TEZ (MA-Dissertation in Turkish) by Nil GÖKSEL (BA, MA, PhD)
Bu araştırma, Üniversite-Toplum İşbirliği çerçevesinde Second Life (SL) sanal
platformunda gerçek... more Bu araştırma, Üniversite-Toplum İşbirliği çerçevesinde Second Life (SL) sanal
platformunda gerçekleşen öğrenen-ders yöneticisi etkileşimi üzerine uzaktan
eğitim uzmanlarının görüşlerini almayı amaçlayan bir durum çalışmasıdır.
Araştırmada, Sanal Gerçeklik, Second Life modeli ile değerlendirilmiştir. Bu
amaç doğrultusunda Second Life sanal ağ platformunda yer alan sayısal (dijital)
toplulukların öğrenen-ders yöneticisi etkileşimleri, Akıl Araçları Modeli
(Jonassen,1996) ve Etkileşim-İletişim Kuramı (Holmberg, 1989) çerçevesinde
tartışılmıştır. Etkileşim, bireysel ve işbirlikçi öğrenme etkinliklerinin ilkeleri bir
matris (dizey) içinde değerlendirilmiştir. Bu ilkeler doğrultusunda oluşturulan yarı
yapılandırılmış, açık uçlu anket soruları, yurt dışından dört (4) uzaktan eğitim
uzmanına ePosta yoluyla gönderilmiştir. Çok kapsamlı verilmiş olan yanıtlar,
gönüllülük esasına dayandırılarak toplanmıştır.
Öğrenen-ders yöneticisi etkileşimi üzerine 36 matrise dayalı soruya ilişkin 189
tema ve 185 ana tema elde edilmiştir. Sonuçlar, Second Life platformunun sınırlı
yapısıyla eÖğrenme açısından etkin bir ortam olmadığı ve uygun andragojik ve
iletişimsel tasarımlamalara gereksinim duyduğu yönündedir.
PAPERS (Conf.) by Nil GÖKSEL (BA, MA, PhD)
Icosresse_Proceedings, 2021
As the world closed schools due to the pandemic, distance education became the lifeline for conne... more As the world closed schools due to the pandemic, distance education became the lifeline for connecting teaching and learning. For the pandemic, there were additional variables encountered, such as the rapid timeframe, the large number of faculty and students involved, lack of infrastructure, lack of online teaching experience, unknown perspectives and attitudes towards teaching online and more. Along with the shortcomings found, there were also positive aspects of a large number of students and instructors interacting in an online system within the scope of Emergency Remote Teaching (ERT). In this connection, this paper intends to share lessons learnt during the pandemic for higher education institutions in Turkey and China. Through the lessons learnt, the authors also provide updated considerations when designing face-to-face or online courses and suggestions to make course syllabus more flexible in case there is a need for transition of the courses in other modes in the future.
In parallel with the development of the internet based information technologies to be used open a... more In parallel with the development of the internet based information technologies to be used open and distance learning, a considerable improvement has also been observed in e-learning. Thanks to this development, individuals have become learners who direct, plan and share their learning environments according to their own learning needs. Personal Learning Environments (PLEs) that can be enriched with the ever-evolving Web 2.0 tools enable learners to create an archive of what they will have for life. In other words, PLEs consist of systems that learners can individually manage their own learning, and systems that feed self-regulation. In this regard, the authors of this work will shed light on how PLEs are used in elearning via giving existing examples in literature. The authors will also make remarks on foreign language learning through PLEs. To this end, examples of bookmarks that could be used within PLEs will be given.
Our lives have become more fast-paced and hectic than ever before! We communicate, interact and l... more Our lives have become more fast-paced and hectic than ever before! We communicate, interact and learn online. In this regard, Intelligent Personal Assistants (IPAs) play a pivotal role in creating a frame with its convenience service that offers a simple, fast and hassle-free connection on which users can communicate through Natural Language Processing (NLP). In other words, IPAs may facilitate human-machine interaction in which users can become active participants during online interaction. In this regard, this study explores IPAs and identifies key concepts by examining existing literature. For this purpose, the research benefited from social network analysis (SNA) and covered 34 years of research (From 1983 to 2017). To this end, the research sampled keywords of the 274 publications according to their co-occurrences and visualized overall IPA network within the scope of the sampled publications. With a special focus on educational context, the research findings revealed six major themes: (1) Intelligent assistants exist in diverse forms (2) artificial intelligence as the soul of the intelligent systems (3) spoken conversation between human and nonhuman entities (4) rising concerns (5) human-machine interaction and (6) machine to machine interaction. The research discusses these themes and further reveals the potential of IPAs for educational use. By providing suggestions on how to use IPAs in online learning processes (e.g.: e-learning, m-learning, and u-learning) the research concludes that IPAs emerge as a promising emerging research area and considering the technologies employed, the evolution of IPAs can go beyond our imaginations.
There is extensive literature which shares the effectiveness of collaborative learning. Instructi... more There is extensive literature which shares the effectiveness of collaborative learning. Instructional strategies,
which have been used to guide collaboration efforts include derivatives of inquirybased
learning such as
project based, problem based, experiential, service and challenge based learning. Initially, the World Wide
Web allowed greater ease of connecting to educators, hence the potential for collaboration increased. The
significant advantage, which was provided with the Web 2.0 era, was to accelerate the opportunities for
educational innovations through social networks in which educators and learners are able to engage in a two
way interaction both individually and in groups, collaboratively. The authors of this study believe that many of
these innovations align directly with the premise of connectivism. In this study, Educational Social Networking
Sites (SNSs) such as Twitter, LinkedIn, Classroom 2.0, Facebook, Google Plus, Plurk Educator’s PLN, Sophia,
Learn Central, ISTE Community, WhoTeaches Edutopia, Technology Integration in Education, The 21st Century
Teacher, Better Lesson Diipo, Intel Education Teachers Engage Community, Everloop, Edudemic, K12
Advantage, Collaborative Translation and Second Life virtual worlds will be investigated in terms of
educational connectedness and efficacy. Specific examples will be examined which highlight the power of
social networking for effective teaching and learning within the scope of Distance Education and Open
Educational Resources (OER).
Key Words: Educational Social Networking Sites (SNSs), Connectivism, Collaboration, Distance Education, OER.
Augmented Reality (AR) is a system in which a real-world environment is augmented and enriched by... more Augmented Reality (AR) is a system in which a real-world environment is augmented and enriched by computer-generated input such as 3D video-graphic displays, photographs, written notes and sound effects. AR as a relatively new concept combines computer-generated virtual objects and real objects in a simulated milieu of Virtual Worlds (VWs). Within VWs, data from multiple web services such as Google, YouTube, Del.icio.us, Yahoo, and Flickr are used to form mash-up models. Mash-ups make learning interfaces more engaging for e-learners and become a foremost educational application that facilitates virtual online learning. In this context, the paper provides an overview of mash-up models utilized in VWs within the frame of creative and critical thinking skills [12] and highlights groundbreaking advances of AR technology. Distance, online and higher education through AR is also discussed by the authors.
Keywords: Augmented Reality (AR), Virtual Worlds (VWs), mash-ups, creative and critical thinking skills
The considerable changes in distance learning related technologies and Web 2.0 tools direct new i... more The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL), embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD) which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID) had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate), and the model PIE (Plan-Integrate–Evaluate), that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real) teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning through SL and make suggestions for the active immersive learning within the context of Distance Education.
Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE
The ascendant virtual network site, Second Life (SL) might be respected as a 3-D multicultural so... more The ascendant virtual network site, Second Life (SL) might be respected as a 3-D multicultural source providing cyber interactions for learners worldwide. Second Life offers an opportunity of close connection on a virtual pattern in where digital groups can construct their own meaning. The platform demonstrates the concept of effective interaction where not only virtual, but also communal collaborative learning occurs. As highlighted by Moe (2008), SL is a semi-structured dynamic environment with no scores, winners, levels, or an end-strategy. The milieu has a prominent reputation in terms of informal learning and user engagement within cyber interactions; however, there are also opposite ideas that presume SL as a limited structure that needs appropriate, andragogical and communicational design in order to generate positive interaction. Although there has been a significant increase in educational activities, modules and learning objects in SL over the past several years, a similar increase has not been observed in the area of instruments readily available to assess learning. This paper will present the literature and resources on currently available assessment tools in-world, as well as ideas on the possibilities which SL could provide synchronous and asynchronous formative assessment opportunities, which may be more challenging in traditional face-to-face or classroom settings. The ability to capitalize on a highly interactive, constructive learning environment, which allows learners to learn, check their learning and also regulate their own paths for learning, has been seen as a powerful learning strategy for informal learning. Second Life enables the learner and course owners to create these dynamic environments, with fewer restrictions that historically seen and possibly enhance learner’s ability to learn anywhere, anytime and by alternate methods. In this paper, the authors’ main objective is to explore current assessment instruments within the scope of learner-course owner interactions and analyze cyber interactions by focusing on specific samples on SL.
Key Words: Second Life, Virtual Worlds, Formative Assessment, Informal Education
Lifelong Learning (LLL) has been a remarkable response to people-centered educational demand of 2... more Lifelong Learning (LLL) has been a remarkable response to people-centered educational demand of 21st century. In order to provide effective formal, non-formal, and informal learning, immersive educational activities undertaken throughout life should be aimed to create a learning society in which people can experience individual and collective learning with no constrains of time or location. The concept of lifelong learning within the context of distance immersive education encompasses diverse 3D activities. The three dimensional, Web-based structured activities supported by distance learning technologies can be viewed as interactive tools which foster LLL. In this perspective, Second Life (SL) can be regarded as one of the learning simulation milieus that allow learners to participate in various educational LLL activities in individual or group forms. The following paper examines how SL, taking advantage of its simulative nature and the possibility for creative interaction among participants, which are also common in games, allows the learners to participate in immersive constructivist learning activities. The paper will also touch on the current uses of SL as a tool for LLL, as well as its potentials for further development according to the current trends in adult education. Further, the authors will discuss its limitations and will make suggestions towards a more complete pedagogical use.
Keywords: Second Life (SL), Lifelong Learning, immersive education, 3D, virtual game
Thanks to new communicational tools which lead to generate a globally reached, fast and inexpensi... more Thanks to new communicational tools which lead to generate a globally reached, fast and inexpensive virtual world for interactive collaborations among digital communities of people including academics, learners, professionals and even pensioners in cyberspace. It is a well known fact that individual learning caused by different personal needs has been gaining remarkable importance and therefore, a need to form flexible learning based on online communication system has occurred in recent decades. In this context, the main purpose of this study is to analyze the Interactive Communications through Second Life (SL) as the 3-D Virtual Reality World. In this world, residents are allowed to participate in not only individual, but also group activities. In this context, the main purpose of this paper is to discuss how to build interactive communications for youth-at-risk through SL as a collective practice.
Key Words: Second Life, Collective Practices, Flexible Learning, Adult Learning
Second Life (SL) is one of the best known virtual lands, and enables online personae called avata... more Second Life (SL) is one of the best known virtual lands, and enables online personae called avatars to live out and experience a second life. SL symbolizes a utopian world- the place where the femininity is free from the restrictions of political and societal norms built upon obedience, devotion and classification. The authors hope that this paper will elucidate and highlight how conservative, suppressed or geek woman identities in real-life can turn into free spirited three-dimensional avatars desperately willing to lose ties to real life. How and why the digitally living-pictorial women characters embody themselves? What are the driving forces for the altered egos to create their ideal selves on changing their docile bodies into winged creatures with stiletto heels?
Keywords: Second Life (SL), fused identities, online personae, feminine personhood
ARTICLES by Nil GÖKSEL (BA, MA, PhD)
Turkish Online Journal of Distance Education, 2022
Information and communication technologies have been transforming the way we teach and learn. Eit... more Information and communication technologies have been transforming the way we teach and learn. Either for facilitating teaching practices or for making learning more interesting and joyful for the learners, artificial intelligence-based applications are utilized in recent years. In this connection, this study intends to examine if automated feedback and teacher feedback contribute to academic writing achievement and whether they differ in their effect on achievement in learning English as a foreign language in an open and distant learning context. The participants of the study were open education faculty students in a higher education institution in Turkey. In this quasi-experimental quantitative study repeated measures design was adopted. the participants were given writing tasks each week in a nine-week writing activity and they received feedback from their English language teachers for the first three tasks, and they received feedback from the software for the last three tasks. All participants wrote an English text as a diagnostic test at the beginning of the process. At the end of the teacher and software feedback phases, they took post-tests. All grades were statistically analyzed in order to find any effect of regular feedback either from a language teacher or from an online software on academic writing achievement. Results revealed significant differences between the diagnostic test and two achievement tests. Participants tended to improve their academic writing skills by taking regular feedback, and it was observed that the writing scores increased slightly more when receiving feedback from teachers compared to automated feedback software.
English as Foreign Language International Journal (EFLIJ), 2022
Distance learners can be accepted as autonomous, self-regulated learners who can design their own... more Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students' English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and selfregulated learning skills of the OEF students in terms of age, gender, English proficiency levels and duration of ICT use. To reach these aims, the data were gathered from a total of 203 students by using Digital Literacy Scale and Self-Regulated Learning Skills Scale. The results divulged that students' self-regulated learning perception levels increase in parallel with their digital literacy skill levels. Based on the results, various implications were drawn from the study in order to raise students' awareness towards Digital Literacy Skills and Self-Regulated Learning Strategies.
OPUS International Journal of Society Researches, 2021
This study aims to examine to what extent are the students aware of the AI based systems used in ... more This study aims to examine to what extent are the students aware of the AI based systems used in language learning. The design of the study was determined as a quantitative research method. For this purpose, a web-based questionnaire was applied to 204 students with A1 and A2 English levels enrolled in the Open Education Faculty, and thus data were collected about the students' views on Artificial Intelligence-based systems that they use to improve their English speaking and writing skills. The data obtained from the students were analyzed using descriptive statistical procedures such as frequency and percentage analysis. The findings of the study revealed that many of the distance education students do not have an idea whether AI-based applications have an effect on improving their English 'speaking' skills. It also showed that most students who participated in this study had no idea whether these practices had an effect on improving their English 'writing' skills. In this context, the study proves that students are limitedly aware of Artificial Intelligence-based systems used while learning foreign languages, and therefore, more studies on the subject should be conducted and these systems should be introduced to students.
Asian Journal of Distance Education, 2020
This study offers an explanatory case study research that reflects on how the motivational design... more This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners’ process of learning. The participants consistedof 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners’ course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conducted for English Language Learning. In addition to the findings mentioned above, suggestions for future research directions and implications for practice are discussed.
The purpose of this study was to investigate whether a sense of community could be enhanced via l... more The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Face-book group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both synchronous and asynchronous structured activities, and synchronous and asynchronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 students by using the Classroom Community Scale; quantitative data were concurrently gathered from 17 students via semi-structured interviews. The results revealed that the sense of community among learners was found to be high, however , the type of learning activities had no effect on building a sense of community. The study was intended to guide teachers, instructors, administrators and practitioners interested in designing and delivering self-paced open and distance learning courses.
Massive Open Online Courses (MOOCs) designed upon the idea of free, open and worldwide knowledge ... more Massive Open Online Courses (MOOCs) designed upon the idea of free, open and worldwide knowledge sharing, have been an out-spread response to global educational needs of distant learners since 2008. In this connection, MOOCs have a pivotal importance for not only providing educational equality for millions, but being a unique opportunity for supporting students at a distance as well. Also within the ascent of mobile learning in education field in the last decade, MOOCs have got a new dimension; that is learning any time at any place. Keeping these views in mind, the focal aim of this paper is to provide a general overview on the emergence of MOOCs, the different types of MOOCs, the dimensions of these MOOC types, their typologies as well as to provide a specific examination on e/m learning integration in the context of formal, non-formal and informal learning.
The virtual worlds warranted by innovative distance learning technologies are viewed as effective... more The virtual worlds warranted by innovative distance learning technologies are viewed as effective immersive tools for education. Second Life (SL), in this context, has emerged as a new Web-based structure, provides interactive learning space in where real selves are represented via three-dimensional (3D) images. On the immersive lands of SL, the digital personae can be represented through 3D images called avatars. While the debates are on effective individual learning in distance learning over the past decades, SL, in this regard, has been gaining a noticeable attention with its flexible form in which avatars are allowed to be active participants in individual or group forms. In order to utilize from the virtual learning systems like SL, course owners and designers should be aware of the online representation of the avatars and the analyze those driving forces results with online learning from an avatar perspective
In late 2012, the New York Times called 2013 as the year of the MOOCs or Massive Open Online Cour... more In late 2012, the New York Times called 2013 as the year of the MOOCs or Massive Open Online Courses. Over the past two years, MOOCs have been one of the trendiest approaches to teaching online. One of the attractions of a MOOC is the idea of sharing knowledge with a large world-wide audience free of charge in online environments. Another major potential game-changer is type of institutions offering courses, which include Stanford (Coursera/Udacity), MIT and Harvard University (EdX). In this connection, the MOOC phenomenon created a networked milieu designed within the context of e-learning that has not only been providing educational equality, but has also been meeting the demands of higher education in a wider scale. In this study, the authors’ aim is to reinterpret the overview on MOOCs as an educational innovation and discuss its dimensions within e-learning.
This paper divulges the results of a master thesis study that evaluates the learner-course owner ... more This paper divulges the results of a master thesis study that evaluates the learner-course owner (instructor) interaction within University-Community Partnerships (UCPs) by giving samples on SL milieu. The study briefly demystifies 3D interaction in virtual reality. The dimensions of immersive learning and learner-course owner (instructor) interaction are explored within the theoretical frame of Mindtool Model (Jonassen, 1996) and Interaction-Communication Theory (Holmberg, 1989). The foundations of learning and communication are appraised on a matrix from which semi-structured and open-ended survey questions are formulated. The SL platform is assessed in terms of qualitative analyses of matrix based-foundations which are sent to four (4) distance education experts across the world. With the survey responses collected on a voluntary basis, 189 themes and 185 main themes on learner-course owner interaction are generated. The results demonstrate that Second Life as a learning mindtool uses Internet-based distance learning technologies effectively; however, it still needs appropriate andragogical adjustments for the efficacy of online interaction.
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TEZ (MA-Dissertation in Turkish) by Nil GÖKSEL (BA, MA, PhD)
platformunda gerçekleşen öğrenen-ders yöneticisi etkileşimi üzerine uzaktan
eğitim uzmanlarının görüşlerini almayı amaçlayan bir durum çalışmasıdır.
Araştırmada, Sanal Gerçeklik, Second Life modeli ile değerlendirilmiştir. Bu
amaç doğrultusunda Second Life sanal ağ platformunda yer alan sayısal (dijital)
toplulukların öğrenen-ders yöneticisi etkileşimleri, Akıl Araçları Modeli
(Jonassen,1996) ve Etkileşim-İletişim Kuramı (Holmberg, 1989) çerçevesinde
tartışılmıştır. Etkileşim, bireysel ve işbirlikçi öğrenme etkinliklerinin ilkeleri bir
matris (dizey) içinde değerlendirilmiştir. Bu ilkeler doğrultusunda oluşturulan yarı
yapılandırılmış, açık uçlu anket soruları, yurt dışından dört (4) uzaktan eğitim
uzmanına ePosta yoluyla gönderilmiştir. Çok kapsamlı verilmiş olan yanıtlar,
gönüllülük esasına dayandırılarak toplanmıştır.
Öğrenen-ders yöneticisi etkileşimi üzerine 36 matrise dayalı soruya ilişkin 189
tema ve 185 ana tema elde edilmiştir. Sonuçlar, Second Life platformunun sınırlı
yapısıyla eÖğrenme açısından etkin bir ortam olmadığı ve uygun andragojik ve
iletişimsel tasarımlamalara gereksinim duyduğu yönündedir.
PAPERS (Conf.) by Nil GÖKSEL (BA, MA, PhD)
which have been used to guide collaboration efforts include derivatives of inquirybased
learning such as
project based, problem based, experiential, service and challenge based learning. Initially, the World Wide
Web allowed greater ease of connecting to educators, hence the potential for collaboration increased. The
significant advantage, which was provided with the Web 2.0 era, was to accelerate the opportunities for
educational innovations through social networks in which educators and learners are able to engage in a two
way interaction both individually and in groups, collaboratively. The authors of this study believe that many of
these innovations align directly with the premise of connectivism. In this study, Educational Social Networking
Sites (SNSs) such as Twitter, LinkedIn, Classroom 2.0, Facebook, Google Plus, Plurk Educator’s PLN, Sophia,
Learn Central, ISTE Community, WhoTeaches Edutopia, Technology Integration in Education, The 21st Century
Teacher, Better Lesson Diipo, Intel Education Teachers Engage Community, Everloop, Edudemic, K12
Advantage, Collaborative Translation and Second Life virtual worlds will be investigated in terms of
educational connectedness and efficacy. Specific examples will be examined which highlight the power of
social networking for effective teaching and learning within the scope of Distance Education and Open
Educational Resources (OER).
Key Words: Educational Social Networking Sites (SNSs), Connectivism, Collaboration, Distance Education, OER.
Keywords: Augmented Reality (AR), Virtual Worlds (VWs), mash-ups, creative and critical thinking skills
Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE
Key Words: Second Life, Virtual Worlds, Formative Assessment, Informal Education
Keywords: Second Life (SL), Lifelong Learning, immersive education, 3D, virtual game
Key Words: Second Life, Collective Practices, Flexible Learning, Adult Learning
Keywords: Second Life (SL), fused identities, online personae, feminine personhood
ARTICLES by Nil GÖKSEL (BA, MA, PhD)
platformunda gerçekleşen öğrenen-ders yöneticisi etkileşimi üzerine uzaktan
eğitim uzmanlarının görüşlerini almayı amaçlayan bir durum çalışmasıdır.
Araştırmada, Sanal Gerçeklik, Second Life modeli ile değerlendirilmiştir. Bu
amaç doğrultusunda Second Life sanal ağ platformunda yer alan sayısal (dijital)
toplulukların öğrenen-ders yöneticisi etkileşimleri, Akıl Araçları Modeli
(Jonassen,1996) ve Etkileşim-İletişim Kuramı (Holmberg, 1989) çerçevesinde
tartışılmıştır. Etkileşim, bireysel ve işbirlikçi öğrenme etkinliklerinin ilkeleri bir
matris (dizey) içinde değerlendirilmiştir. Bu ilkeler doğrultusunda oluşturulan yarı
yapılandırılmış, açık uçlu anket soruları, yurt dışından dört (4) uzaktan eğitim
uzmanına ePosta yoluyla gönderilmiştir. Çok kapsamlı verilmiş olan yanıtlar,
gönüllülük esasına dayandırılarak toplanmıştır.
Öğrenen-ders yöneticisi etkileşimi üzerine 36 matrise dayalı soruya ilişkin 189
tema ve 185 ana tema elde edilmiştir. Sonuçlar, Second Life platformunun sınırlı
yapısıyla eÖğrenme açısından etkin bir ortam olmadığı ve uygun andragojik ve
iletişimsel tasarımlamalara gereksinim duyduğu yönündedir.
which have been used to guide collaboration efforts include derivatives of inquirybased
learning such as
project based, problem based, experiential, service and challenge based learning. Initially, the World Wide
Web allowed greater ease of connecting to educators, hence the potential for collaboration increased. The
significant advantage, which was provided with the Web 2.0 era, was to accelerate the opportunities for
educational innovations through social networks in which educators and learners are able to engage in a two
way interaction both individually and in groups, collaboratively. The authors of this study believe that many of
these innovations align directly with the premise of connectivism. In this study, Educational Social Networking
Sites (SNSs) such as Twitter, LinkedIn, Classroom 2.0, Facebook, Google Plus, Plurk Educator’s PLN, Sophia,
Learn Central, ISTE Community, WhoTeaches Edutopia, Technology Integration in Education, The 21st Century
Teacher, Better Lesson Diipo, Intel Education Teachers Engage Community, Everloop, Edudemic, K12
Advantage, Collaborative Translation and Second Life virtual worlds will be investigated in terms of
educational connectedness and efficacy. Specific examples will be examined which highlight the power of
social networking for effective teaching and learning within the scope of Distance Education and Open
Educational Resources (OER).
Key Words: Educational Social Networking Sites (SNSs), Connectivism, Collaboration, Distance Education, OER.
Keywords: Augmented Reality (AR), Virtual Worlds (VWs), mash-ups, creative and critical thinking skills
Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE
Key Words: Second Life, Virtual Worlds, Formative Assessment, Informal Education
Keywords: Second Life (SL), Lifelong Learning, immersive education, 3D, virtual game
Key Words: Second Life, Collective Practices, Flexible Learning, Adult Learning
Keywords: Second Life (SL), fused identities, online personae, feminine personhood
Education Expert (DEE) by analyzing and discussing the required
qualifications of DEE under the titles of definition, general
characteristics, skills and professional knowledge. While having
a debate on the recently mentioned concerns related to DEE, the
dimensions of management, communication, pedagogy,
technology and evaluation of Distance Education fields are also
discussed.
öğrenciye bırakmıştır. Bu sürecin devamında, Kişisel Öğrenme Ortamları, öğrencilerin çevrimiçi platformlarda kendi
öğrenmelerini organize etmelerinde aktif rollerini desteklemek adına önem kazanmıştır. Kişisel Öğrenme Ortamları,
öğrenmenin kişisel boyutta yapılandırıldığı, planlandığı, paylaşıldığı ve yaşam boyu arşivlendiği platformlardır. Web
2.0 araçlarıyla oluşturulan bu ortamlar bireyselleştirilmiş izlencelerin tasarımına izin veren ve çevrimiçi katılımlı,
bireysel ve grup etkinliklerini teşvik eden yapısıyla Açık ve Uzaktan Öğrenmeyi desteklemektedir. Bu çalışmada,
kampüs dışında eğitim gören uzaktan öğrenenlerin yabancı dil olarak İngilizce öğrenmelerine yönelik oluşturdukları
Kişisel Öğrenme Ortamları incelenmiştir. Bu bağlamda, bu çalışmanın temel amacı açık ve uzaktan öğrenme
çerçevesinde Kişisel Öğrenme Ortamlarının İngilizce öğrenmede nasıl etkili, verimli ve çekici şekilde
geliştirilebileceğine yönelik alan uzmanlarının ve uzaktan öğrenenlerin görüşlerini almaktır. Çalışma, tasarım tabanlı
araştırmanın geliştirme döngüleri çerçevesinde yapılandırılmıştır. 2016-2017 Güz Döneminde (Mart-Eylül 2017)
gerçekleştirilmiş olan araştırmanın katılımcılarını uzaktan öğrenenler ve alan uzmanları oluşturmaktadır. Tasarım
tabanlı araştırma sürecinde nitel veriler toplanmış ve analiz edilmiştir. Araştırma sonunda, Kişisel Öğrenme
Ortamlarına ilişkin bir tasarım çerçevesi önerisinde bulunulmuştur. Araştırma sorularına bağlı olarak ulaşılan verilere
göre, Kişisel Öğrenme Ortamı, açık ve uzaktan öğrenme bağlamında kişisel öğrenme deneyimini destekleyen,
tasarlanan ortamın benimsenmesini sağlayan ve İngilizce öğrenmeye yönelik genel beklentiyi karşılayan bir ortamdır.
Ancak, öğrenmedeki bireysel farklılıklar nedeniyle her bir Kişisel Öğrenme Ortamı bireysel öğrenme gereksinime
yönelik olarak oluşturulduğundan kişiye özgü olarak değerlendirilmelidir.
gelişim evrelerini ve gelecekte öngörülen kullanım rollerini tartışmaktır. Çalışmanın farklı bölümlerinde akıllı yardımcıların
günlük yaşam, sağlık ve eğitim alanlarındaki uygulamalarına kısaca yer verilmiş ve diyalog örnekleri tablolaştırılmıştır. Doğal
Dil İşleme algoritmalarıyla geliştirilen yapısı ile kullanıcıların yaşamlarını kolaylaştıran bu akıllı yazılımlar ve sanal ben’leri
telefon görüşmesi, mesaj gönderme, alarm kurma, not alma, internet üzerinden bilgi tarama, takvim etkinliklerini düzenleme ve
takip etme gibi özelliklere sahiptirler. Çalışmada yardımcıların bu özelliklerinin yanı sıra kullanıcılara yabancı dil öğreniminde
sağladıkları 7/24 diyalog olanakları da ayrıca vurgulanmıştır.
uyum sağlama sürecinde, devamlı olarak yenilenen teknoloji
uygulamaları, öğrenen bireylerin kendilerini geliĢtirmelerinde ve
onlara yaĢam boyu öğrenmeyi temel alan iĢe vuruk becerilerin
kazandırılmasında önem taĢımaktadır. Teknoloji tabanlı bu yeni
öğrenme uygulamaları, eğitimin iletiĢime dayalı olarak verildiği
sanal platformları, e-öğrenme ortamları olarak desenlemekte ve
öğrenen kullanıcılara sunmaktadır. Bu bölümde, bir e-öğrenme
ortamı olan Second Life platformu, Türkiye‟de var olan
uygulamaları bağlamında tartıĢılmıĢ ve geleceğe yönelik uygun eğitsel tasarımların yapılandırılması için önerilerde
bulunulmuĢtur.
Göksel, N. (2018). Kişisel Öğrenme Ortamının İngilizce öğreniminde kullanımı (editöre mektup). AUAd, 4(3), 16-22.
16
Kişisel öğrenme ortamının İngilizce öğreniminde kullanımı
Öğr. Gör. Dr. Nil GÖKSELa
aAnadolu Üniversitesi Yabancı Diller Yüksekokulu, ESKİŞEHİR
Özet
21. yüzyıl öğrenmesinin gerekliliği, yeni eğitim teknolojilerini sürekli takip edebilen ve etkili öğrenenler olma adına mevcut bilgi birikimini arşivleyebilen öğrenenlere dönüşmektir. Kişisel Öğrenme Ortamları, bu bağlamda, kullanıcıların öğrenme gereksinimleri için etkili bir eğitim aracı olarak kullanılabilir. Öğrenme gereksinimlerine yönelik bireylerin tasarladıkları bir araç koleksiyonu olarak, Kişisel Öğrenme Ortamları, öğrencilerin öğrenme deneyimlerine ait etkinlikleri yerine getirebilecekleri ve öğrenme arşivlerini oluşturabilecekleri, yönlendirebilecekleri ve paylaşabilecekleri zenginleştirilmiş alanlar haline gelmiştir. Bu bağlamda, bu çalışmanın en çarpıcı yönü, Kişisel Öğrenme Ortamlarının açık ve uzaktan öğrenmede nasıl kullanıldığına dikkat çekmektir. Yazar ayrıca, yabancı dil olarak İngilizce öğrenme konusunu yer imlerindeki tasarımların örneklerini vererek açıklamaktadır.
education and the curriculum, which was normally prepared for face-to-face courses, had to be transferred to online milieus in a very short time. In this context, while some higher education institutions made rapid transition to this new and unexpected period, others experienced
significant difficulties. Although these difficulties were tried to be supported at a distance via information and communication technologies, there are still obscurities for future practices. In order to evaluate the current educational situation in detail, this study will examine the educational activities carried out in the Covid-19 period in Turkey and Georgia within the scope of Open and Distance Learning. Therefore, the researchers will focus on key elements of online teaching, self-regulation of learners, external regulation of instructors and home-based online education throughout Covid-19 pandemic. Thus, online foreign language teaching/learning will be discussed in detail and ideas will be generated as to whether online education is a choice, challenge or the best solution during the pandemic.
To strengthen our understanding of Webinars, this paper focuses on learning and teaching dimensions of webinars in terms of online learning technologies and real-time interaction through Web. The specific webinar experiences of an online course students will also be explored and revealed by referring Anadolu University’s ongoing evolvement on Distance Education attempts.
Key Words: Web-based-seminars, Webinars, Distance Education
The profound changes in Distance Education have constantly renovated the aspects of learning experiences. In this connection, there seems to be a great interest towards milieus that can contribute to positive, collaborative and equivalent learning experiences on social networks. With no constrains of time or location, learners have become able to participate in immersive constructivist learning activities.
Based on the above mentioned concerns, this paper’s focal aim is to divulge the learning experiences on social networks by giving specific samples from Edmodo and Facebook. The paper will also clarify the pros and cons of both sites in terms of formal, and informal learning activities within the context of Distance Education.
Key Words: Social Networks, Edmodo, Facebook