Pathways and Network Effect: Understanding Social Ecologies of Connected Learning

• In Event: 52.068 - New Tools, New Voices: Innovations in Understanding and Analyzing Life-Wide Ecologies for Youth Interest-Driven Learning

Abstract

Purpose
The objectives of this research are to better understand the mechanisms and roles of brokers in connected learning (Ito et al. 2013) activities. Traditional conceptions of learning as a within-person cognitive phenomenon fail to adequately account for the social, situational, and systemic aspects of learning processes. This research explores the impacts of the social and institutional capital gained through connected learning activities. It also identifies and measures the ways in which youth act as brokers of connected learning activities across both physical settings and distinct social groups.

Theoretical Framework
This study utilized a social capital theoretical framework. More specifically, this study used Putnam’s (2000) conceptualization of social capital as a bridging or bonding mechanism as a foundation to understand the role of relationships in youths’ connected learning experience. This theoretical framework is applied to a connected learning environment to better understand how the three design principles of connected learning (production-centered, openly networked, and shared purpose) relate to the three core values of connected learning (equity, social connection, and full participation).

Methods
This research was conducted using a mixed-methods approach that integrated quantitative social network analysis surveys with qualitative ethnographic interviews. Researchers spent time as participant-observers at the connected learning site for a week. Informal interviews with youth participants and adult mentors guided the personal network surveys that were then constructed and administered. When analysis of the personal networks was complete, researchers returned to the site and conducted follow-up interviews with each participant where they explained their network results in detail.



Sources of Data
Data come from interviews, network surveys, and observations of 20 participants at a connected learning program in the metropolitan Washington DC area. The sample was comprised of 14 youth participants between the ages of 13-19 (5 female and 9 male) and 6 adult mentors (4 female and 2 male). This site was chosen because of the wide offerings associated with the program, as well as the ethnic and economic diversity of participants and mentors.

Results
Researchers identified social relationships and network positions that catalyzed involvement in activities, supported peer-to-peer collaboration, and transference and refinement of relevant skills to other contexts of their lives. Each youth mentioned at least one mentor in their support network, and invited at least one person they knew to the space to work with them on a collaborative project. Youth highlight the social relationships they build at the program as the primary reason they were able to achieve substantial learning gains.

Scholarly Significance
This work has broader implications for how to study the role of peer-to-peer brokerage in youth involvement in outside-of-school time learning activities. This work lays out an approach to understanding the multiple pathways in which youth become involved in interested-powered learning activities, and how they build social networks around them to support productive persistence for themselves and others in these activities. This work also contributes to the body of knowledge around learning ecologies, by providing methods by which researchers can identify the role of certain individuals across learning environments.

Authors

• Timothy Podkul, SRI International

• Denise Sauerteig, SRI International