This presentation, given at CALICO 2010, shows how ning is used for course management and e-portfolio creation in a self-directed language acquisition program. One goal of ning use is to foster both learner autonomy and collaboration.

1. Ning as aLearning Environment for Self-Directed Learners Sharon ScinicarielloUniversity of RichmondCALICO 2010

2. The SDLAP LCTLs Language requirement already completed Experienced language learners Some assessment issues avoided Self-Directed not Self-Instructional Skills for lifelong learning ‘Real world’ goals ½ unit of skill-building; 1 – 4 units of language Emphasis on reflection and self-evaluation

3. Goals of the SDLAP Proficiency in language and culture (limited) Learner autonomy Collaboration Lifelong learning Competence in using technology to accomplish these goals

4. Autonomy as a Goal David Little: learner autonomy is 'essentially a matter of the learner's psychological relation to the process and content of learning--a capacity for detachment, critical reflection, decision-making, and independent action’ Dam and Holec: an autonomous learner independently chooses aims and purposes and sets goals; chooses materials, methods and tasks; exercises choice and purpose in organizing and carrying out the chosen tasks; and chooses criteria for evaluation.

5. Collaboration as a Goal Communication is collaboration Sharing resources is important Sift through the wealth of material available Look critically at resources Reflect upon the value of the resources Sharing strategies is important Mutual motivation and support

6. Goals of Technology Use Find, evaluate, and use technology-based resources Foster collaboration Build a PLE / PLN Foster habits of autonomous learning Space for critical reflection on goals and activities Document learning

7. Which technology? Easy to use Support non-Roman character sets Support multimedia Support integration of other tools Social bookmarking Wikis ‘Real world’ platform

8. Which technology? Continuing access after course and after graduation Blackboard Moodle Maintain learner privacy Limit access to student work to members of group Foster broader collaboration Outside participants can be admitted

9. The SDLAP Ning Personal space and public space Personal space = electronic portfolio Public space for collaboration Platform for other tools RSS feeds from other resources Tabs for course and language center wiki ‘Real world’ tool Ads as spurs for discussion Easy to use and support

10. The Learning Journal

12. The Electronic Portfolio

13. Foster Collaboration

14. Student Reaction Like having everything in one place First year: combination of Blackboard and Ning Second year: Ning + linked wikis Confusion between blogs, discussion boards, and Diigo comments Cultural differences among students affect use and perception Spring 2009 student testimonial I’ve continued to use what I learned as I work on Turkish and Greek

15. Issues Technical support Introduction to nings, social bookmarking Support for uploading and embedding files Privacy Copyright Pedagogical support Other instructor, language partners, evaluators Foster effective use Model reflective learning

16. Assessment of Technology Use Students have few negative reactions Students are beginning to collaborate without face-to-face meetings Important as students proceed through program Use as electronic portfolio works well for assessment at a distance So far no collaboration after course

17. More Ning-Based Activities Personalize home pages in target language Comment on each other’s pages Separate ‘cultural posts’ from learning journals using discussion boards More insight if students read and comment on each other’s posts New functions Video chat as students graduate

18. Life after Ning? In July, Nings will no longer be free Pay for the SDLAP ning for at least one more year Cost written into program budget Funding not assured Explore other possibilities WordpressMU + Buddypress Elgg Mahara