Educators Using Microblogging for Self-Directed Professional Learning

Educators Using Microblogging for Self-Directed Professional Learning

Confirmation Portfolio

Carol Daunt

Dip T, Grad Dip Dist Ed, B Ed, M Ed (Research)

N1006771

Supervisor: Dr Alan Roberts

Teaching Team Member: Dr Radha Iyer

Faculty of Education

Queensland University of Technology

Submitted as proposed study for the degree of

Education Doctorate

Faculty of Education

Queensland University of Technology

Page 1

NOTES TO ALAN:

1. Ignore APA abnormalities – I’ll attack Endnote this week & sort those out.
2. Ditto the weird footers
3. Ditto Figure numbers – will sort those for final doc
4. Stop at 2.2.6 – I’ve put a large STOP there just in case you’re tempted to go further!!!

Abstract

The World Wide Web (the Web) has grown into a global information space with more than a billion users and is entering a new, more social and participatory phase where people configure and manage online content rather than just viewing it. The Web is a place where people communicate knowledge, share resources and participate in social networks. Online social networking sites provide tools that allow people to identify, meet, connect, share information and collaborate with other people. This study proposes a multiple case study using a qualititative research methodology to investigate the use of microblogging (an online social networking tool) for self-directed professional learning by educators.

The research design is based on a conceptual framework that uses activity theory as an organizing structure and draws on concepts from constructivist learning theories, affordance theories, systems theories, and self-regulated learning theories to support and elaborate on the structure provided by activity theory.
Table of Contents

List of Figures

List of Tables

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Chapter 1: Introduction

See:

New forms of interactive software that can connect people directly with each other have changed people’s social interactions and the trend of people connecting with and depending on each other online is accelerating (Li & Bernoff, 2008). The World Wide Web (the Web) has grown into a global information space with more than a billion users and is entering a new, more social and participatory phase (Anderson, 2007) where people configure and manage online content rather than just viewing it. The Web is a place where people communicate knowledge, share resources and participate in social networks (Ding, Jacob, Caverlee, Fried, & Zhang, 2009). Community structures and culture are evolving through this electronic interaction and new patterns of social interaction and interchange have emerged (Keeble & Loader, 2001).

A networked society is developing, one in which working, studying and collaborating will require new skills and competencies (Hakkarainen, Palonen, Paavola, & Lehtinen, 2004). The Organisation for Economic Co-operation and Development (OECD) (2005) identified that the competencies needed by individuals for a successful life and a well-functioning society are to be able to use tools interactively, interact in heterogeneous groups and to act autonomously. In expanding the notion of using tools interactively, the OECD (2005) noted that an increasingly diverse and interconnected world is being created and that individuals need to master changing technologies in order to function well in this world. Perhaps somewhat surprisingly, the Archbishop of Canterbury stated that increasingly we are not only citizens of the world but also citizens of the World Wide Web(Bates, 2000). The underlying culture of the Web is one of sharing, decentralisation and democracy; making it an ideal platform for groups to self organise and combine their ideas to create social networks (Leadbeater, 2008).

Greater access to the Web and the development of Web 2.0 applications have enabled new forms of relationships and patterns of communicating and learning; where learners are active participants, creators of knowledge, and seekers of engaging, personal experiences (McLoughlin & Lee, 2008b). The Web has changed our experience of learning by changing the spaces and times in which community based learning can take place (Kendall, 2004). This learning landscape potentially extends beyond the boundaries of classrooms and educational institutions and involves a blending and merging of informal and formal learning (McLoughlin & Lee, 2008a).

The purpose of this study is to investigate the use of microblogging (an online social networking tool) for self-directed professional learning by educators. Through a qualitative research design using multiple case studies, it seeks to provide an insight into how and why educators might engage in microblogging and the value they place on microblogging as a professional learning tool.

Professional learning is a long term process characterised by self-evaluation, reflective practice and continuing personal and professional development (Neil & Morgan, 2003). Educators, like other professionals, can no longer rely on their original professional training and are required to maintain dynamically changing network connections and transit from work to education and back again (Hakkarainen et al., 2004). Networking is not new to educators, they have networked for many years in order to share practice; valuing contact with colleagues in similar and different settings (GTCE, 2005). What is new is the fact that the Web has facilitated networking across greater geographical distances (Sliwka, 2003) and individuals are personalising their own social networks with the help of the Web (Wellman, Boase, & Chen, 2002). Not only are these online social networks being used for social connections, but they have been used to support professional learning networks (PLNs) where groups of people are using the Web to communicate and collaborate in order to build and share knowledge (Harasim, Hiltz, Teles, & Turoff, 1995). It is the notion of this use of online social networking to support PLNs that will be the focus of this study.

1.1Background

The researcher’s interest in this topic emerged from her own microblogging activities. She found herself connected to a group of teachers and teacher educators from the USA, UK, Canada, South Africa, New Zealand and Australia. This group used microblogging to share ideas and resources and to ask each other for professional help and support across a variety of topics and issues. Members of the group began referring to the group as their PLN and an online discussion ensued as to whether the “P” in PLN referred to one’s “personal” or “professional” learning network. PLN is variously used to mean personal or professional learning network in the literature.

On further investigation, it was found that research into the use of online social networking, and microblogging in particular, was sparse and it was an emerging field for investigation. In a survey of 550 educators who were active users of telecommunications technology for professional development and student learning, Honey and Henriquez (1993) found that one of the major benefits reported was the opportunity to communicate with other educators and share ideas. This researcher wonders whether microblogging has the same benefits for educators in the 21st century? The study will focus its attention on the professional aspects of online social networking, and specifically microblogging, through investigating how educators communicate and share knowledge with one another.

1.1.1Networks and communities: A distinction

Communities of practice (Wenger, 1998) is an approach that in recent times has increasingly been associated with professional learning. It is important, however, in this study, to draw a distinction between the aims of communities of practice, communities in general, and those of a network. This study is concerned with peer exchange of information through online social networking (specifically microblogging) and adopts the definition put forth by Johannisson (1987) that social networks are “comprised of various independent actors who develop relatively loose relationships between each other to pursue some common goals” (p. 9).

Brown & Duguid (2002) referred to networks that link people who work on similar practices but who may never get to meet as “networks of practice” (p. 141) and distinguished them from communities of practice. Cummings and van Zee (2005) examined the similar phenomena “networks for learning” and “communities of practice” (p. 8) and distinguished the different traditions and strands of thinking from which they each emanated. In describing communities of practice, Wenger (1998) noted that the term is “not a synonym for group, team or network” (p. 74).

Downes (2008) distinguished between groups and networks based on four dimensions:

i)groups emphasise sameness, networks emphasise diversity;

ii)groups emphasise order and control, networks emphasise autonomy;

iii)groups emphasise borders and membership, networks emphasise openness;

iv)groups emphasise additive, cumulative knowledge, networks emphasise emergent knowledge.

This study is concerned with a professional learning network which is i) diverse, ii) autonomous and iii) open, with iv) emergent knowledge. However, there are aspects of “community” embedded in social networking and it is inevitable that the word “community” will be used at times in this study.

1.2Context

Information and communication technology (ICT) is becoming a ubiquitous tool in the workplace and at home, impacting on personal communication, organisation of activities, information management and the organisation of team and community learning (Go & van Weert, 2004). Reinforcing this notion, the OECD (2005) stated that:

information and communication technology has the potential to transform the way people work together (by reducing the importance of location), access information (by making vast amounts of information sources instantly available) and interact with others (by facilitating relationships and networks of people from around the world on a regular basis) (p. 11)

Online social networking sites began to appear in 2002 to foster the development of explicit ties between individuals as "friends" (Downes, 2005). There are a variety of online social networking sites that virtually link individuals and enable rapid exchange of knowledge, high levels of dialogue and collaborative communication through text, audio and video (Siemens, 2006).Microblogging is a form of online social networking that allows users to post short messages of 140 characters or less on the Web and viewing of these messages may be restricted to certain individuals or made public to anyone using the Web (Costa, Beham, Reinhardt, & Sillaot, 2008; Grosseck & Holotescu, 2008).Microblogging is used to communicate actions and projects, to put questions, to ask for directions, support, advice, and to validate open-ended interpretations or ideas (Grosseck & Holotescu, 2008) and is becoming a tool for use in informal learning and networking (Costa et al., 2008).

Traditionally, education has been seen as a pedagogic relationship between the teacher and the learner, typically, with the teacher deciding what the learner needed to know and how knowledge and skills should be taught (Hase & Kenyon, 2000). Computer technologies can, however, significantly alter this traditional relationship as these technologies may be used by learners as tools for analysing the world, accessing information, interpreting and organising their personal knowledge, and representing what they know to others (Jonassen, 1994).

The focus of this study will be the use of microblogging (an online social networking tool) for self-directed professional learning by educators. While people of a wide variety of ages and backgrounds participate in microblogging, this study will explore the relationship between microblogging and professional learning by focusing on the activities of educators who use microblogging. The study participants will include teachers, teacher educators, school principals and technology support officers. In studying this particular group of individuals and their involvement with microblogging, questions regarding how these individuals relate and collaborate will be explored.

1.3Research aim

The aim of this study is to examine the use of microblogging for self-directed professional learning amongst educators. In examining how and why individuals engage in microblogging and the value they place on microblogging as a professional learning tool, the study will focus on the questions:

• Why do individuals participate in microblogging?
• What is the nature of participation in microblogging?
• How can microblogging support professional learning?
• What value do individuals place on microblogging as a professional learning tool?

1.4Research methodology

In order to explore the nature of microblogging and to understand its use for professional learning, this study will use a qualitative methodology: a multiple case study approach (Yin, 2003b). Data gathering will begin with a survey of a large number of educators who microblog. From this data themes will be identified and these themes will be explored in detail through a number of case studies of microbloggers identified from the survey group.

The research emerges from the theoretical framework of social constructivism, a theory which posits that learner construction of knowledge is the product of social interaction, interpretation and understanding (Vygotsky, 1962). Adams (2006) adopted a constructivist viewpoint to propose that new technologies offer exciting ways to understand and repopulate professional discourse on learning and teaching. This study is interested in human to human interactions with the Web as the medium rather than human interaction with the Web itself.

1.5Significance

According to Barab, Kling and Gray (2004) many educators are creating intentional online communities to support learning but these efforts often end with fragile, even fractured groups that communicate intermittently. The introduction of social networking sites has introduced a new organisational framework for online communities, and with it, a new research context. boyd* and Ellison (2007) maintained that methodologically, the ability of online social networking researchers to make causal claims is limited by a lack of experimental or longitudinal studies, and although the situation is rapidly changing, scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes. *boyd prefers her name to be in lower case.

The importance of online social networking, both for practitioners and researchers is noted by boyd and Ellison (2007). Furthermore, they acknowledge that “vast, uncharted waters still remain to be explored” and that “scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes” with research needed to “aid scholars’ ability to understand the long-term implications of these tools” (p. 224). Much of the literature relates to the use of computer-mediated conferencing in instructional learning environments (Hult, Dahlgren, Hamilton, & Söderström, 2005) and seemingly, much is still unclear about the use and role of online social networking in general, and microblogging in particular, for professional learning networks. The assertion by Harasim et al. (1995) that tens of millions of messages are exchanged across the Web daily by academics, students, scientists, researchers, professionals and educators indicates that this is a large field for inquiry.

Several studies have investigated the use of online social networking for the purpose of strengthening a community (Prell, 2003) but there has been little research into the formation of professional learning networks through online social networking. Carmichael, Fox, McCormick, Procter and Honour (2006) noted that a significant recent change that had occurred in the United Kingdom was the development of thinking about networks and networking and this had led to considerable interest in how educational networks might be the means by which a range of professional learning could be enabled. Although the investigations by Carmichael et al.(2006)revealed electronic aspects of networking to be a minor part of teacher and school networks, a picture of intra-school and inter-school networking emerged that was supported to differing extents by electronic and other means. This study will build upon the notion of using networking for professional learning by investigating how and why educators are using microblogging to support their professional learning.

One of the most challenging problems facing builders and facilitators of networks is to create and sustain social engagement among members (Millen & Patterson, 2002). Barab et al. (2004) identified that there is much to be learnt about building online communities in the service of learning. Mason and Rennie (2008) acknowledged that student engagement with digital learning resources and online social networking are strong forces in education and there is a need to examine how these resources can be best used by educators and course designers. Mason and Rennie contended that the popularity of a wide range of social software has led many educators to believe that this practice and enthusiasm could be harnessed for educational use. Through investigating the use of microblogging for self-directed professional learning this study will uncover certain aspects of social engagement that may have wider implications for educational use.

Hakkarainen et al. (2004) asserted that educational institutions will be required to find new models and practices for facilitating the creation and sharing of knowledge and they will need to develop new technologies in this endeavour. Millen and Patterson (2002) identified that there is growing research literature investigating various aspects of online communities (Cherny, 1999; Curtis, 1996; M. A. Smith, 1999) but that much of this research has been descriptive, focusing on the nature of the social interaction and reporting about the various activities of the members and visitors. This study will take an in-depth look at the use of microblogging for self-directed professional learning and thus reveal the value of this form of knowledge creation and sharing.

2Chapter 2: Literature review

This study aims to examine the use of microblogging for self-directed professional learning amongst educators (see Section 1.4). To achieve this aim, an understanding of the evolution of online social networking and the concept of microblogging more specifically, is useful. Furthermore, an examination of the ways in which individuals engage in microblogging will establish the place of microblogging in educators’ professional learning networks. This chapter examines the existing literature pertaining toonline social networking and the emergence of microblogging (Section 2.1) and the characteristics ofprofessional learning networks (Section 2.2). Through a review of the existing literature an examination of the use of microblogging in professional learning networks is undertaken and the implications from the literature impacting on this study are highlighted.