Constructing a Worldview of the eLearning EcosystemNow that you are beginning to understand what it means to be a digital citizen, reflect on the eLearning ecosystem and your own personal role within the ecosystem. Consider how you excel as a learner. Think about your expertise in your field, your preferred mode of communication, and your technical ability. Brainstorm your own worldview of the eLearning ecosystem and what it means to you.To prepare:View the Anatomy of eLearning: Conceptual Framework interactive media presentation, with a focus on the “eLearning Ecosystem” section.Submit by Day 7 of Week 2:Write a 3-page paper discussing your worldview of the eLearning ecosystem. Include responses to the following questions as well as citations from the course readings and media:How do you define eLearning?What aspects of the class Discussion made you change and/or reinforced your view of eLearning?What aspects of eLearning do you believe will remain constant 5 years from now?What aspects do you believe will have changed 5 years from now?Where do you envision yourself “fitting in” to the eLearning ecosystem?You may add any additional questions that you would like to ask.Note: Include the “Module 1 Assignment Rubric” on the last page of your submission.Module 1 Assignment Rubric
Due Day 7 of Week 2
Assignment: Constructing a
Worldview of the eLearning Ecosystem
Points
Definition: A definition of eLearning was provided with
citations and references from the course readings.
Comments: (click here®)
0–3 points
Personal Growth: You discussed specific aspects of the class Discussion
that made you change and/or reinforced your view of eLearning, providing
explicit examples from the Discussions.
Comments: (click here®)
0–3
points
Prediction: You provided a prediction with a clear
rationale about which aspects of eLearning you believe will remain constant 5
years from now.
Comments: (click here®)
0–3
points
Prediction: You provided a prediction with a clear
rational about which aspects of eLearning you believe will have changed 5 years
from now.
Comments: (click here®)
0–3
points
Self-Assessment: You explained where you see yourself
“fitting in” to the eLearning ecosystem now and in the future.
Comments: (click here®)
0–2
points
Questions: You added additional questions and
reflections that you wanted to ask.
Comments: (click here®)
0–2
points
Title Page: You included a title page with the title of
your paper, your name, Walden University, the course title and name, the
date, and your Instructor’s name.
Comments: (click here®)
0–1
points
References: You included a reference page, including
references for all material cited in your paper. The references follow APA
formatting.
Comments: (click here®)
0–1
points
Formatting: Your paper is written using proper grammar,
spelling, and syntax.
Comments: (click here®)
0–1
points
Formatting: Citations and headings follow APA
formatting.
Comments: (click here®)
0–1
points
Total
Possible Points: 20Tạp chí KHOA HỌC ĐHSP TPHCM
Nguyen Manh Hung et al.
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ON THE PROCEDURAL STRUCTURE
OF LEARNING ECOSYSTEM
TOWARD COMPETENCY LEARNING MODEL
NGUYEN MANH HUNG*, NGUYEN HOAI NAM*
ABSTRACT
Learning Ecosystem is new model for learning, that addresses to holistic learning
model with attention to practical implementation. This paper is conducting the further
study on detailed structure of learning ecosystem in component and procedural view. As
case study, it connects Learning Ecosystem to Competency Education as Competency
Learning Ecosystem Model for reference for practical use.
Keywords: Learning Ecosystem, Learning Design, Pattern Language, Connectivism,
Competency Education, Learning Object.
TÓM TẮT
Cấu trúc thủ tục của hệ sinh thái học tập theo mô hình học tập phát triển năng lực
Mô hình hệ sinh thái học tập là một hình học tập chính thức, mới và đang được quan
tâm nghiên cứu triển khai. Bài báo tiến hành nghiên cứu chi tiết hệ sinh thái học tập theo
các thành phần cấu trúc và quy trình. Trong phần vận dụng, chúng tôi đề xuất mô hình hệ
sinh thái học tập theo hướng phát huy năng lực người học.
Từ khóa: hệ sinh thái học tập, thiết kế học tập, ngôn ngữ mẫu, lí thuyết kết nối, giáo
dục năng lực, thành tố học tập.
1.
Introduction
Learning Ecosystem concept and model have been introduced and described by
Nguyen Manh Hung [9], [10] as new model for learning system with an attention to
holistic view and ability to practical implementation. This is extension of traditional
models of learning, which have been relied on closed structure and space as classroom
learning space and teacher-student learning hierarchy so far. The examples of these
traditional learning models are Dunn & Dunn Learning Styles Model [2], [3], and
Kolb’s Experiential Learning Model [6]. These learning models facilitate the process of
linking instructional activities to individual learning styles, thereby increasing the
learner’s ability to acquire and retain knowledge. This is typical for traditional learning
models that focus on student as his/her personality without the connection to learning
*
Ph.D., Hanoi National University of Education, Hanoi, Vietnam
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ecology, or focus on instruction perspective of learning as content-based learning
models.
Based on connectivism [13], Siemens has been proposed learning model with
more broad space and structure of learning and characterized by such principles as
openness, diversity, autonomy and interactivity/connectivity and shown in Figure 1
[14].
In order to make this Learning Ecology having capability of practical application,
the Learning Ecosystem concept is defined as connective together systems of learning
subjects, learning contents, learning contexts and learning technologies as Figure 2 [9].
Next part of this paper is reserved for description of coherent structure of
Learning Ecosystem with defining components, entities of each system and their close
relative elements. Third part presents one case study for connecting Competency
Education to Learning Ecosystem as practical application of this model.
Figure 1. Learning Ecology Model
Figure 2. Learning Ecosystem Elements
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2.
Structure of Learning Ecosystem
In this part we list out main components of Learning Ecosystem and theoretical
base elements for designing/defining/guiding these components, for instance, learning
content is designed by learning design methods like IMS LD (IMS Global Learning
Consortium Learning Design) or learning context is designed by context methods like
pattern language.
Learning Ecosystem’s and underground components are shown in Figure 3.
2.1. Learning Content System
Learning Content has been playing key role in any education system. For creating
learning content there are huge interests and forces from educators in various research
fields such as instructional design, learning design (LD), learning object (LO). Building
of learning curricula, textbook system is a heart of any education reform. Thus, for
example, Vietnam have renewed textbook system in 2000-2005 for education reform of
a period of 2000-2010, and now this is new textbook system will be designed for
reform of a period from 2015.
Beside the formal contents such as textbook system (textbooks, exercises books,
complements) or lesson’s instruction and curricula, there are other informal contents for
learning such as wikis, OER (Open Education Resource) or WebPages, which are
becoming more and more important for learning nowadays. In terms of online learning
resources, there are LOs sharable and open in the internet and being packed by open
standard and metadata (e.g. ADL SCORM (Advanced Distributed Learning
SCORM=Sharable Content Object Reference Model)) and managed by various Learning
Management Systems over the internet.
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Tạp chí KHOA HỌC ĐHSP TPHCM
_____________________________________________________________________________________________________________
Figure 3. Extented Structure of Learning Ecosystem
There are various instructional design methods and models for creation and
design learning content:
Merrill’s
First
Principles
of
(http://id2.usu.edu/Papers/5FirstPrinciples.PDF).
ADDIE Model (http://en.wikipedia.org/wiki/ADDIE_Model).
Dick
and
Carey
(http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey).
Kemp’s
Instructional
Design
(http://edutechwiki.unige.ch/en/Kemp_design_model%20).
Gagné’s
Nine
Events
of
(http://edutechwiki.unige.ch/en/Nine_events_of_instruction).
Bloom’s
Learning
(http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm)
Kirkpatrick’s
4
Levels
of
Training
(http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm).
Instruction
Model
Model
Instruction
Taxonomy
Evaluation
Among various LD methods and approaches, IMS LD [5] becomes most popular
standard for LD and application in practice, based on Rob Koper Educational Modeling
Language (EML). [7]
Table 1. IMS LD elements
Management
Interoperability parameters with LMS
Pedagogical/Instructional Pedagogical Information
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Nguyen Manh Hung et al.
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Activity/Task
Educative processes and activities. Collaborative tasks and
activities
Sequencing
Sequencing, prerequisites, deadlines, dependencies
Structure
Navigational model
Content
Small LO’s, assets and formatted content
As is shown in Table 1, IMS LD has some elements similar to components of
context system such as activities, tasks, objectives. Hence, while LD using pedagogy,
activities, tasks or contexts for designing learning contents, the context system of
Learning Ecosystem is using these elements connectively for choosing or defining
appropriate content from these listed components and defining learning subjects and
learning technology too.
There is the difference between learning designing of content as LD approaches
and methods for content’s authoring in one side and choosing or defining appropriate
learning content component (e.g. textbook or wikis) based on learning context in
another side. In this Learning Ecosystem model this is uplift from authoring or creating
content. This work is reserved for educators and teachers.
Learning Process from the view to Learning Content System:
Figure 4. Learning Content Procedure
2.2. Learning Context System
In Learning Ecosystem model, this Learning Context System plays a key role,
and it consists of such components as activities, problems, tasks, situations,
experiences, objectives, etc and can be designed by various context designing methods
or approaches, like Pattern Language and Actor Network Theory. Learning context is
defined and designed based on many factors such as learning filters, learning
dimensions, intent of learning, etc [14], but here we have limited to competency
framework only (key competencies, competency level, competency target).
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Figure 5. Learning Context Procedure
2.3. Learning Subjects System
This system can be limited to learners and teachers or expanded to relevant
people such as administration, parents or stakeholders. There are included student
profiles, teacher profiles, and student learning plan or competency target for matching
with current student profiles in order to define the gap to appropriate competency
requirement as per targeted to student. At this era of internet and social networks,
emerging learning communities, networks or groups play more greater role for personal
learning today. It also emphasizes the importance of peer learning and participation of
a learner as the provider of learning content beside a teacher in learning process.
Figure 6. Learning Subjects Procedure
2.4. Learning Technology System
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_____________________________________________________________________________________________________________
We are exposed that ICT, particularly internet and WWW has been impacting
powerfully to education. Hence there are a lot of informal learning materials and
methods based on internet through huge web learning resources such as wikis, LMSs
(Learning Management System), OERs, MOOCs (Massive Open Online Course), social
networks. Supporting to formal learning, there are various software applications such
as simulations/games, mind map softwares, mathematical softwares. Supporting to
teaching, there are various authoring tools, education softwares and media for
delivering teaching pedagogy to students. In term of learning management, there are
various tools and softwares, standards, frameworks for quality assessment and process
management.
The supportive Education Technology is specialized field of education research
that regards creating, designing or using these above mentioned tools, softwares,
processes and procedures. Inside the bound of this learning technology system, we can
combine appropriate technology components in connection with context, content and
subjects to form a technology base for learning process.
Figure 7. Learning Technology Procedure
3.
Case Study: Competency Learning Ecosystem
In natural ecology, each living entity has to survive his/her life cycle in
surrounding environment. For self-development, living entity like animal is required to
being capable of acquiring living skills and experiences or living competencies. These
competencies can be owned genetically or learned through active connectivity with
environment. Similarly, in human society, every person has to have appropriate
competency set to meet living and working demands and requirements. The
competency education approach has been adopted largely over the world and now is
starting formation in our country. This competency education (or competence
education) is built based on competency framework/standard that normally consists of
key competencies (e.g. USA Common Core State Standards or European Reference
Framework for Lifelong Education [1], [11], and being implemented through various
systems, methods or approaches. For avoiding misunderstandings between terms
“competence” and “competency” [8], we are referring to competency terminology for
whole this paper.
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_____________________________________________________________________________________________________________
Competency Education is rooted in the notion that education is about mastering a
set of skills and knowledge, not just moving through a curriculum. In competency
education, students keep working on specific skills or knowledge until they can
demonstrate their understanding and ability to apply them; they then move to the next
material while continuing to use what they have already learned. Students cannot
advance simply by showing up to class on a sufficient number of days and earning a
grade just above failing. Instead they must meet standards (also known as
competencies, performance objectives, or learning targets) at a predetermined level of
proficiency [12].
Using Learning Ecosystem model, we would like to present one case study for
competency learning ecosystem, that addresses to competency learning model.
The process of establishing and developing competencies for students is
illustrated in Figure 8.
Figure 8. Learning Competency Pathway through Learning Ecosystem
The competency education is learner-centric, personalizing learner progress.
Hence, the learning process takes a place over the path to meet competency target. In
order to master one given competency, the student takes part in Learning Context as
environment, circumstance or situation of learning. This learning context from its own
will define Learning Activities, in which the student will be involved for acquiring
appropriate knowledge and skill set as parts of Learning Content. The student is
attaining given competencies in connection with a set of Learning Subjects such as
community, teachers, peer-learners, stakeholders and through the Learning Technology
that supports to the student.
In the competency-based education model, the assessment of competency for
students is crucial key element for competency progression and attainment of students.
A feedback from these assessments is resulted in a student profile, which is mapped
with competency target for defining personalized activities within appropriate learning
contexts. This learning cycle can be executed through Competency Development
Environment that extracted from Learning Ecosystem as shown in Figure 8.
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From the view of competency education system, this competency assessment and
attainment cycle is shown in Figure 9 [4],
In connection with Learning Ecosystem, this process is shown at more detailed
view in Figure 10.
Figure 9. Competency-Based Learning Cycle
Figure 10. Competency Attainment Process in Competency Learning Ecosystem
4.
Conclusion
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In this paper, we have been described details of structure of Learning Ecosystem
Model for showing clear picture of this model that can be used for an implementation
of learning environment updated to technology and social transformation nowadays.
This Learning Ecosystem is providing holistic view to learning and teaching practice
and showing in one case study for Competency Education. We hope that proposed
Learning Ecosystem model will be usefull to Education Reform Program for our
country as new view and approach for designing key elements of this Program.
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1.
2.
3.
4.
5.
6.
7.
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24
Council of Chief State School Officers (CCSS) (2010), Common Core State
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Dunn, R. & Dunn, K. (1993), Teaching Secondary Students Through Their
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Glowa, L. (2013), “Re-Engineering Information Technology Design Considerations
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Koper, R., and Olivier, B. (2004), “Representing the Learning Design of Units of
Learning”, Educational Technology & Society, 7 (3), 97-111.
Lobanova, T., Shunin Yu. (2008), “Competence-Based Education – A Common
European Strategy”, Computer Modelling and New Technologies, Vol.12, No.2, 45–
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Nguyen Manh Hung (2013), “Learning Ecosystem: the view from connectivism and
system theory”, Journal of Science, Hanoi National University of Education,
Education Sci, Vol 58, No. 4, (in Vietnamese).
Nguyen Manh Hung (2013), “Using Ideas from Connectivism for Designing New
Learning Models in Vietnam”, to be published in International Journal of
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Organisation for Economic Co-operation and Development (OECD) (2002),
“Definition and Selection of Competences (DeSeCo): Theoretical and Conceptual
Foundations”.
Priest Nora, Rudenstine Antonia, and Weisstein Ephraim (2012), “Making Mastery
Work:
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13.
Siemens, G. (2004), “Connectivism: A learning theory for the digital age.
International Journal of Instructional Technology and Distance Learning”, [online],
http://www.elearnspace.org/ Articles/connectivism.htm.
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Siemens, G. (2008), “New structures and spaces of learning: The systemic impact of
connective knowledge, connectivism, and networked learning”. Universidade do
Minho Encontro sobre Web 2.0 Braga, Portugal, [online],
http://elearnspace.org/Articles/systemic_impact.htm.
(Received: 15/8/2013; Revised: 20/10/2013; Accepted: 13/12/2013)
25
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