The Adventure of Extreme Learning: Documenting Impactful Online Learning Tools, Projects, and Resources Curtis J. Bonk Instructional Systems Technology Indiana University
[email protected] Justin Whiting Indiana University
[email protected] Eulho Jung Indiana University
[email protected] Minkyoung Kim Indiana University
[email protected] Abdullah Altuwaijri Indiana University
[email protected] Verily Tan Indiana University
[email protected] Yurong Wang Indiana University
[email protected]
Abstract: Extreme learning explores how people learn or teach with technology in nontraditional or unique ways. Web technology provides immense opportunities for people to learn anywhere, anytime, and from anyone. As a result, learning is often enhanced to some degree and life is changed. But research on how Web-based extreme learning has engaged learners and provided unique opportunities is relatively sparse. Based on a study of over 305 Websites collected by the Extreme Learning research team at Indiana University, these sites were categorized and analyzed on a variety of criteria. High-ranking websites were chosen for more detailed analysis to show how the features displayed at these websites offer experiential, engaging, effective, and enhancing learning experience to encourage learning and empowerment. We also identify possible future research areas related to extreme and nontraditional learning.
Introduction Extreme learning explores how people learn or teach with technology in non-traditional or unique ways. Extreme learning lies at the far edges of learning outside schools lie. It blends physical and digital environments and is
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situated in activities that enlist technology in uncommon or unique ways. Extreme learning can involve learning while on an expedition to the North Pole, the Mayan ruins, or Amazonia. It can also take place when on a boat sailing around the world, hiking to the top of a mountain in Africa or the Himalayas, or walking the Appalachian Trail while reflectively blogging on the experience or video recording the experience for children in formal or informal learning situations. Similarly, one would be engaged in extreme learning when tracking the blog and podcasts postings of those in adventures such as riding a bike or a car around the world (Bonk, 2009a) or when earning an MBA while in a war zone or in a hotel room as a salesperson. And now with the pervasiveness of open educational Web resources, those who are incarcerated, recuperating in a hospital bed, or sitting at home attempting to find work can learn new skills and perhaps find gainful employment. Still others might be in career transition or find themselves bored at work and use open educational resources and OpenCourseWare (OCW) (Iiyoshi & Kumar, 2008) to arouse new personal and professional interests as well as the confidence to interview for a job in such settings. There are many dimensions to Extreme Learning, including those related to the casualness or informality of the learning environment, novelty and type of media employed, location, the degree of learner-centeredness of the learning delivery, and the type of learning (Bonk, Lee, & Zuiker, 2011). In terms of the latter, at the present time, extreme learning often involves learning domains or skills not commonly addressed in traditional school settings or situations. Hence, it is often discounted by parents, educators, politicians, and other stakeholders of traditional school-based teaching and learning. The domains of extreme learning include online language learning, adventure learning, environmental education, social change, global education, and general self-selected learning from online portals or shared online video contents. At the same time, it also can address basic skill areas in math, reading, writing, etc.; especially, when combined with one of the other extreme learning dimensions such as being geography distant or involving an emerging learning technology. In many cases, extreme learning is more personally engaging and empowering, thereby fostering a sense of intrinsic motivation. Zaidel and Lou (2010) indicated that personalizing the learning process using the Internet can enhance student performance on academic tasks. Other researchers (Kartal & Uzun, 2010; Kern & Warschauer, 2000; Kong, 2009) contend that Web resources and services provide opportunities to vastly improve the learning experience. They argue that presenting the learning content according to one’s needs and preferences profoundly impacts learning targets. Web technology provides immense opportunities for people to learn anywhere, anytime, and from anyone. As a result, learning is often enhanced to some degree and life, from modest to more significant ways, is changed. But research on how Web-based extreme learning has engaged learners and provided unique opportunities is relatively sparse. In response, this paper sheds more light on how Web-based extreme learning can be a valuable source to improve human learning experiences. We also identify possible future research areas related to extreme and nontraditional learning. Adventure Learning One high profile segment of Extreme Learning, adventure learning (AL), is often referred to as non-traditional or informal learning. According to the literature, AL is defined as “an approach to the design of online and hybrid education that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments” (Veletsianos & Klanthous, 2009, p.85). Doering and Veletsianos (2008) pointed out that in the design and development of AL, learning is ultimately “based upon the understanding that experience rather than osmosis guides meaningful learning experiences” (Doering & Veletsianos, 2008, p.25). AL provides students with experiences that are exciting, engaging, motivating and authentic via the implementation of problem-based tasks (Miller, Veletsianos, & Doering, 2008). While AL offers a starting point for the field of extreme learning, Veletsiano and Klanthous (2009) identified only eleven published papers on adventure learning. Clearly, much more research needs to be done. Language Learning Millions of people around the planet are now learning new languages each day online (Bonk, 2009b). There is now a plethora of tools, resources, initiatives, and approaches for online language learning. Tools such as ChinesePod, Livemocha, KanTalk, Babbel, Mixxer, PalTalk, BBC Languages, etc. (Bonk, 2012). Many of these language learning resources and initiatives uses technology-aided language learning with an integration of sound, voice interaction, text, video, and animation. Such Web technologies empower self-paced interactive learning environments that enable learners to achieve learning outcomes without being restricted to a set place or time (Ehsani & Knodt, 1998). Often, online language learning involves high levels of participation and internal
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motivation from users, with high levels of self-directed learning. Immense and interesting integration between language learning theories and approaches to different and unique instructional models are being created and implemented at different websites (Harless, Zier, & Duncan, 2005; Kartal & Uzun, 2010). Virtual Schools Extreme Learning is not exclusive to adventure learning. Online learning is perhaps the most important issue in higher education (Miller & Lu, 2003). Virtual middle schools and high schools are now common in many states and provide ways for individuals to gain an education when traditional schools may not allow it. Whether it is an individual with serious medical needs that impede them from attending schools, a teenager who is pregnant or constantly bullied, or an athlete-in-training that must constantly travel and compete, the option for a virtual education is providing new avenues to gain an education. In fact online learning is spreading through K-12 as fast, or faster than in higher education institutions (Watson, Murin, Vashaw, Gemin, & Rapp and colleagues at Evergreen Education Group, 2010). And with greater high-speed Internet penetration in schools they can participate in nontraditional learning activities such as adventure learning (Doering, 2006). During this online learning explosion, more research and guidance about the effectiveness of such programs and initiatives is definitely warranted. Past research comparing online learning to traditional schools indicates that, in general, students do not learn any worse, or any better when learning online (Simonson, Smaldino, Albright, & Zvacek, 2003). In fact some research has provided positive results that student may learn more (Means, Toyama, Murphy, Bakia, & Jones, 2010). There is hope that open education and open learning will bring great possibilities to education (Iiyoshi & Kumar, 2008). Yet questions of quality on online learning resources and accreditation still remain, especially for those using free and open educational resources. Global Education/ Social Change The Global Education/Social Change category was primarily selected due to the importance of global understanding, cross-cultural awareness and perspective taking, and world peace. While educators like Merry Merryfield from Ohio State University and many others (e.g., Riel, 1993; Schrum, 1991) have argued for decades that such areas are among the most important but least addressed in prominent and standard school curricula, during the past few years such topics have been reemerging as a key part of educational policy for governments and organizations around the planet (Longview, 2008; Merryfield, 2007, 2008; Merryfield & Kasai, 2009). Hence, this section of research seeks to educate and inform people about issues, needs relating to social change – activism, poverty, hunger, AIDS, civics etc. Clearly, many learning technologies are now used to create innovative ways to spread social good and access to learning worldwide (Barraket, 2004; Bonk, 2009b; Horrigan, 2001). For instance, Mimi Lee of the University of Houston details how technology such as videoconferencing can connect people in previously isolated or rural parts of the world to foster greater cross cultural awareness and understanding (Lee & Hutton, 2007). Learners and teacher educators can experience and reflect upon events, rituals, and customs without the need for physical travel. As she argues, intercultural educational events can foster shared understanding, dignity, respect, and the exchange of highly current information as well as enhanced interpersonal skills (Lee 2007, 2010). Along these same lines, Paul Kim and his colleagues at Stanford and the Seeds for Empowerment organization have successfully shown how mobile technology can make a significant impact on the mathematics and literacy skills of disadvantaged youth (Bucker & Kim, 211; Kim 2009; Kim, Buckner, Makany, & Kim, 2011). As Lee, Kim, Merryfield, and others show us, there are literally thousands of ways technology can be used today to empower and inspire people for causes or to become alarmed about unfair and inhumane conditions. In fact, Livingstone, Bober, and Helsper (2005) argued for the possibility to build on the young people' s prior online enthusiasm using the variety of interactive engagement and participation forms related to the use of Web 2.0 tools that focus on facilitating peer-to-peer connections and providing information to participate.
Findings In order to determine the current state of possible extreme learning websites among six different categories detailed below, the Extreme Learning research team at Indiana University (IU) began collecting names of Websites that
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could be looked at and evaluated for a variety of criteria. A study of over 305 Websites collected by the team was conducted. The sites were placed into six categories: 1. Online Language Learning; 2. Virtual Education; 3. Social Change and Global Education; 4. Adventure Learning and Environmental Education; 5. Learning Portals; and 6. Shared Online Video (see Kim, Jung, Altuwaijri, Wang, & Bonk, 2012). Each Website was then analyzed by four independent raters according to eight criteria: (1) content richness, (2) functionality of technology, (3) extent of technology integration, (4) novelty of technology, (5) uniqueness of learning environment/learning, (6) potential for learning, (7) potential for life changing, and (8) scalability of audience (for this instrument, see Jung, Kim, Wang, & Bonk, 2011 or http://www.extreme-learning.org/). Ratings were made on each Web site based on the eight criteria using a 5-point Likert scale (1 is low; 5 is high). Figure 1 displays the average scores for each of the six categories. High ranking websites were chosen for more detailed analysis to show how the features displayed at these websites offer experiential, engaging, effective, and enhancing learning experience to encourage learning and empowerment. The researchers were curious how learners experience improvement and enhancement in their learning and life. As part of the analysis by team members, twenty high ranking websites were also classified as “Coolest Websites.” These 25 online resources received more detailed analyses to determine how the features used by these websites offer extremely engaging, effective, and empowering learning experiences. In the near future, follow-up interviews with learners engaged in learning activities from the various websites will further insights into the potential benefits of extreme learning, including pinnacle or life changing moments that may occur.
Figure 1. Category Averages
Overall, in terms of our eight criteria, the highest scoring categories were Shared Online Video, Virtual Education, and Adventure Learning. Language Learning, Global Education/Social Change, and Learning portals did not score as well as the others though each resource rating can provide insights into the benefits of extreme learning. For instance, it is not too surprising that shared online video was the highest rated in terms of content richness and the most scalable. That is what is often intended by such resources. In addition, it makes sense that language learning sites incorporated the widest range of technology tools; many of which were easy to use. Many companies and organizations are investing significant monies into such language learning tools and resources. At the same time, the most unique ways in which technology was employed was found in adventure learning as well as in social change and global learning sites. While such findings were somewhat anticipated, confirmation of them is important to designers as well as users of such resources. If you want to change your life or simply learn something but do not wish to pursue a degree, you might explore as well as participate in outdoor and adventure learning sites, or, alternatively engage in some type of social change or global education initiative. Finally, those hoping for a new career might explore virtual education as a potential life-changing event. Based on our results, it seems that virtual education sites offer the most in terms of human learning. Again, there is much at stake in this area from investors, politicians, parents, and other interested parties.
Conclusions and Implications for Future Research While there are some valuable insights gained from the content analysis of the many Websites evaluated in this study, further research is needed to determine how to best utilize these new extreme forms of learning. Those creating or using extreme learning Web resources in adventure learning, language learning, virtual education, and
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social change might be particularly interested in the distinctive features of the very successful “Coolest Websites.” Further research including analyses of new extreme learning resources, surveys of the users of these websites (both teachers as well as learners), and follow-up interviews of users are now being conducted by the Extreme Learning research team. We hope to collect hundreds of life-changing stories and cases that can inspire others to learn with such resources. We expect that this storytelling project can broadly impact ideas about human learning in the twenty-first century. We expect that the resources and stories generated by this project will spur discussion of when, where, and how learning occurs. As part of these efforts, we hope to impact cultural awareness and global perspective taking. These stories will be available for anyone in the future wishing to understand teaching and learning at this point in history. At the same time, they will serve to inspire both teachers as well as learners. Instructors, for instance, should find a rich store of ideas on how to teach with technology. Learners should begin to grasp that they have untold educational opportunities today. And such opportunities can be narrowed to a specific learning path beneficial to each person. If successful, this project helps promote learning as a national agenda and human right. It is hoped that a national, and eventually even an international, discussion can commence related human learning and open education. It is vital to understand the far edges of learning taking place on this planet given that what is informal or extreme learning today might find its way into formal learning in the near future. The extreme learning Website (http://www.extreme-learning.org/) will also set examples and open dialogue about educational possibilities and rights. By highlighting the range of informal and nontraditional learning now possible, especially when they cost minimal or no cost, the world community can begin discussions about human rights to education. The above outcomes address many audiences. Among these audiences include policy makers making decisions about the coming decades of educational funding and initiatives, learning seeking new degree programs, instructors seeking to enliven their teaching, experts envisioning ways to share their expertise in large scale ways, and researchers and educators hoping to better understand the mix of resources that can positively enhance human learning. Web technologies are continuing to push the limits of learning and education. During this complex and exciting transition, it is time to make sense of the more open and informal education opportunities in front of each of us.
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