Navigational support in lifelong learning: enhancing effectiveness through indirect social navigation José Janssen, Colin Tattersall, Bert van den Berg, Rob Koper; presented by Eric Kluijfhout Educational Technology Expertise Center

Learning Networks ­Self-organized, distributed eLearning systems, designed to facilitate lifelong competence development in particular domains. ­‘Network’ refers to the connection of: ­actors in various roles ­learning artefacts in various forms and aggregations ­the physical ICT network and facilities

Navigation in Learning Networks

Navigation implies: ­Position: where you are ­Target: where you want to be ­To do list: learning activities left to complete to reach target

Navigational support Traditional approaches: ­Pre-detremined study route ­Institutional study advice Approach related to principles of self-organisation ­Social navigation through social filtering, but ­Requires large amount of ratings ­Is time consuming ­Stigmergy: indirect social navigation

Indirect social navigation requires: 1.Decision on what to feed back, how and when 2.Learner record data store 3.Filtering and processing of information

ROMA experiment: Feedback on learning activities other learners completed next Prototype of the feedback tool Large scale experiment to determine: ­Impact on effectiveness ­Impact on efficiency

Feedback on next completed learning activities ABCDE {}13245 A 4251 B2 213 C34 12 D424 5 E1253 E = {ABBCCCCCDDD}

Hypotheses on experimental and control group: 1.Increased effectiveness in experimental group: ­Average number of learning activities completed ­Goal atttainment (number of learners having completed all learning activities) 2.Increased efficiency in experimental group -Time to complete all learning activities – # of days between start and completion date

Minicourse Internet+ Two Moodle sites ­Internetcursus.ou.nl (control group) ­Minicursus.ou.nl (experimental group) ­Each group 1 helpdesk ­11 learning activities on internet for beginners ­Prerequisites: basic computer skills ( ) passive knowledge of English ­An estimated 2 hour study load per learning activity ­Multiple choice test (5 questions) – 60% = completion ­March 17th – June 17th 2005 ­1012 learners enrolled

Learning paths:

Results: effectiveness – average completion of learning activities

course completion

RMA: last three weeks

Results: effectiveness - goal attainment Completion rates (percentages) in control group and experimental group prior to intervention  2 = 4.04, df = 2, p < 0.05 Completion of 11 AnsGroup Control a Experimental b No Yes a n=398 b n=410

Results: efficiency Avarage time needed to complete all 11 modules ­Control group: 38,9 days ­Experimental group: 36,5 days T-test: not significant

Conclusions Impact of feedback tool on: 1.Effectiveness: -# of completed learning activities: significant -goal attainment: significant 2.Efficiency: not significant

Thank you 