Anatomy of a Socially Constructed Self-Paced Learning Environment
A wide assortment of approaches are possible when creating self-paced learning environments. Many complaints of self-paced learning emerge from the inherent isolation of the learner from the instructor, other learners in the course, as well as larger communities within the learning environment. With the incorporation of new social networking tools, self-paced learning can be structured to allow for the continued benefits of autonomy and equal access while enabling learners to self-select learning communities within (or outside) the confines of the specific courses being taken.
One model for creating a socially-constructed self-paced learning environment is through the creation of a personalized learning environment (PLE) to incorporate a cohort-based approach whereby learners could begin any given course at a designated regular timeframe (e.g. monthly, quarterly, weekly, etc.). The learner would be placed into a cohort (ie: class) with other learners beginning the course at that given time and at least one instructor. This small group would comprise a restricted Course Community (CC) in which the members of the community would be able to interact throughout the duration of the course. For example, during the first week of the course, the instructor could facilitate some introduction and ice-breaker activities in which the learners and instructor(s) could begin to connect. As the course progresses, learners will begin to advance at individual rates and may choose to remain connected closely with the cohort or may seek support from other communities (either online or face-to-face).
While self-paced learners should have continual access to the CC throughout the course, a true socially-constructed environment should allow for learners the freedom to join interest/subject matter communities to individually construct the learning networks deemed most beneficial. These self-selected and formed communities should provide learners with the opportunity to create, communicate, and collaborate within a context of ubiquitous connectivity (ie: community members should remain connected throughout the duration of the course). Whereas traditional online learning environments built within a learning management system (LMS) are available to learners only for the duration of the course, a socially constructed self-paced learning environment (SCSPLE) should allow for access to designated communities after the course is completed.
I’ve put together the following diagram as a first attempt to illustrate the complexities of SCSPLE’s. Individuals (I) within course communities (CC) have access to both the restricted CC but also to numerous learner-initiated interest communities. An individual can belong to numerous course and interest communities simultaneously and can join or leave these communities at any time. If learners do not find a community for the desired topic/interest, they can create a new community and invite others to join. Each CC is comprised of a specific and defined population (ie: the learners and instructor(s) for the course) while each interest community (IC) is dynamic, allowing for the members to freely join or leave at any time.
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Click here for audio discussion regarding the model
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