Forging new pathways of research and innovation in open and distance learning

Recommendations

Info

Supporting the Capacity Development of Canadian Entrepreneurial Mothers through an Exploration of their Digital Learning Ecologies Nicole Christen et al. informal learning is a broad concept that includes self-directed learning as one dimension, but also encompasses incidental and tacit learning. Similar to Jackson (2013), Eraut (2004) prefers to describe learning as a continuum with formal learning on one end and informal learning on the other. He places what Schugurensky (2000) would call incidental and tacit learning on the far end of the informal side and Tough (1979)’s intentional, self-directed learning more in the middle of the continuum. Finally, Brown (2000) adds that informal learning often involves social learning as understanding is co-constructed with others, forming a learning ecology. Because of the unique constraints of motherhood, mentioned earlier, many Canadian women pursue entrepreneurship a flexible alternative to the traditional workforce (Kawash, 2011; Goldin, 2014; Jean & Forbes, 2012; Status of Women Canada, n.d.). This has resulted in a call for capacity development initiatives within Canada to help Canadian women succeed as entrepreneurs (Mompreneurs Momentum Enterprise of Canada, n.d.; Dickinson et al., 2015). Studying entrepreneurial mothers in a developed country, such as Canada, provides the opportunity to explore capacity development in terms of self-actualization. In other words, choosing Canadian entrepreneurial mothers as the population to be researched creates the opportunity to explore capacity development above the poverty line. A study by Jean and Forbes (2012) on the factors that motivate Canadian mothers to pursue entrepreneurship indicates that Canadian mothers do not pursue entrepreneurship solely for financial gain. Other important motivating factors that drive mothers in Canada to pursue an entrepreneurial venture include “the desire to put their skills to use, to have something just for them or their children, and to help people” (p.123). This supports the notion of viewing capacity development broadly, not simply in terms of economic advantage. During the research study, patterns are expected to emerge that describe and explain the possibilities for informal learning within the digital learning ecologies of Canadian entrepreneurial mothers, including the factors that benefit or hinder the potential of digital learning ecologies for capacity development. Additionally, theoretical congruence is expected with seminal works in the fields of informal learning, social learning theory, constructivism, communities of practice, capacity development, female entrepreneurship, and feminism relating to motherhood. New dimensions and concepts that emerge from this study will extend the breadth and depth of our understanding of the relationship between digital learning ecologies and informal learning, and the potential this relationship holds for capacity building in populations, like mothers, who face barriers to self-actualization. References 1. Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. 2. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. 326 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Supporting the Capacity Development of Canadian Entrepreneurial Mothers through an Exploration of their Digital Learning Ecologies Nicole Christen et al. 3. Brown, J. S. (2000). Growing up: Digital: How the web changes work, education, and the ways people learn. Change: The Magazine of Higher Learning, 32(2), 11-20. doi:10.1080/00091380009601719 4. CADRI (n.d.). Capacity development. Retrieved from http://www.cadri.net/en/areas-wework/capacity-development 5. Coombs, P. H., & Ahmed, M. (1974). Attacking rural poverty: How nonformal education can help. Washington, D.C.: John Hopkins University Press. Retrieved from http://wwwwds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2000/02/18/00017883 0_98101911003374/Rendered/PDF/multi_page.pdf 6. Dickinson, A., Bosela, S., Cross, C., McTasney, M., & Close, R. (2015). Status of Women Canada. Report of the expert panel on championing and mentorship for women entrepreneurs. Ottawa, Ontario: Government of Canada. ISBN: SW21-165/2015E-PDF 7. Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. 8. Facer, K., & Sandford, R. (2010). The next 25 years?: Future scenarios and future directions for education and technology. Journal of Computer Assisted Learning, 26(1), 74- 93. doi:10.1111/j.1365.2009.00337.x 9. Goldin, C. (2014). A grand gender convergence: Its last chapter. American Economic Review, 104(4), 1091-1119. http://dx.doi.org/10.1257/aer.104.4.1091 10. Jackson, N. J. (2013). The concept of learning ecologies. In Jackson, N. J. (Ed.), Learning ecology narratives (pp. 1-21). Lifewide Learning, Education and Personal Development E- book. 11. Jean, M., & Forbes, C. S. (2012). An exploration of the motivations and expectation gaps of mompreneurs. Journal of Business Diversity, 12(2), 112-130. 12. Kamberidou, I. (2013). Women entrepreneurs: ‘we cannot have change unless we have men in the room’. Journal of Innovation and Entrepreneurship, 2(6), 1-18. doi:10.1186/2192-5372-2-6 13. Kawash, S. (2011). New directions in motherhood studies. Signs, 36(4), 969-1003. 14. Lemke, J. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner & A. Whitson, (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 37-55). Hillsdale, NJ: Erlbaum. 15. Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290. 16. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396. 17. Mompreneur Momentum Enterprise of Canada. (n.d.). Announcing our non-profit organization. Retrieved from http://themompreneur.com/momentum/ Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 327 ISBN 978-615-5511-12-7
Page 1 and 2:
9 th EDEN Research Workshop Forging
Page 3 and 4:
Introduction Distance education is
Page 5 and 6:
TABLE OF CONTENTS ADVANCED DISTANCE
Page 7 and 8:
LEARNING ANALYTICS Scaling Learning
Page 9 and 10:
Forging new pathways of research an
Page 11 and 12:
Towards a Framework for Virtual Int
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Towards Designing an Oxford Experie
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Emergent Evaluation: An Initial Exp
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
A MOOC with a Difference: Creating
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Use of MOOCs in Traditional Classro
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Head Start Online: A MOOC for those
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Carrots and Sticks: Workload and Pe
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Online Learning in Community Colleg
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
The Usability Evaluation of UniCamp
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Connecting in the Online Environmen
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Contextualising Learner Experience:
Page 107 and 108:
Page 109 and 110:
Investigating the Effectiveness of
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
WhatsApp: “Going where the Conver
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
A Study of the Use of Ubiquitous Mo
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Differentiated Technology-Based Int
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Using Digital Technologies for Incl
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Video in Higher Education: Examinin
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Policy Review of Open Badges for Op
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Open Educational Resources (OER): G
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Monitoring Progress on Open Educati
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
A Programmatic Approach to Blended
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Teaching Science through Technology
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Contributions to Teaching Practice
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
The Irish Online Learning Landscape
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
The State of Distance Education in
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Scaling Learning Analytics: The Pra
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Integration of Learning Analytics i
Page 281 and 282:
Integration of Learning Analytics i
Page 283 and 284: Integration of Learning Analytics i
Page 285 and 286: Integration of Learning Analytics i
Page 287 and 288: Forging new pathways of research an
Page 289 and 290: Learning Reprioritised: Supporting
Page 311 and 312: Personal Learning Environments: Mov
Page 319 and 320: Learning Analytics in Distance Educ
Page 327 and 328: Credit, Trust and Open Education Ka
Page 329 and 330: Credit, Trust and Open Education Ka
Page 333: Supporting the Capacity Development
Page 339 and 340: The Role of Learning Design and Lea
Page 347 and 348: Changing Landscape of the Lifelong
Page 353 and 354: eLene4work - Developing a Framework
Page 361 and 362: Collection of "Synergy" Synopses 35
Page 363 and 364: I-LINC The stakeholders’ platform
Page 365 and 366: EuroDuaLE European cooperative fram
Page 367 and 368: t-MAIL Teacher Mobile Application f
Page 369 and 370: eLene4work Learning to learn for ne
Page 371 and 372: ARMAZEG Developing Tools for Lifelo
Page 373 and 374: LeHo Learning at Home and the Hospi
Page 375 and 376: SeaL Seamless Learning in Lake Cons
show all

Forging new pathways of research and innovation in open and distance learning

Create successful ePaper yourself

Delete template?

Save as template?