Digital Environments for Self-Directed Learning: Beyond Personal Learning Environments
Article Sidebar
Main Article Content
Abstract
Online learning has been studied extensively through self-directed learning over the past decades. From the technological standpoint, researchers have long focused on how personal learning environments could help foster 'users' agency. These ecosystems of digital tools make it possible to structure their informal learning process. The approach researchers follow when they study the tools behind self-directed learning could evolve in the coming years. Firstly, we witness the apparition of online platforms explicitly designed for self-directed learning, combining functionalities previously dispersed within a palette of generic tools in one place. Secondly, e-learning standards are changing to consider the growing importance of informal learning. The gradual replacement of the SCORM standard by the xAPI standard symbolizes this paradigm shift. In this contribution, we present both the platforms' evolution and the use of learning analytics. We debate the potential implications of these new technologies on the way we conceptualize online learning.
Article Details
References
Brusilovsky, P. (2001). Adaptive hypermedia. User modeling and user-adapted interaction, 11(1), 87-110.
Chatti, M. A., Jarke, M., et Frosch-Wilke, D. (2007). The future of e-learning: a shift to knowledge networking and social software. International journal of knowledge and learning, 3(4-5), 404-420.
Cisel, M. (2017). Le MOOC vu comme un projet d’apprentissage. Education & Formation. e307-02
Cisel, M. (2019, Juin). Analyser la disparition de la gratuité dans les MOOC au prisme des buts d'accomplissement. Dans les Actes de la conférence Environnements Informatiques pour l'Apprentissage Humain 2019 (p. 13-24). Paris. https://eiah2019.sciencesconf.org/data/pages/ActesEIAH2019_V4.0.pdf
Clarà, M., et Barberà, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197-206.
Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. International Review of Research in Open and Distributed Learning, 10(5). https://doi.org/10.19173/irrodl.v10i5.643
Flanagan, B., et Ogata, H. (2018). Learning analytics infrastructure for seamless learning. Dans Companion proceedings 8th international conference on learning analytics & knowledge (LAK18). Association for Computing Machinery (ACM).
Jézégou, A. (2008). Apprentissage autodirigé et formation à distance. Distances et savoirs, 6(3), 343-364.
Jézégou, A. (2018). Diriger soi-même ses activités d'apprentissage par et dans un Mooc de type connectiviste : recherche conduite auprès de participants au C-Mooc francophone «Itypa 1». Journal of Distance Education/Revue de l'Éducation à Distance. https://www.ijede.ca/index.php/jde/article/view/868
Klamma, R., Chatti, M. A., Duval, E., Hummel, H., Hvannberg, E. T., Kravcik, M., Effie Law, L.-C., Naeve, A. et Scott, P. (2007). Social software for life-long learning. Journal of Educational Technology et Society, 10(3), 72-83.
Kop, R., et Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distributed Learning, 9(3), 1-13.
Long, H. (1989). Self-directed learning – emerging theory and practice. University of Oklahoma, Norman.
Manso-Vázquez, M., Caeiro-Rodríguez, M., & Llamas-Nistal, M. (2018). An xAPI application profile to monitor self- regulated learning strategies. IEEE Access, 6, 42467-42481. https://doi.org/10.1109/ACCESS.2018.2860519
Plantard, P. (2014). Anthropologie des usages du numérique (HDR, Université de Nantes).
Quentin, I., et Condé, J. (2016). Les rôles endossés par les apprenants les plus actifs dans un forum de MOOC : le cas d’ItyPA 2. Distances et médiations des savoirs. Distance and Mediation of Knowledge, (15). https://doi.org/10.4000/dms.1567
Radford, A. W., Robles, J., Cataylo, S., Horn, L., Thornton, J., et Whitfield, K. (2014). The employer potential of MOOCs: A mixed-methods study of human resource professionals’ thinking on MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 1-25. https://doi.org/10.19173/irrodl.v15i5.1842
Shapiro, M. A. et Park, H. W. (2015). More than entertainment: YouTube and public responses to the science of global warming and climate change. Social Science Information, 54(1), 115-145. https://doi.org/10.1177%2F0539018414554730
Siemens, G., et Conole, G. (2011). Connectivism: Design and delivery of social networked learning. International Review of Research in Open andDistance Learning, 12(3). https://doi.org/10.19173/irrodl.v12i3.994
Song, L., et Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42.
Tough, A. M. (1971). The adult’s learning projects: a fresh approach to theory and practice in adult learning. Ontario Institute for Studies in education.
Welbourne, D. J., et Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706-718. https://doi.org/10.1177%2F0963662515572068