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Fostering participation in learning networks by using reward systems and face-to-face meetings

Fostering participation in learning networks by using reward systems and face-to-face meetings. Hans Hummel, Colin Tattersall, Daniel Burgos, Francis Brouns & Rob Koper ICALT 2006 (July 6, 2006) Educational Technology Expertise Centre. Learning Networks (2003-2008).

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Fostering participation in learning networks by using reward systems and face-to-face meetings

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  1. Fostering participation in learning networks by using reward systems and face-to-face meetings Hans Hummel, Colin Tattersall, Daniel Burgos, Francis Brouns & Rob Koper ICALT 2006 (July 6, 2006) Educational Technology Expertise Centre

  2. Learning Networks (2003-2008) Learning Networks use technology to network learners, institutions and learning objects in such a way that the network can emerge (and self-organise) Learning Networks are two-mode networks represented as a graph with nodes, where the nodes are ‘members’ and ‘activities’ Central to the notion of a Learning Network is the idea that all members are in a position to contribute, within the constraints of any policies that may be operating

  3. Objectives LN4LD pilots • Gain feedback on functional, technical and organisational aspects of creating and maintaining a learning network (pilot 1) • Provide information on IMS Learning Design (within UNFOLD, PROLEARN projects) • Research mechanisms which stimulate learners to move beyond mere consumption of learning materials (‘lurking’) towards active participation: rewards (pilot 2), F2F meetings (pilot 3), … • Validate concepts of ‘seeding’ (with initial set of ANs to get things going), and ‘emergence’ (through contributions & ratings)

  4. LN4LD pilot 1 (june-september 2004) • (Participants) Gradual increase to 104 registered users • While 104 registered, 58 never accessed, and only 20 regular visitors • (Passive contribution) 21,011 page views, 427 downloads • (Active contribution) 24 post in general forums; 24 posts in course forums • (Lessons learned) Unclarities with usability, structure and policies (additional policies for exchange needed)

  5. Social Exchange Theory personal access, or anticipated reciprocity: learner has a pre-existing expectation that he will receive actionable and useful (extra) information in return; personal reputation: learner feels he can improve his visibility and influence to others in the network, e.g. leading to more work or status in the future; social altruism: learner perceives the efficacy of the LN in sharing knowledge as a ‘public good’, especially when contributions are seen as important, relevant, and related to outcomes; tangible rewards: learners negotiate to get some kind of more tangible asset (financial reward, bond, book, etc) in return.

  6. LN4LD pilot 2 (october ’04 – january ’05) • (treatment) incentive mechanism to gain extra access • (design) simple interrupted time series design with removal • Quantitative + qualitative points to be earned for contributing (posting, replying, rating) • Extra access = ‘runnable examples of UoL’ in CopperCore beyond threshold level of points

  7. (F (2, 122) = 14.17, MSE = 24,966.08, p < .001, p2 = .104)

  8. LN4LD pilot 3 (jan ’05-june ’05) • (treatment) Three meetings (february, april, june) • (design) simple interrupted time series design • (increase of participation) Participation went from 3,750 actions till January to 17,553 actions in April (+450%) and to 26,028 actions in June (+700%), meaning an increase of 8,475 actions from March and 22,278 actions from January. • (participants) increase from 125 to 495 registered users; with currently (june 2006) almost 3000 users

  9. Conclusions • (pilot 1) usability, simple structure, clear policies, additional policies for effective exchange • (pilot 2) Introducing an incentive mechanism in line with the general purposes of the learning network indeed appeared to increase the level of participation (both active and passive) significantly. • (pilot 3) Interlacing virtual activities with additional face-to-face meetings on the same topics yielded another substantial increase in both activity level and amount of users registering.

  10. Thank you for your attention!http://moodle.learningnetworks.orghans.hummel@ou.nlAny questions?

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