Constructing a Digital Learning Ecosystem By Nancy Slawski and Nancy Zomer

Part One: Introduction

We are working from the perspective that learning is the process whereby we acquire, process,

connect to and experience knowledge and online learning is the process by which learners connect with and experience knowledge in a digital ecosystem. All terms, concepts and elements of our framework are defined in the glossary at the end of this text. Part Two: Summary of Sources Our framework is grounded in the three learning frameworks. A summary of each framework is provided below.
Kiviniem and Kurkela Kivniemi and Kurkela (2009) designed a framework that examines the role that social media plays in formal and informal learning within the context of Web 2.0 (p.1). Their framework recognizes that while educational institutions may integrate social media into formal learning, social media and learning does not stop at the boundaries of the course environment (p.1). By employing social media in an informal context, the learner continues to expand his/her competence and knowledge in a network community that shares the same kind of professional interests(p.1).The key question that this model attempts to solve is: how teaching and learning can take advantage of the information and knowledge which is available outside educational institutions (p.3). We selected this model because it was one of the few models that recognized the importance of social media in the context of connectivism and communities of practice both in informal and formal learning and the role of the learner as both consumer and producer. The authors (2009) use Bruns term of produsage -production + usage to illustrate this concept (Kivniemi & Kurkela, p.1) and refer to Siemens and Wenger who have suggested that educational organisers should be alert to the fact that not all meaningful learning must necessarily be created by educational designers (p.2). We also selected this model because it acknowledges the importance of knowledge and learning that happens outside the confines of formal education and suggests institutions use a competence-based model that would recognize prior learning (Kivniemi & Kurkela, p.4). Lastly, their (Kivniemi & Kurkela, 2009) model recognizes a unique and often overlooked role in both formal and informal learning, which is the role of the outsider in a formal learning community (p.4). The outsider is someone who is not part of the formal learning, but seeks to participate in the formal learning community using social media because of interest, to develop knowledge and competence (p.4).

Anderson
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Andersons framework is grounded in the interactions and environments of the formal learning context. At the heart of Andersons (2008) theoretical framework of online learning are four forms of interaction (student-teacher, student-student, student-content, content-content) and a learning environment that is simultaneously learner-centered, content-centered, community-centered, and assessment-centered (p.66). In addition to the forms and interactions, Andersons model is also based on two online learning models: collaborative, community-of-inquiry and community of learning (p.60). These interactions of Andersons model take place on the Semantic web and are affordable ,reusable and facilitated by autonomous agents (p.65). Anderson ( 2004) maintains that the most critical component of formal education consists of interactions between and among multiple actors human and agents included (p.66). While a model based on the semantic web is valuable as we try to understand how interactions and content evolve, apart from a brief mention of social technologies in terms of social bookmarking applications, and a reference to Drons discussion of groups, Andersons model is missing what is today two vital components informal learning and social media (p.60). We selected Andersons online learning framework because it provided us with a solid model for formal online learning on which to build, however, we have chosen not to incorporate the agents aspect of the Semantic web because it is a component that we are not able to assess in current online learning.

Atkinson
Simon Atkinson (2011) designed the Student-Owned-Learning-Engagement (SOLE) model where the emphasis is on students being conscious of the learning, design and learning process and of the desire to optimise appropriate and effective learning engagement opportunities (p.3). The model was designed in reaction to the static learning management systems (LMS) being used in learning (p.1). Atkinson not only designed a model, but also developed a toolkit in the form of simple spreadsheets that both teachers and students could use to support staff in designing learning and to share ownership of learning with the learner (p.1). The SOLE model is a visual representation of the different modes of learning engagement that one might be expected to promote for a holistic learning experience (p.3). In the SOLE model, the emphasis is clearly on students being conscious of the learning design and learning processes and of the desire to optimise appropriate and effective learning engagement opportunities (p.3). While a complex and relatively new model, we selected Atkinsons because of its nine units of learning engagement and the design and development guidance it provides (p.4). We were specifically interested in the elements of personal context and social context and how they could be applied to formal online learning. Unlike Anderson, Atkinsons (2011) model acknowledges both the personal and social contexts as opportunities to integrate real world activity and experience into the design of the online course (p.5).

Part Three: Digital Ecosystem Theoretical Framework

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At the heart of our model is the concept of an ecosystem (Diagram 1), where each independent node is interconnected. The core of our model holds that the informal learning sphere is just as important as the formal learning sphere in online learning and at any one time the learner and content is straddling both spheres, demonstrating that they are fully immersed within both spheres of learning (Kivniemi & Kurkela, 2009). Within the formal learning sphere, the learner interacts in a digital ecosystem with the teacher, other learners, and the content through an online learning community. This community uses Web Tools (WTs) and Personal Web Tools (PWTs) (McElvaney & Berge, 2009) to communicate and interact with one another (through discussions, asynchronous and synchronous chats, and contributions to wikis.). Each arrow is double-sided to show that the interactions between the variables (teacher, learners, learner, content, learning community) can go both ways (Anderson, 2011). Each variable influences and is influenced by every other variable. Content is portrayed by an exploding symbol because it is constantly changing and being developed, re-used, and consumed by all the other variables. However, at the same time, that changing content is influencing the other variables. In the informal learning sphere, the variables (learner,content and PLN) are also connected with doublesided arrows to show that these interactions are two sided as well. The learner interacts in a digital ecosystem with his or her PLN (Couros, 2010). The PLN is a personal learning network comprised of various nodes which may include friends, family, colleagues and CoPs (Kivniemi & Kurkela, 2009) that use PWTs to facilitate the connections. The interaction between the learner and the nodes are two-way. The learner learns from the content and interactions produced by nodes in his/her network and the nodes in the network learn from the content and interactions produced by the learner. The same is true for the content, which then continues to change and develop (while continuing to influence other variables). Finally, this framework recognizes the importance of the personal context (Atkinson, 2011), which are the experiences, learning and real-world contexts that accompany the learner in both the informal and formal learning process. This personal variable influences both learning spheres through the learner. At the same time, this personal context of the learner changes with the learner. Furthermore, it is important to realize that each of the human variables (learners, teacher, PLN) have their own interactions with their own informal learning environment which they have created for themselves.

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Diagram 1: Digital Ecosystem

Part Four: Application of the Digital Ecosystem Framework to Assess Online Learning
This framework can be used as a model for designing and facilitating formal and informal online learning. It may also be used as a framework to share with learners as a visual tool to understanding online learning. The following digital ecosystem characteristics should be part of well-designed online learning. 1. Informal and Formal Learning Spheres

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The digital ecosystem includes both a formal and informal learning sphere. The formal sphere of learning would be facilitated by the teacher who establishes the lifespan of the learning and the objectives. The informal learning sphere co-exists with the formal learning sphere but the lifespan of the informal learning sphere could start before the formal learning, co-exist and then continue once formal learning is completed. The success of the ecosystem would be measured by how seamlessly the learner is able to interact and connect with the entities of both informal and formal spheres. For example, a learner enrolled in formal learning at an formal education institution, like a university or college, would move through both the informal and formal learning spheres without any walls or silos preventing the interactions and connections to flow. 2. Learning Community A learning community is created by the teacher to support learning objectives of the formal learning sphere. This community is created at the beginning of the course and lasts for the duration of the course, although some teachers may choose to extend the learning community after the course is completed. The learning community could include a Learning Management System (LMS) that would allow for a variety of interactions among the learners, teacher and content. It is in this realm that all participants would use WTs (as outlined by teacher) in addition to their PWTs. The level of use of these tools could be observed and measured. Although the learning community is created by the teacher, the roles within the learning community are dynamic. Using their personal context and connections with other entities, learners are not confined to only the learner role but are conduits to their own learning and the learning of others. 3. Interactions The arrows in the framework are all double-sided and connect every variable to every other variable. The teacher must have a clear plan to ensure that each of these interactions can take place and that each are bidirectional. 4. PLN The teacher recognizes the importance of each learner developing their own PLN. Facilitating dialogue around the concept of PLNs within the formal learning community, or giving an assignment where learners make a visual representation of their PLNs are two possible ways to measure or observe if learners are utilizing PLNs. It is possible for the PLN of the learner to interact with the learning community if other learners from the formal sphere agree. 5. Content Content will be continually used, created, connected to, interacted with and developed. Learners are not passive entities in the ecosystem. Using their personal context and connections with other entities in the ecosystem, learners not only consume content but create something new that is shared and consumed by other learners, teachers, and content. This content creation is observable and measurable. 5 Slawski & Zomer 2012 Posted on LearningLately.com

6. Personal Finally, the teacher should be aware that each learner brings their own personal context to their learning and that this context will impact and potentially change as a result of the learners interactions in the course. Although this is not directly observable, it is included in the framework to remind teachers of the complexities with which each learner approaches learning.

Glossary of Terms, Concepts and Elements

Concept/Term/Element Community of Practice (CoP) Definition Groups of people who share a concern, interest or a passion for something they do and interact regularly with the goal learning to do it better (Wenger, 2006). A competency is the collection of knowledge, skills and attitudes required to perform a task, usually described in terms of observable and measurable behaviours (New South Wales Government, 2010). Connectivism stresses the importance of the process of creating connections and developing a network to enhance learning. Learning is no longer an individualistic activity. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era (Siemens, 2005, para. 34). Content is information or knowledge that the learner interacts with or creates in the process of formal and informal learning. A digitally based system based on the relationship and interactions between entities. Acquisitional and individual learning within educational settings (Hodkinson, Colley & Malcolm, 2003). Learning through everyday embodied practices in noneducational settings (Hodkinson et al., 2003). It may be intentional or incidental. Knowledge is everything we as humans experience, absorb and connect to and with. A formal setting is not required to acquire knowledge. Books, teachers, classrooms are vehicles that facilitate an individuals 6 Slawski & Zomer 2012 Posted on LearningLately.com

Competency

Connectivism

Content

Digital Ecosystem

Formal Learning

Informal Learning

Knowledge

pursuit of formal knowledge, but they are in no way essential or exclusive to acquiring knowledge. Learner Individual who acquires, processes and connect to and experiences knowledge. Individuals who are learning in the same informal and formal sphere as the learner. Learning is the process whereby we acquire, process, connect to and experience knowledge. The Learning Community is the social and digital entity of the formal learning sphere. This community is comprised of interactions and connections between humans and content through and with digital technologies (WTs and PWTs).The learning community is initially created and managed by the teacher to specifically support learning objectives. Systems that organize and provide access to online learning services (e.g. WebCT) (Paulsen, 2002). The process whereby learners connect and interact with knowledge and construct and facilitate learning in a digital ecosystem. Related definitions/concepts and terms Digital Ecosystem : A digitally based system based on relationship and interactions between entities. Learners connect to and with knowledge: by way of entities in the ecosystem, the learner actively interacts with knowledge or content. Construct learning: learners are not passive entities in the ecosystem. Using their personal context and connections with other entities in the ecosystem learners not only consume but create something new that will be connected with and to other learners, teachers, and content. Facilitating learning: learners are not passive entities 7 Slawski & Zomer 2012 Posted on LearningLately.com

Learners

Learning Learning Community

Learning Management System (LMS)

Online Learning

in the ecosystem. Using their personal context and connections with other entities they are not relegated to only the learner role but are conduits to their own learning and the learning of others. This could take place in the learning community and/or the PLN. Independent entities: Entities in the digital ecosystem include include humans (learners, teachers, colleagues), digital entities (applications), content (assignments, activities , text), and networks (PLN) and communities (learning, CoP). Personal Context The individual life context which the learner occupies. (Atkinson, 2011). Personal learning networks are the sum of all social capital and connections that result in the development and facilitation of a personal learning environment (Couros, 2010, p.17). Personal Web Tools is a term used by McElvaney and Berge (2009), to define the types of tools that might exist in a PLN. The categories of PWT include: Social and Bookmarking and Research Tools (Zotero, Delicious), Personal Publishing Tools (Blogger,Twitter), Aggregators (Google Reader, Friendfeed), Metagators and Start Pages (Netvibes, iGoogle), and tools adapted for Mobile Learning. Social Media applications and tools like Twitter, FaceBook and Ning are also included here. "The Semantic Web brings to the Web the idea of having data defined and linked in a way that it can be used for more effective discovery, automation, integration, and reuse across various applications." (W3C, 2003) People learn from each other, through observation, imitation and modeling. There are four requirements for people to learn and model new behaviour: attention, retention, reproduction and motivation (Bandura, 1977). A collection of software tools or web-based applications 8 Slawski & Zomer 2012 Posted on LearningLately.com

Personal Learning Network (PLN)

Personal Web Tools (PWT)

Semantic Web

Social Learning

Social Media

that can be personalized, which enable the development of human relationships (Anklam, 2009). Teacher Individual leading, managing, facilitating formal online learning. The original definition as provided by Tim OReilly: Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continuallyupdated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences. (OReilly, 2005) Tools used in context of formal learning to communicate, facilitate, and manage learning.

Web 2.0

Web Tools

References
Anderson, T. (2008). Towards a Theory of Online Learning. In T. Anderson (ed.), The Theory and Practice of Online Learning. Retrieved from http://www.aupress.ca/index.php/books/120146 Anklam, P. (2009). Ten years of net work. The Learning Organization, 16(6), 415-426.

Atkinson, S. (2011). Embodied and Embedded Theory in Practice: The Student-Owned LearningEngagement (SOLE) Model. The International Review of Research in Open and Distance Learning, 12(2), 1-18. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/929/1667 Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Couros, A. (2010). Developing Personal Learning Networks for Open and Social Learning. Retrieved from http://www.aupress.ca/books/120177/ebook/06_Veletsianos_2010Emerging_Technologies_in_Distance_Education.pdf

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Hodkinson, P., Colley, H. & Malcolm, J. (2003). The Interrelationships Between Informal and Formal Learning. Journal of Workplace Learning, 15(7/8), 313-318. Retrieved from http://e-space.mmu.ac.uk/e-space/bitstream/2173/14185/2/ Interrelns%20formal%20informal%20learning,%20JWL.pdf Kiviniem, K. & Kurkela, L. (December, 2009). The Role of Social Media in Informal and Formal Learning. School of Vocational Teacher Education, School of Engineering, 1-6. Paper presented at the 10th International Conference - Virtual University http://virtuni.eas.sk/rocnik/2009/pdf/paper_79.pdf McElvaney, J., & Berge, Z. (2009). Weaving a personal web: Using online technologies to create customized, connected, and dynamic learning environments Canadian Journal of Learning and Technology, 35(2). Retrieved from http://www.eric.ed.gov/PDFS/EJ896570.pdf New South Wales Government. (2010).Glossary. Retrieved from

http://www.dpc.nsw.gov.au/

merit/glossary
Nyknen, O.(2003) Semantic Web Definition. Retrieved from http://www.w3c.tut.fi/talks/2003/0331 OReilly. T. (2005, October) Web 2.0: Compact Definition? Retrieved from http://radar.oreilly.com/ 2005/10/web-20-compact-definition.html Paulsen, M. (2002). Online Education Systems: Discussion and Definition of Terms. NKI Distance Ed. Retrieved from http://nettskolen.com/forskning/Definition%20of%20Terms.pdf Siemens, George. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/journal/ jan_05/article01.htm Wenger, E. (June, 2006). Communities of Practice. In Etienne Wenger. Retrieved from http:// www.ewenger.com/theory/index.htm.

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