Lisa Marie Blaschke

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

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

Competency: Knowledge and Skill Acquisition Capability: Traits of Capable Learners Self-efficacy (feeling capable)Self-efficacy (feeling capable) Communication and teamworkCommunication and teamwork Creativity in complexityCreativity in complexity FlexibilityFlexibility Positive values, including empathy, self- confidence, self-reflectionPositive values, including empathy, self- confidence, self-reflection (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007)

Definition Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities with the learner serving as „the major agent in their own learning, which occurs, as a result of personal experience“ (Hase & Kenyon, 2007, p. 112)

Pedagogy Andragogy Heutagogy 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) ↑ Learner autonomy/maturity ↓ Instructor control/course structure ↓ Learner autonomy/maturity ↑ Instructor control/course structure

 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)

Self- determined learning Wikis Blogs Twitter LinkedIn Mind maps Open Educational Resources (OER)  Connectivity with others  Discovery and sharing of information  Personal collection and adaptation of information (McLoughlin & Lee, 2007)

 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 today’s workforce?

 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

 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

 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

Year 1 (Fall 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

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

Lisa Marie Blaschke

(based on Canning, 2010, p. 63)