=pip_principles_of_teaching .

Stara, V. Penna, M.P. Mocci, S. (2005). E-learning, Usability and Accessibility: a systemic synergy for web based training, Retrieved April 12, 2009 from http://www.afscet.asso.fr/resSystemica/Paris05/stara.pdf.

Walker, L. & Logan, A. (2009). Using digital technologies to promote inclusive practices in education: a Futurelab handbook, Futurelab, Retrieved April 124, 2009 from http://www.futurelab.org.uk/resources/documents/handbooks/digital_inclusion_handbook.pdf.

Westera, W. & Sloep, P. B. (2001). The Future of Education in Cyberspace in Shavinina, L.V. and Cornell, R.A. (eds.), Cybereducation: the future of long-distance learning, Larchmont, NY: Mary Ann Liebert, p.115–136.