Title
Impact
of learning power (ELLI) within SocialLearn on Medical Sensemaking
Abstract
The twenty-first century is
in the midst of a dramatic technical revolution. Dr. Douglas Kellner at UCLA proposes that
this revolution will have a far greater effect on our society than the printing
press (Kellner, 1995). Education in this complex, changing world is also
complex. Education in this century must
expand beyond the factory schooling of the last century to prepare students for
their lives in the future. In this
increasingly connected world, skills and thinking and learning dispositions are
important. John Seely Brown describes
the new culture of learning as one that can leverage social and technical
infrastructures for education, and where play and mentorship and innovation are
increasingly important in learning (Thomas & Brown, 2011). Educators will need to learn to facilitate
deeper learning to create a culture of inquiry rather than just delivering
information. One of the key elements to
this new educational paradigm is the ability of all learners to learn to learn
what they need to learn when they need to learn it, sometimes called “just in
time learning”.
Social networking allows
individuals to construct a profile within a system, connect to other users,
view and communicate with their connections.
Wikipedia lists thirteen virtual communities with 100 million users[1],
and lists over 200 social networking websites.[2] According to the PEW Research Report on
Social Media, more than 82% of online teens aged 14-17 use online networks, and
as of September 2009, 47% of online adults used a social networking
website. Arrington claims that at least
85% of college students use Facebook once a week (Arrington, 2004). Research on
social media has been limited to studying the effects on student grades,
engagement, and extra-curricular activities.
No qualitative studies of learning to learn within a social learning
environment have been conducted. Whether
the learning power assessment will affect learning to learn in an online social
learning platform is not yet known. In order to understand how learners can improve
their Effective Lifelong Learning Inventory (ELLI) learning power profile
within an online social learning community, this qualitative study of a
community of practice proposes to answer the following research questions:
Can SocialLearn, a social
network environment for learning and inquiry, and the use of the ELLI learner
profile, aid learners with a recent medical diagnosis to develop a coherent,
inter-linked process of learning quickly about all aspects of their diagnosis
in order to make timely treatment decisions and learn how to live the rest of
their lives with the realities of the diagnosis?
This research question
can be analyzed in parts:
(RQ1) Can participation in SocialLearn,
using the online ELLI learning dimensions questionnaire and resulting spider
diagram, assist users to improve their own learning habits and adjust their
actions toward more effective learning based on how they perform in the face of
a breast cancer diagnosis? [SBS1]
(RQ2) Can
participation in SocialLearn and ELLI, using the online ELLIment mentoring
system, help users to find and work with mutually compatible mentors who aid
user understanding of the ELLI dimensions, and facilitate user development in
one or more of the ELLI dimensions of learning?
Will participants with a breast cancer diagnosis be willing to spend
time learning to learn about their disease and options? Will participants view their participation
within SL using ELLI to be valuable, helpful, and perhaps even critical to
their emotional and intellectual health in the midst of their crisis?
Introduction
Learning Dispositions
Learning and thinking
dispositions have been debated throughout history. Debates about thinking can be traced back to
ancient Greece where Socrates, Plato, and Aristotle modeled and refined logical
analysis that was not changed until the twentieth century. In
Western culture, philosophers have relied on logic to reason the soundness of
an argument. In the twentieth century, Bertrand Russell, John Dewey, Edward
Glaser, Max Black, Israel Schefler, R.S. Peters, Gilbert Ryle, and John
Passmore have argued refinements to the critical thinking theory.
(Thayer-Bacon, 2000)
In the late twentieth
century, David Perkins, Eileen Jay and Shari
Tishman of Harvard Graduate School of Education put forth what they call a
"triadic conception of thinking dispositions," which includes the
concept of ability. They delve into the concept of dispositions from a
psychological viewpoint; they propose there are three psychological components,
which must be present in order to run dispositional behavior. (Perkins et. al.
1993, 1996)
The twenty-first century
technological revolution and the exponential changes in our world argue for a
change in educational pedagogy that takes into account complexity. Complexity theory now argues a
reconsideration of learning as a complex activity. Complexity argues that learning is
transformative and unique to each learner’s biologic and experiential
structure. (Davis 2006)
In 2007, Ruth Deakin
Crick of the University of Bristol introduced the idea of assessing the power
of learning to learn. Deakin Crick
defines seven dimensions of learning and has created a learning assessment and
visual learner profile. Her studies
since 2003 have included more than nine thousand classroom learners, and have
face validated the ELLI learning profile data. (Deakin Crick, 2007)
In 2008, Deakin Crick
reported that a four year study of a second cohort of learners of the seven
learning dispositions in the ELLI assessment tool demonstrate a significant
degree of internal reliability, validity and stability over time in all age
ranges.
The use of the ELLI
profile within an online social learning community could shed some light on how
the dispositions are affected in informal settings, or in a community of
practice within SocialLearn.
Social Learning Media
Social media and social
learning media could enhance or impede learning. The challenge of this investigation is to
discern the conditions under which learning to learn improves significantly
using an online social learning platform such as SocialLearn (SL). The task of the creation of an effective
community of practice will include inculcating learners to understand that
simply because the platform is an online tool, learning may not be quick and
easy. Rather, community learners should
be encouraged to learn that time saved by technology can be used for higher
order tasks such as debating effectively with others, reading and understanding
difficult text and problem sets, asking and answering questions, and writing
effective arguments.
Individuals, students, and learners of all types use social media tools
to manage their own learning by searching and accessing resources, creating
their own resources, storing theirs and other-created artifacts, and making
connections with others to communicate and share their ideas, ask questions,
and share their own learning experiences and resources.
SocialLearn is an open and ubiquitous Facebook type platform that offers
a variety of learning tools to aid learning through accessing and evaluating
educational resources, structuring learning journeys, sharing with others in a
community of peers, academics, and mentors, either openly or within a
"walled garden" community. In SocialLearn, learners can create their
own profile and build their network, connect with other learners, review peer
websites and materials, and share their questions and discoveries. SL
user profiles include the learners interests, about me, thinking about,
learning about, can help with, and current questions. Many learning paths
are available and additional paths can be created to support different learning
goals, such as the goals and objectives of the research community of
practice. Outside of the formal
classroom-learning environment, much individual learning occurs by listening,
reading, and talking with each other about shared learning challenges. SL can
provide the centralized "place" where students can collaborate and
help each other, co-create content, and work and learn about computing
together. Sl is a secure, integrated learning platform that is
participative, social, and collaborative.
Empathic Communities of
Practice
A community of practice (CoP), as defined by Lave and Wenger, originally
referred to groups that shared professions or crafts and came together to share
information and experiences about their common interests (Lave & Wenger,
1991). Much of their work focused on
professional development through apprenticeship. Longer-standing members, who helped them
navigate the community socialization process, nurtured Newbies to the
communities.
Wenger further described the CoP structure as consisting of three
interrelationships: mutual engagement,
joint enterprise, and shared repertoire (Wenger, 1998, pp. 72-73). Wenger’s more recent work views learning as
central to one’s identity and learning as social participation (Wenger et. al.
2002.) The CoP is built of active
participant individuals, who process and construct their shared identity and
knowledge through community engagement and participation. Wenger further
defines the CoP structure as including a common ground domain of knowledge, a
community that fosters participation and interaction, and the practice is the
focus of the community development (Wenger et. al. 2002).
CoP is a context for knowledge management. Wasko and Faraj describe three kinds of
knowledge: knowledge as object, knowledge embedded in individuals, and
knowledge embedded in a community (Wasko & Faraj, 2000). CoP makes use of explicit experiences;
resources and experiences are shared and built on, becoming a source of
expertise experience, or tacit knowledge.
Tacit knowledge, as opposed to formal knowledge, is internalized
information, experience residing in context, knowledge and information that come
from valuable life experiences, emotions, insights, intuitions, and
observations. Tacit knowledge resides in
rich reserve in the individuals and community within a CoP. Tacit knowledge is not easily stored,
captured, or codified (Thomas et. al, 2001)
Empathic communities are those communities created on the basis of
common interests, share experiences through engagement and participation, but,
in addition, these communities allow individuals to receive and offer emotional
support in a trusting, empathic community (Preece, J., 1998) Empathic
communities often focus on medical or personal problems. Empathy is the key ingredient; most have
rules and behavior expectations that encourage trust and discourage aggression
(Preece, J., 1998)
Preece describes in detail an empathic community focused on ACL (knee
ligament) injuries and treatment. Preece
describes the communication in the community:
“The tone of the messages is helpful, empathic, often altruistic, and
sometimes cathartic. People want to share
their experiences, learn from others, and support each other.” (Preece, 1998)
The figure below illustrates the balance between knowledge seeking and
empathy seeking or offering within the ACL community studies by Jenny Preece:
(Preece, 1998)
Authentic Enquiry
Social Learning
Analytics
SocialLearn provides intelligent recommendations based on learning
patterns and needs, and can be accessed by smartphones and tablets. The traces left by SocialLearn users generates
a large dataset that can provide input for Learning Analytics. The
learning patterns of users may have significance in observing learning
phenomena, and provides input for the recommendation engines to use learning
patterns to individualize learning to each learner’s needs.
Online Mentoring
Development of an
online mentoring system for self-awareness and reflection on lifelong learning
skills is underway in Open University and University of Bristol
collaboration. The online ELLIment will
provide participants with trained mentors to discuss their learning
trajectories and goals.
Cancer
Diagnosis: Critical Need for Learning Power
A new diagnosis of
cancer is a difficult experience that can overwhelm one’s ability to cope. Yet, this is a critical time for a person to
be at their best in terms of learning to learn about their cancer, whether it
has spread, treatment options, chances for cure, tests and procedures, side
effects of treatments, and so forth. Emotions
and intellect are often at odds with each other.
There are blogs,
hotlines, research information, and cancer and treatment information all
available on the web. However, there
isn’t a place where one can access all of this information, interact with
others within that community, and make sense of the information in order to
make decisions in the intellectual space and also be able to commiserate with
others in the emotional space.
The researcher
contends that providing a community within the social learning platform
SocialLearn will allow cancer survivors and friends and family to interact with
resources and people, and respond as whole human beings, with both intellectual
and emotional considerations. However,
in this community, the appropriateness of, and the separation of intellectual
and emotional decision-making will be part of the sense-making process by
providing the ELLI learning profile.
The ELLI profile will
enable survivors to quickly assess their own learning power, and decide which
areas are most important to modify in their quest to learn expediently about
their disease and make appropriate decisions that are best for them. Taking the ELLI assessment immediately
creates awareness of the seven dimensions of learning, highlighting these for
the survivor during their learning process.
The spider diagram provides visual feedback, enabling self-reflection
and awareness of these dimensions through the emotionally laden learning
process. ELLI reflects back to the
learner what they have reported about their own learning power, creates
self-awareness of one’s strengths and limitations, and provides a scaffolding
for encountering information about cancer.
The researcher also
believes that providing a community in which participants can make sense of
information and resources at critical points such as a cancer diagnosis is a
relevant contribution.
Approach:
Site Selection
Research will be
conducted within the Open University online social learning community,
SocialLearn.
Participant Selection
In qualitative research,
selecting individuals could be considered purposeful selection (Light et al.,
1990, p.53), purposeful sampling (Patton, 1990, p. 169) or criterion-based
selection (LeCompte & Preissle, 1993, p. 69.) Weiss argument that qualitative research may
use panels of participants, rather than individuals—“people who are uniquely
able to be informative because they are experts in an area or were privileged
witnesses to an event” (Weiss, 1994, p. 17), is uniquely relevant to participants
at any point in breast cancer diagnosis and treatment.
Possible participants
will be recruited from known sites such as the Susan Love Research Foundation,
the UCLA Simms Mann Center for Integrative Oncology, and the Susan G. Komen for
the Cure, the Y-ME Breast Cancer Support, and the American Cancer Society’s
Reach for Recovery.
Building a Community within SocialLearn
Researcher will build a
“walled garden” community within SocialLearn.
The breast cancer community, embedded in SocialLearn and possibly called
SL Pink, will serve as an umbrella site, gathering and organizing multiple
resources of organizations, research, treatment options and medical referrals.
This community will include different entrances for recently diagnosed,
undergoing treatment, breast cancer survivor, co-survivors, friends, and
medical personnel. Researcher will build one or more learning paths for
learners, which will be added to over time by the researcher, and hopefully as
the community grows, by other learners within the community. Researcher will review research of design
requirements for empathic communities to aid in initial design of the online
community within SocialLearn. The figure below is an illustration of the design
requirements for empathic communities presented by Jenny Preece:
(Preece, 1998)
The concept of learning
paths seems to illustrate linear progress through learning, which is not in
line with the researcher’s learning philosophy.
Since the learning taking place within this community is also a mix of
dealing with the emotions of disease diagnosis, as well as developing the
intellectual capabilities to make sense of that disease in one’s own life
further complicates, or makes clearer, the need for nonlinear presentation and
accessibility of information. How to present accessible topics online in such a
way as to use notions of “just in time learning”, and spiral curriculum will be
explored.
Users will be asked to
complete a pre-intervention ELLI profile as they enter the site, and begin
writing their goals for their personal learning journey within the site. Each users ELLI profile, which has been
previously validated by research, will be compared over time, alongside mentor
and mentee conversations, and mentee goal development over time to determine
growth in the seven dimensions. The
pre-intervention, post-intervention and the profiles in the middle cannot
simply be analyzed. The resulting ELLI
spider diagram is not a score, but the basis for conversation with a trained
mentor. Since the levels of the seven
dimensions are self-reported, they are also reported on the basis of the
awareness of the depth of each dimension at the time of the profile. As one continues to understand the different
dimensions, it is conceivable that one’s view of each dimension may shift, and
perhaps become deeper in some areas. The
awareness of depth may affect the self-report in such as way that the resulting
spider diagram may actually contract in those areas in which the individual is
actually striving and achieving at a deeper level. Therefore, the profiles, along with the
goals, activity within the site and the conversations with a mentor must all be
analyzed as one complete picture in order to draw appropriate conclusions.
As users populate the
community, The study will be a mixed methods study, applying qualitative study,
applying qualitative methods of interview, questionnaire and open-ended survey
in addition to learning analytics data gleaned from the learner-user paths and
participation within SocialLearn.
Design: Data Collection
ELLI profiles will be
collected on each participant, along with the classification of participant
type (survivor, co-survivor, friend or family, medical personnel). These will be matched with ELLIment mentors
[SBS2] interview
transcripts taken at different times throughout the individual’s process in
order to gain understanding of the viewpoint toward the ELLI profile and the
resulting spider diagrams. Further
investigation will be made observing and tracking each participant, marking the
ELLI profile assessments taken along the timeline, each interview with the
ELLIment mentor, paths and actions taken at each point, as well as goals
written and revised, and contacts made with other community members. Researcher may also attempt to make contact
and interview willing participants about their progress.
The overlay of each of
these pieces of information should result in a timeline of each participant
showing the ELLI profiles and spider diagrams, along with all of the actions
taken, resources used, and contacts made.
Observation of actions will describe the behavior and events, and
interviews with the mentor and researcher will be used to obtain the individual
perspectives of the participants. Using
the data thus gathered will enable the researcher to generate an interpretation
of each participant’s perspective inferred and informed by the observations and
interviews (Maxwell, 1992). Using the data collected from the variety of
sources mentioned above may allow a broader understanding of the participants
learning power changes, using triangulation (Fielding & Fielding, 1986).
Interview strategies of
the researcher will need to be defined by the researcher as those that will
work most effectively in the online setting to get data about individual
learning using the ELLI. However, the
researcher is aware that if questions asked result in limited understandings
and practices, she may need to break from the set of questions into following
the logical or illogical leads of the participants to allow them to more freely
share their personal experiences (Kirk & Miller, 1986, pp. 25-26).
Design: Data Analysis
Thematic analysis and
grounded theory methodologies will be investigated to determine which may
represent the appropriately contextualized view of reality in this study. Grounded theory seeks to generate a theory
grounded in the data. (Braun & Clarke, 2006). If using thematic analysis, the researcher
will further analyze the mentor/mentee interviews, text chats online, and
interview content for themes. Since
familiarity with the data will be key to adequate analysis of the themes,
researcher will give all online interviews and become familiar with the
ELLIment transcripts and text chats. In
this way, the researcher can report the experiences and reality of the
participants.
Researcher will code
patterns and themes of prevalence in the data set. One of the considerations in using thematic
analysis is the flexibility it allows in determining themes, as long as the
analysis is consistent (Braun & Clarke, 2006). In this particular study, it seems important
that a rich description of the data set, identifying and explaining incidents
of themes, provide the best structure for understanding results. The decision to use inductive or theoretical
analysis will consider whether the research question evolves into greater
specificity through the coding process (inductive), or the present research
question is the basis for the coding of the data (theoretical).
Two additional themes may
be deemed important to discuss within the research results. First is the
concept of technical accommodation, the capabilities of SocialLearn, the ELLI
learner profile and the learner competence in learning use of the new tools
will be observed. Learner struggles
with the new learning format, use of the ELLI self-reporting learning
assessment and its visual representations, accommodations learners make as they
change habits and develop fluency in use of SocialLearn and ELLI, learner
discourse peer to peer and with assistants and teachers will be observed and
analyzed for affect on learning. The focus is in the users’ or learners’
processes within and outside of the system.
Steps:
1.
Build
preliminary walled garden site.
2.
Recruit
members to join the community.
3.
Community
members take the ELLI profile assessment to determine the status of their
self-reported learning dimensions.
4.
Learners are
asked to create preliminary goals and share them with the community, if they
wish.
5.
ELLI
mentoring will be available to community members to help them understand how
these dimensions can aid their quest to learn quickly about their diagnosis,
and about living the rest of their lives with this diagnosis.
6.
Researcher
will interact with participants in the website and conduct interviews with
willing participants at different points in their learning journey.
7.
Researcher
will act as moderator of community when necessary.
8.
Researcher
will be reading and rereading online transcripts, marking ideas for coding,
generating initial codes through the full data set recursively, search for
themes and begin constructing thematic maps, reviewing themes, defining and
naming themes, and finally, reporting on themes (Braun & Clarke, 2006)
9.
Researcher
will consult the British Psychological Society to review its guidelines for
quality quantitative research at www.bps.org.uk/publications/journals/joop/qualitativeguidelines.cfm. Braun
and Clarke also offer a 15-point checklist for thematic analysis in their 2006
paper.
Approaches to collecting
data are interview, document review, and open-ended survey. Data will be collected within the community
residing in the SocialLearn platform including chat and discussion threads.
Scalability of use of
ELLI online mentors is an issue that needs attention. Especially in the area of disease diagnosis
and understanding the learning dimensions, learners will need some initial
personal guidance. Mentoring for ELLI profile dimensions and mentoring for
understanding disease diagnosis may overlap.
Research Permissions and Ethical Considerations
Ethical issues will be
addressed in planning and implementation of the study, satisfying the Open University’s
Research Ethics review panel. An
informed consent form will be developed and participants entering the SL Pink community
of SocialLearn will be asked to participate and complete the form. The form will explain the study, guarantee
subjects anonymity, ask subjects to agree to participate and to acknowledge
that their rights are protected. An
informed consent statement will appear on the website survey entrance and will
reflect compliance by participation.
Anonymity of the
participants will be protected by a numerical coding process on each registered
participant, which will be reflected on the ELLI profiles, mentor/mentee
discussions, text chat, and any other surveys or questionnaires developed for
the study. All responses will be kept confidential. For reporting purposes, interview
transcripts, text chat, spider diagrams, and so forth will all be assigned
fictitious names that will be used in reporting results. Participants will be assured that data will
be disseminated to the professional community, but the coding and method of
reporting will make it impossible to trace responses to individuals.
Terminology
The proposal uses
different terminologies for referring to participant status in the
communities. The terminology used in
various websites includes variations such as:
“just
diagnosed”, “in treatment”, “completed treatment”,
“survivor”,
co-survivor”, “friends”, “family”
and
medical community is also usually reflected in these descriptions.
The researcher has not
yet determined the best terminology for the SocialLearn community, but will
take this under consideration, and will then make all terminology consistent
within the site, in the proposal, and all reporting.
The
importance of this project:
The application of social
media to learning is a new learner-centered approach that is in its
infancy. How to tap the full potential
of SocialLearn, as a learning community and define the critical factors that
could affect learning in a SocialLearn community are questions that need to be
understood. Little research has been conducted on social media learning, and no
research on using the ELLI learning dispositions within a social media learning
community such as SocialLearn.
Online communities exist
to provide information and networking to individuals and families of patients
diagnosed with various diseases such as diabetes and Alzheimer’s. At the present time, there are several
communities that exist to support those diagnosed with breast cancer. Some of these communities include Pink-Link,
the American Cancer Society’s Reach to Recovery, Y-ME, the Susan Love Research
Foundation, and the Susan G. Komen Research Foundation.
Pink-Link (www.pink-link.org), Reach to Recovery (www.cancer.org/treatment/supportprogramsservices/reach-to-recovery), and Y-ME (www.y-me.org/) all connect breast cancer patients with those currently being
treated for breast cancer, breast cancer survivors who have completed treatment,
friends and family of breast cancer patients and survivors, and members of the
breast cancer medical community. Members
can ask questions, elicit information from each other, and be linked to members
with their same diagnosis.
The Dr. Susan Love
Research Foundation (www.dslrf.org/) and the Susan G. Komen for the Cure (ww5.komen.org/) actively participate and fund in breast cancer
research, disseminate information about breast cancer, and network breast
cancer survivors.
None of these
organizations provide a sensemaking component to filter through the mountain of
information available and learn how to move quickly to make sense of one’s own
unique diagnosis and treatment options. The
organizations cited are examples of the vast world community just waiting for a
cohesive sensemaking component like the ELLI learning to learn, housed within a
social learning site such as SocialLearn.
The researcher contends that a person’s success in life, and their
ability to successfully navigate unforeseen and difficult times in life such as
a cancer diagnosis is based on the capabilities for learning and thinking critically
and reflectively, using logical analysis, and making decisions and risk
assessments based on sound judgments rather than emotional reactions. Allowances for dealing with the emotional
aspects of disease diagnosis must also be made.
ELLI, a tool to self-report one’s learning power, within SocialLearn
could provide the integration of the people, networks, and research to learning
how to learn and make sense of the information available and one’s own
diagnosis in order to make appropriate and timely decisions about their
personal healthcare.
A community within
SocialLearn, perhaps titled SL PINK, would
offer the unique
combination of providing links to the above organizations and their wealth of information
and survivor networks, as well as a learning to learn component to offer those
diagnosed with the means to filter through the networks, research, and
information available in order to make sense of one’s own unique diagnosis,
treatment options, and make the best decisions possible at the time. Going forward from treatment, this community
could offer continuing support for reflection on improved lifestyle and stress
reduction changes in order to live the best life possible while living with
breast cancer. Using the ELLI profile
and spider diagram, those given a breast cancer diagnosis may learn to learn
about their cancer and options, as well as navigate between the intellectual
and emotional learning, separate the two, and make decisions within the
intellectual sphere, and while simultaneously addressing their own emotional
concerns. Learning to live with breast cancer after treatment is an issue that
is often not addressed, but is a critical component for the optimum outcome of
the breast cancer survivor. SLPINK could
make a unique contribution in providing the combination of information and
network dissemination as well as the learning sensemaking for decision-making
in the treatment process as well as life after treatment.
Another aspect of the
sensemaking component of the SL PINK site would be helping survivors filter
through legitimate, research nonprofit groups, and scam organization
“charities” duplicating efforts of established organizations, using
telemarketers to solicit donations, and paying founders huge salaries (Goldman,
L., 2011)(Squidoo, retrieved 7-12-2012)
Philanthropedia is a US organization that ranks nonprofits.
(Philanthropedia, retrieved July 12, 2012.) http://www.myphilanthropedia.org/top-nonprofits/national/cancer
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