#edenRW9 Community of Inquiry Framework: new directions and research opportunities

The slides can be found here : tinyurl.com/edenone

Great session focusing on Teacher presence (by MartiCleveland-Innes) and great idea of shared metacognition (by Randy Garrison).

Related to the Community of Inquiry model.

Marti Cleveland-Innes speaks on Community of Inquiry which can be used as a model for different educational settings, both digital and physical.

Interesting idea of moving from teaching to teacher presence, where each one of us can be the teacher in a community.

Context is changing, this means roles are changing. This is more about teaching and learning, making a transition like this can make a significant contribution to the higher educational reform.

Student demographics will change, and with different characteristics. The employment factory demands different graduates (or with other skills).

Pressure on higher ed is not about technology, it is a matrix and technology has an effect on the whole society. The pressure on higher ed is higher than at any other given moment in time.

We are teaching students that are no longer living under the same conditions as when the educational institutes were set up.

CoI is all about creating an educational experience, which can help us with some of the contemporary conditions and pressures.

Drivers for higher education change: the ed institutes need to morph into the current challenges. We shall all be engaging and learning with others collaboratively.

Teaching presence: the design and organisation , facilitation and direction of cognitive and social processes to realize personally meaningful and educationally worthwhile learning outcomes. The opportunities for students to participate in each of these components of teaching presence. We can empower the learners and engage them in a way that are meaningful to them.

The best way to measure whether these elements were present or not. There are 4 design and organisation factors: communicating important course topics, clearly communicate important course goals, provide clear instructions on how to participant in course learning activities, communicate… (see slide)

Facilitation is key… identifying areas of agreement and disagreement, guiding the class towards understanding, keep course participants engaged and participating in constructive dialogue, explor new concepts, reinforced the development of a sense of community.

Direct instruction: focus discussion on relevant issues, help to understand strengths and weaknesses, provide feedback in a timely fashion.

Teaching teaching presence: faculty needs to learn, and be given the opportunity to understand the learning. Learning how to teach is through teacher presence, by teaching. The CoI model serves as course design and delivery. Pedagogy involves observing and modelling the online teaching practices of expert distance educators. A high-tech, high-touch approach provides the most effective means of assuring quality student learning and satisfaction.

Translation into practice: critical to impact on higher ed reform is that students will be enabled to play a more active role (purposeful) and faculty realise this. Make students participate in teacher presence, in teaching. Sharing teaching is the most important part of the Community of Inquiry, as well as being emotionally present.

Shared metacognition (Randy Garrison talking)

Thinking and learning collaboratively. Metacognition is central to Inquiry.

Regulating learning (between cognitive and teaching presence) is the situated area for metacognition.

Goal of CoI is constructing another level of awareness.

Explicitly recognizing co-regulating of metacognition, and individual as well as shared learning processes.

Self- and co-regulated functions, each of which include monitoring and managing cognitive and teaching responsibilities. (Inge note: I realllly like this!!!). Shared metacognition.

They did a construct validation pilot study, data from 167 participants, from a 54 item questionnaire. In the final questionnaire the elements were reduced from 54 to 26 items.

Two factor solution analysis was used (looking it up), followed by a four factor analysis conducted to extract monitoring and management subcomponents. Big challenge to separate monitoring from management. Look up references from Garrison and Akyol (2011, 2013, 2015).

Randy promotes shared metacognition as an interesting future research topic.

The questionnaire was built coming from the CoI model. Now, I want to connect to Randy (remark from myself).

#CALRG Keynote Allison LittleJohn professional and digital learning #liveblog @allisonl

Allison Littlejohn opened the CALRG conference day focusing on FutureLearn MOOCs. The keynote had two objectives to keynote: showcase work from OU, and encourage at the end the contributions add to the body of knowledge.

Professionals learn for present and future work.

Littlejohn & Margaryon (2013) technology-enhanced professional learning (triangle with learning in the middle and learning processes, work practices ad tech use.

Driver for learning is tasks, work-processes.

Formal and informal learning: Eraut (2000 – 2004) learning can be intentional (formal, non-formal) and unintentional (recognised, unacknowledged).

Context, resources … and their impact on learning.

Self-agency, driving learning from your own perspective is central to both self-directed as well as self-regulated learning. Learning work is dynamic, so there is a distinction between learning as a student and learning as a professional.

SRL factors: self-efficacy, goal setting (adapting according to need), task strategy, task interest (motivation), learning strategy (ability to integrate new with existing knowledge), self-satisfaction and evaluation, help seeking, learning challenge (resilience to challenge).  

Learning opportunities such as workplace context influence learning activities.

Interesting in study Littlejohn is the profile with negative help-seeking, overlap with individual learner witness.

Key factors in MOOC learning

Context counts (introduction to data science), Hood Littlejohn, milligan (2015) context counts.

Motivation matters (introduction to data science). External motivation for (self-perceived) low SRL,   intrinsic motivation for (self-perceived) high SRL. The latter not necessarily following the course structure, but learning what they needed in terms of learning goals. Emotional language difference in terms of how they share their learning. The low SRL tend to follow all the course elements, while high SRL select more often. Help seeking: Qualitative difference in terms of high SRL and low SRL, as high SRL tend to be less present in forums, yet more goal-oriented in seeking help (in-side AND outside course), including network peers outside of the course. While low SRL were active in forums, yet less focused.

Goal setting was different for low SRL and high SRL.

Milligan, littlejohn, hood, learning in MOOCs, a comparison study, proceedings of the European Stakeholder Summit on experiences and est practices I and around MOOCs (EMOOCs2016).

Integrate to innovate: we must integrate informal and formal (Tynjala, 2008). Delphi study on MOOCQ – MOOC quality. Quality based on the learner experience, is a unique experience, and a huge challenge in terms of quality measures. (eg. Semantic analysis, how people discuss what they are learning, Helen Crump). From a government perspective the quality post-MOOC is important in terms of return on investment towards society (employment, life quality…). The way quality is measured is also a Power measurement, as quality perception is related to power dynamics. 

Self-regulated learning for measuring motivation & self-esteem in #MOOC #motivation #SRL

For those interested in self-regulated learning, building upon the knowledge which is created over the years, I gladly share a recently published paper, which is part of the eMOOCs2016 proceedings. The project is briefly explained, and in this paper we (the authors) also refer to the self-regulated learning instrument which is used to monitor young students (16-17 year old) while they follow MOOCs to enhance their personal interests. The goal of this project is to increase (online) lifelong learning skills. The paper includes a reference to a SAM-scale for attitude and skills measurement, focusing on language skills (i.e. practical use of language: speaking, listening), and digital skills such as critical thinking.
The paper gives an update on a year long project which runs at GUSCO, a large and innovative secondary school in Kortrijk, Belgium, for which I lead the research end of the project (in participative mode with the teachers and directors).
The paper can be seen as part of the conference proceedings here, or downloaded from Academia here, the paper is entitled; "Ensuring Self-Regulated Learning outcomes in a MOOC and CLIL (Content and Language Integrated Learning) in a k12 project. 

#emoocs2015 Self-Directed Learning in trial #FutureLearn courses #SDL

Sharing latest paper on self-directed learning. This paper will be presented on Tuesday, 19 May 2015 at the eMOOCs2015 conference in Mons, Belgium at 11.00 o'clock in auditorium 3. The full programme can be found here.

Full paper is available here (Academia).

Abstract of the paper:
Self-Directed Learning (SDL) in Massive Open Online Courses (MOOC) is gaining interest, as online learning is increasingly learner-centred and autonomous. Most SDL research starts from the premise that SDL happens more frequently in connectivism MOOC (cMOOC) than in the more instructor-led MOOCs. In this study the authors look at SDL experiences from learners enrolled in two MOOC courses during the early trials of the FutureLearn platform. The meaning and experiences of the phenomenon of being enrolled as a learner in FutureLearn was gathered through various research instruments (online survey, learning logs, one-on-one interviews). The resulting data was collected pre-, during, and post-course. The key categories for each sub-question of the research are shared in the results and analysis section. This study concluded that SDL is indeed taking place in FutureLearn courses, which points towards SDL happening beyond the connectivist MOOCs.

#MOOC papers: challenges, learner self-determination & #pedagogy

In the free online, peer reviewed journal of Merlot, a nice set of articles was published in the March 2014 issue.

Research Papers Challenges to Research in MOOCs by Helene Fournier, Rita Kop, and Guillaume Durand PDF1 Participants' Perceptions of Learning and Networking in Connectivist MOOCs  by Mohsen Saadatmand and Kristiina Kumpulainen PDF16 Case Study MOOCs: Striking the Right Balance between Facilitation and Self-Determination written by Tita Beaven, Mirjam Hauck, Anna Comas-Quinn, Tim Lewis, and Beatriz de los Arcos PDF31 Position Papers MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs written by Maha Bali PDF44 Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy written by Jen Ross, Christine Sinclair, Jeremy Knox, Siân Bayne, and Hamish Macleod PDF

Focusing on two
Choosing two articles of particular interest to me, I focus on the article on participant's perception of learning in a MOOC written by Mohsen Saadatmand and Kristina Kumpulainen

Abstract: Massive open online courses (MOOCs) challenge the mainstream of higher education and provide global learning opportunities to a huge number of students so they can learn anytime and anywhere. The value and applicability of the MOOC model in the current era of higher education and the nature of learning in such an open online format need to be investigated. This study focused on participants' experiences and perceived value of participation in connectivist MOOCs (cMOOCs) in terms of dealing with an abundance of resources and tools, learning activities, and network engagement. The results suggest a high extent of technology deployment for learning and interactions by the participants in cMOOCs. Creating networks and developing professional connections through networking technologies are advantages of participating in cMOOCs. The study's findings contribute to a better understanding of the nature of learning and participation in MOOCs from the perspective of students, who are the main stakeholders of such new learning experiences.

The study showed that participants develop self-organization, self-motivation skills and increase their technological proficiency.

Another article of interest to me was one that looked at self-determined learning (which is closely related to self-regulation and self-directed learning). The article is called: "MOOCs: Striking the Right Balance between Facilitation and Self-Determination " and is written by people of the Open University in the UK: Tita Beaven, Mirjam Hauck, Anna Comas-Quinn, Tim Lewis, and Beatriz de los Arcos

Abstract: recent research suggests that a growing proportion of formal learning occurs outside formal educational settings, where information and learning opportunities are mediated by technology. The rise of massive open online courses (MOOCs) in the last few years bears witness to this phenomenon. This contribution considers whether MOOCs afford a collaborative environment in which participants can develop the necessary literacy skills to become successful self-directed learners and members of online communities. It also discusses the extent to which self-determination and participatory literacy might be relevant for success in different types of MOOCs. The paper draws on data from OT12, an 8-week MOOC on open translation tools and practices run in 2012 by the Department of Languages of The Open University in the United Kingdom. The authors conclude that to conceive of MOOCs as environments where individuals coalesce around a common endeavor is to raise a series of under-explored challenges. For organizers, the challenge lies in learning design and facilitation, and the extent to which their assumptions about the participants match the learners' capabilities. For learners, the challenge rests in self-determination and participatory literacy skills.

Free research articles from JOLT: self-regulated learning, online learning, tutor support

Vol. 9, No. 4 of the MERLOT Journal of Online Learning and Teaching (JOLT at http://jolt.merlot.org/currentissue.html) has been published and is available online. The contents of the issue are listed below. In this issue you will find 12 articles concerned with various aspects of online learning and teaching. 

It is a nice set of articles, embracing social media for online learning, gender-based barriers for men in online nursing (nice twist), student preference for asynchronous content delivery ...

The one article that immediately caught my attention - because it is related to my own research - was the paper by Rowe and Rafferty on self-regulated learning (SRL), and especially how instructors and learning designers might tweak their online courses in order to enhance or support self-regulated learning. The authors also share an instrument they used for SRL (nice).

From the abstract of the paper: 

      "Theories and models about self-regulated learning are important to educators attempting to understand why some learners succeed and others have difficulty in academic settings. Understanding self-regulation in e-learning environments is critical because there is much agreement in the literature that e-learning requires a higher degree of self-regulation than face-to-face learning. Furthermore, empirical studies of the effects of self-regulated learning intervention on learning outcomes of students in elearning environments indicate that support for self-regulated learning fosters significantly higher academic outcomes. In this paper, the authors will focus on: (1) what educators should know about the different types of self-regulated learning interventions that have been studied; and (2) how educators might apply self-regulated learning interventions to the design of e-learning environments in order to support self-regulated learning processes."

JOLT is a nice journal, so for those interested in getting the new issues in their mailbox, you can subscribe online here: http://grapevine.merlot.org/joltnews/joltlistserv.php?action=add.)

CONTENTS – Vol. 9, No. 4

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Research Papers

A Longitudinal Comparison of Course Delivery Modes of an Introductory Information Systems Course and the Subsequent Information Systems Course
Kathleen Burns, Mary "Mimi" Duncan, Donald C. Sweeney II, Jeremy W. North, and William A. Ellegood

453 – 467

Students' Perceptions of Social Presence: Rhetorical and Relational Goals Across Three Mediated Instructional Designs
Brandi N. Frisby, Anthony M. Limperos, Rachael A. Record, Edward P. Downs, and Sarah E. Kercsmar

468 – 480

Perceptions of Gender-Based Barriers for Men in an Online Nursing Completion Program Compared to Traditional On-Campus Nursing Programs
John R. Kirk, Chad E. O’Lynn, and Michael K. Ponton                                                 

481 – 488

Listening to the Learner: Graduate Teacher Education Students' Preferences for Asynchronous Content Delivery
Douglas W. Smith                                                                                                     

489 - 499

Teaching Social Studies Online: An Exemplar for Examining the Broader Implications of Online Methods Courses in Teacher Education
Christina M. Tschida and Brian Sevier                                                                        

500 – 514

Foreign Language Learners' Use and Perception of Online Dictionaries: A Survey Study
Li Jin and Elizabeth Deifell                                                                                         

515 - 533

It Can Be Taught: Explorations into Teaching the Foundations for Multicultural Effectiveness
Randall E. Osborne, Paul Kriese, and John M. Davis                                                   

534 - 533

Case Studies

Changing the Conversation: Facebook as a Venue for Online Class Discussion in Higher Education
Mike Kent                                                                                                                 

546 - 565

Integrating Social Media in an Online Graduate Youth Development Course
Kimberly Allen and Dede Nelson                                                                                 

566 - 574

Incorporating the Experiential Learning Cycle into Online Classes
Undrahbuyan Baasanjav                                                                                            

575 - 589

Position Paper

Instructional Design Interventions for Supporting Self-Regulated Learning: Enhancing Academic Outcomes in Postsecondary E-Learning Environments
Frances A. Rowe and Jennifer A. Rafferty                                                                   

590 - 601

Digital Critical Dialogue: A Process for Implementing Transformative Discussion Practices within Online Courses in Higher Education
Jason T. Hilton                                                                                                         

602 - 601

The #MOOC of One, massive is not important ONE is

To be one is to be YOU concludes Stephen Downes in his latest slideshare of a presentation given at the 8th conference of International Technology, Education and Development or INTED2014 in Valencia, Spain. When stating that concluding idea, Stephen once again proves that all things beautiful are simple and that enlightenment is often a case of reversing an idea that lived for some time. In this 28 slide presentation Stephen examine the transition from the idea of the Massive in MOOC to the idea of the personal learning environment.

I like this idea, as the more I delve into research on self-directed and self-regulated learning in MOOCs, the more I feel it is about the individual and how they manage (or are willing to manage) their learning that makes MOOCs important.

The MOOC of One from Stephen Downes

The proceedings of prior INTED conferences can be viewed or searched for free online here.   

Plan to move from #quantified self to Qualified self

My ultimate scientific breakthrough dream would be the Qualified Self in the analogy of the Quantified Self. The Qualified Self as a state of being, enabling to be a more qualified human. All the gathered data would gather data on: emotions, creativity, understanding, progress, personal character... data and characteristics that occur in most humans from all areas and backgrounds. And with Utopia on my mind, I would love to become a member of the Qualified Self movement, if this is a movement build on accepting the differences that we all have. It is a natural thing, each of our brains has neurons connected in different ways, nevertheless we all have emotions and maybe once the Qualified Self movement is at full speed and development, we - humanity - will realize we are all just the same as we are all different, and that is a good thing. War would end, conviviality will be natural, equality in difference will be achieved for all genders, races, and abilities. And while achieving this, we will have learned from each other, from the qualified data that will be available and from the actions we must all undertake in order to reach all the benefits coming out of the qualified data and establish a society that is prosperous.

Maybe this sounds a tiny bit unrealistic, but hey, it might happen! So here is my plan!

Quantified self as a starting point
So I am looking at what is available (quantified self), and build upon this to start the qualified self option.
With Big Data pushing its way into every niche of society, one of the more individually lived experience with big data is the Quantified Self (QS). The quantified self movement is a movement to incorporate technology into data acquisition on aspects of a person's daily life in terms of inputs (e.g. food consumed, quality of surrounding air), states (e.g. mood, arousal, blood oxygen levels), and performance (mental and physical). Such self-monitoring and self-sensing, which combines wearable sensors (EEG, ECG, video, etc.) and wearable computing, is also known as lifelogging (Wikipedia, 2014). The quantified self movement proclaims that the data will ensure a better (physical) world for everyone. Who knows, the ideas and hopes of the Quantified Self will be realized: better health for all (e.g. Ari Meisel who learned how to control his Crohn's disease through the use of data), a better sleeping pattern for all (for those interested in tools look at this list, or the tools provided on the QS website (one section is on mood)), or in general getting a better understanding of the human physical body and world.  But at the end of the day it is just quantity, it is not about Quality and to me

My quantified life as a diabetic
As I am a diabetic type 1 (insulin dependent) I have a bit of experience with logging some part of my physical being. With an average of measuring my blood sugar 6 times a day, I track my blood glucose. I did use a continued glucose meter (CGM) in the past, and the constant, live streaming detail surely made my life easier keeping track and understanding the impact of various food intakes. But as the CGM was quite expensive, I switched back to strips and blood sampling to keep on top of my blood-sugar levels. Does this measuring improve my life? Yes, it surely does. And this results in a better quality of life as well, but ... measuring physical data only goes so far. I am more than my body, I am mind. So I want to understand more.

Shifting from quantity to quality
There is also an interesting development based on statistics coming from the Quantified Self embedded in the professional workspace. One such example is Fitbit data, a Japanese experiment to map workplace relationships (professional relationships that is) by providing pedometers to workers and analysing the data coming from those pedometers.
And although efficiency sounds wonderful, it does not necessarily align with the thought of life's quality. And it is that quality of life I am interested in. For let's be honest, if technology keeps moving forward, automation will take over most jobs as accounted by many articles and experts, and in the end we - as a society - will have to rethink work, financial transaction, leisure time and getting

Setting up first trial for qualified or qualtified self instrument for measuring learning
So the first step I want to take to make use of the technology for a more qualified self improvement, is to build a mobile research instrument that measures learning. I need it, as I am investigating all the factors that influence self-directed learning in MOOCs for learners using multiple devices and engaged in individual/collaborative learning. I hope to come up with a mobile app that will make it easier for the learners to share their learning track and ... keep track. I know there are personal learning lockers out there, but still I want to see what I can come up with, ideally something so simple it becomes beautiful (quality yes).

Stephen Downes added a more appropriate word for the instrument: the qualtified self. I can see this as a next step between quantified self and qualified self, and due to the human difficulty to surpass the wish/need/capacity for metrics instead of matrix.

A critical lens on the quantified self

After doing some initial exploring, I stumbled upon an article with solid critique on the challenges of the qualified self as it is designed now. The article was "A dream of a feminist data future", a great essay written by Amelia Abreu in whch she puts wonderful, intelligent questionmarks on each step of the quantified self movement saying that Women’s lives have been subjected to quantification for decades, and how this is not always for the good of womankind. Amelia takes the reader through history of data handling (mostly a women's job at first) and puts an important factor into the equation (also raised in software development): "The Quantified Self movement searches for universal points and scores and payoffs, but doesn't acknowledge the systems behind how those are valued, who chooses them, what they mean, and who they leave out -- often the already overlooked and marginalized, like caregivers and other low-wage workers."
Amelia concludes with the question whether "we can ever reach a point where sensor technology and data-mining can be accessible and successful, flexible enough to be genuinely empowering, allowing users to control their own narratives".

So Amelia's article provides me with an additional point of interest. Will try to honor it and find an empowering angle to my app, at least it will be used to track learning, which to me is part of anyone empowering themselves. As always ideas are welcomed and joining hands are appreciated. 

8 contemporary #learning needs for the #knowledge age and K12 reform book

While writing a chapter for a book, I was wondering about the contemporary needs of a course to fit the demands of this knowledge age.

The beginning of the new millennium has been described as a Knowledge and this shift from the industrial age affects all of us (global audience). The societal changes brought along with the Internet, social media development and the rise to ubiquity by a number of technologies (wifi, mobiles…) has changed human society as a whole. Within only a decade people from all continents started to use the same tools to connect with others and most of all, to improve their lives or livelihood’s. I belief this global change also has a profound effect on the leading educational model that was used in the Industrial Age and which has served as the balanced educational framework for the past century. Where the educational model of the Industrial Age focused on the linear transmission of information and knowledge; this era searches for a new system dynamic to complement the new educational realities of the Knowledge Age.

Barry Wansbrough wrote a great 24 page paper on this, focusing on k12 (reform) for the knowledge age, nice read and he also invites others to give feedback on it. He strongly beliefs (and I concur) that the emphasis of future education should not be on instruction, but on engagement.

I tried to find the challenges that current educational designs need to meet, and I came up with a list of 8 (some references, first I wanted to delete them, but maybe they are useful in some way even if it is in a post): ·

1. Networked Learning, Connecting to People: networking amongst peers, is essential for learning to appear. A mMOOC can be thought of as a "short-term" community of practice. All the participants are brought together to share community, domain knowledge, and practice for a short period of time, hence strengthening their knowledge through a network of specialized peers. A MOOC is all about connecting to others to strengthen learning and knowledge creation/exchange as indicated by Siemens (2004). Mobile devices on the other hand have always been used to connect with others. ·
2. Becoming Active, Critical Content Producers: in a world where information is exploding exponentially, it is increasingly important that any learner finds their way to the most relevant information as the basis for their knowledge construction. McElvaney and Zane (2010) came to the conclusion that “when learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information, learners must become editors who critically question content and sources. ·
3. Emerging Collaborative Peer Learning: networking in itself is not enough, in this increasingly connected world collaboration becomes ever more important, not only to obtain relevant knowledge, but also to constructively scaffold on each other’s expertise. Garrison (2000) mentioned that “this adaptability in designing the educational transaction based upon sustained communication and collaborative experiences reflects the essence of the postindustrial era of distance education” (p. 13).·
4. Setting Up Communicative Dialogues: conversations between people in learning communities are at the center of those online communities. This exchange of ideas that goes back and forth between members of a community is essential, because “more than any other way, people learn not from courses or Web sites but from each other … through dialogue” (Rosenberg, 2006, p. 158). ·
5. Optimizing Informal Learning: informal learning happens depending on the context the learner is in and the learning needs s/he consciously or unconsciously perceives. As we move through life, we transfer our insights and beliefs from one experience to another abiding by the flux of life and knowledge itself. By providing and disseminating information in a way that a mobile device can log on to it whenever the need arises, informal learning is optimized. ·
6. Strengthening Lifelong Learning: by allowing learners to acquisition information and as such construct knowledge by using their personal learning device(s) will increase their lifelong learning capacity as the learning facility is kept close to the learner her/himself. This acquired learning skill will also last a lifetime. ·
7. Supporting Authentic Learning: as professions and subsequent education towards these professions diversify, authentic learning that fits the learner’s needs is getting crucial to allow tailored and relevant knowledge to be constructed. Naismith et al (2004) mentioned that “mobile devices can provide more direct ways for learners to interact with materials in an authentic learning context” (p. 13). ·
8. Enable self-regulated learning: Pintrich (2000) indicated that most models on self-regulated learning include strategies to shape, control or structure the learning environment as important strategies for self-regulation. A MOOC is built on a learner-centered approach. This means that each of the participants is responsible for their own learning.

Would like to know what your thoughts are on these?

And here are the references for those interested:

• Garrison, D. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. Retrieved 8 December, 2010 from http://www.irrodl.org/index.php/irrodl/article/view/2/22
• McElvaney, J., & Berge, Z. (2010). Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 35(2).
• Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. FutureLab Report, 11.
• Pintrich, , P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts & P.R. Pintrich & M. Zeidner (Eds), Handbook of self-regulation (pp. 452,-502). New York: Academic Press.Rosenberg, M., J. (2006). Beyond E-Learning. San Francisco: Pfeiffer.
• Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, January 2005, Volume 2 Number 1. Retrieved from web http://www.itdl.org/journal/jan_05/article01.htm (accessed 18 May 2011).