Self-directed learning

in non-formal
virtual learning communities

Dirk Morrison
Richard A. Schwier
Kirk Kezema
Jaymie Koroluk
Xing Xu
Ben K. Daniel
College of Education Mini-Conference
November 15, 2008
Research supported by a grant from the Social Sciences and
Humanities Research Council of Canada #84735
Context
• Four year research program
conducted by Educational
Communications and
Technology (ECMM), as part of
the ongoing activities of the
Virtual Learning Communities
Research Laboratory
(http://vlcresearch.ca)

• Funded through the Social

Sciences and Humanities
Research Council of Canada
(SSHRC)
Purpose
• To examine self-directed
learning (SDL) with the aim of
understanding how virtual
learning communities (VLC)
support learning in non-formal
learning environments.
Central questions
• Are characteristics identified in formal
virtual learning communities manifest in
non-formal online learning
environments, and do they inform our
understanding of how these
communities contribute to self-directed
learning?
• How do contextual, situational, social
and cultural issues influence
participation in and self-directed learning
from virtual learning communities in
non-formal learning environments?
The Research Team

Dirk Kirk

Rick
Ben
Jaymie

5
How we operate
• Collaboratively and
cooperatively
• All members involved in all
aspects of the research
activities and processes
• Particular members
responsible for particular
elements, activities, and
products
Formal Contexts
• Learners grouped in classes
• Taught by teachers
• Curriculum defined by institution
• Often part of a graduated system
of certification
Informal Contexts
• Learner-organized and
directed
• Less systematic/ planned
• Sometimes marked by
unintentional or serendipitous
learning
Non-Formal Contexts
• Include features of formal
contexts - externally
organized, supported
• Include features of informal
contexts - learner self-
directedness,
independence within a
structured domain
• e.g. webinars, PLE,
optional elements in a
course
Formal VLCs
Non-Formal VLCs

? 11
 Contexts we will study
NFSDL - Research Project

MUVE (Second Life) Environment University-Based Blended Online Social Networking (Ning)
Environment Environment

Design in-world
PD Course Ning Platform
Data training sessions
SL Basic On teaching in Constructed for
Collection •Getting Started in SL
Skills Training higher education National council
SL Cohort of •Understanding SL
Provided to and advocacy
Connectivism & •SL Performance
university group for
Connective Setup
students, staff teaching and
Knowledge •SL User Interface
& faculty learning in
Course •Communicating in SL
higher education
•Moving and Getting
around in SL
•Design and Building
•Building Supplies Data
Data •Scripts and Sounds Collection Data
Collection •Educational tools Collection
SL basic skills •Others?? participants of
training PD course online social
sessions Design and construct networking of
in-world training Ning
environment participants

Ethics considerations
Instructional tools
Instructional space
Building space
Data collection tools
NFSDL Features

Catalysts

Teachers may not be as directive, and

learner engagement will rise or fall based
on how compelling the perceived need is to
communicate.
NFSDL Features

Emphases

Defined by individuals and interest groups.

Non-formal communities are typically
designed with particular emphases in mind,
and participants congregate based on
shared interests, but outcomes are
individually defined.
NFSDL Features

Identity

Participants may wish to remain

anonymous or to protect their identities.
Fictitious identities may be used to guard
identity in some non-formal settings, yet
participants can be encouraged to engage
each other in authentic ways.
NFSDL Features

Participation

Fewer external controls over individual

investments and outcomes translate into
greater control by learners about their own
levels of participation.
NFSDL Features

Technology

In non-formal settings transparency and

ease of use are paramount. Participants
will find alternative loci for learning if the
technological context for learning is
awkward or difficult.
NFSDL Features

Learning

Non-formal learning environments may

articulate central purposes and goals, but
learners will adapt them to satisfy individual
purposes.
NFSDL Features

Trust

As informality increases, the development

of trust may become more elusive, as
participants choose to trust or distrust other
participants based on episodic experience
or perception of individual attributes of
others.
Conclusions
• Features are speculative -
guide an empirical and
narrative research agenda.
• Actual features a function of
how a learning leader chooses
to operate with a group.
• Any give class may include
formal, non-formal and
informal learning
environments.
• Important for educators to
learn how to support non-
formal learning within formal
Conclusions
• Research needs to identify
shared and unique
characteristics of non-formal
VLC, identify the relative
importance of characteristics, &
understand social and
pedagogical implications.
• Need for narrative data from
participants about how they
experience non-formal learning
and SDL, and what their social
networking means to them as
learners.