Introduction New developments in the Web provide individuals with various opportunities of personalizing the tools and services, and performing self-directed learning in an open and social context with their personal learning environments (Klamma, et al., 2007). Social software enables people to actively reflect, publish and share learning experiences; gain awareness and monitor other learners, communities and networks; publicly store and maintain the evidences of their learning; and personally retrieve socially gathered information (O'Reilly, 2005; Constantinides & Fountain, 2008). Learners can autonomously combine various tools, material- and human resources into personal learning environments and enter with their personal environments to various learning activities and courses (Pata & Valjataga, 2007; Fiedler & Pata, 2009). However, the traditional e-learning design models that determine in advance the standardized learning environment components, instructions, and the expected outcomes for all learners (see Passerini & Granger, 2000) fall behind in promoting self-directed learning with personal learning environments at institutional settings (Attwell, 2007; Underwood & Banyard, 2008; Pata & Valjataga, 2007; Fiedler & Pata, 2009). Recently some learning design models for promoting self-directed learning (van Merrienboer & Sluijsmans, 2008) and considering the utilization of l earner-defined spaces (Kirschner, Kreijns, Beers & Strijbos, 2004) have been proposed. Yet, these models lack to consider learners as agents who constantly monitor, shape and adapt their personal learning environments in respect to the community space, leaving feedback of their activity preferences to the space. Learners' active contribution that impacts the learning environment and -activities of the courses needs more attention while modeling e-learning designs for self-direction. In this paper the aspects of an ecological learning design model are proposed. This framework considers mutual interaction between the bottom-up formation of course environments by learners, and the emergence of certain commonly perceived learning spaces and niches that constrain learners' selection of their personal learning environments. This paper provides some empirical evidence how learner-defined learning space descriptions could be used for determining the learning environment and activity design. It is discussed how common learning spaces for self-directed learners may be characterized, shaped and utilized at the targeted university courses as part of an ecological learning design framework. The empirical findings from the master level educational technology course with social software tools are used for demonstrating some aspects of this framework. Self-direction with personal learning environments in near future fundamental transformations are predicted in enterprises. New post-industrial organizations will be disaggregated (Snyder, 2006) and not based on monolithic industrial knowledge-management systems. Rapid developments in economy and social sphere will extensively rely on design-orientated, information-rich small creative companies that work in a new flexible mode of producing cultural goods and services, and drive the innovation (Fasche, 2006). The rapidly changing business and social environments require the development of constantly learning and creative, independent, responsible and autonomous people. With the increased use of social tools in learning and work processes, social shaping of these tools will become more democratic and dependent of people (Burns & Light, 2007). All this has implications on the e-learning systems used at universities, and to the learning design principles. Nordgren (2006) has listed important themes that must be solved in educational institutions in order to provide the future learning environment: students owning their learning; standards and curricula that guide rather than dictate; constructivist teaching strategies that empower students; trust and adult supervision; democracy and empowerment; and Global Workforce Competence: making schooling relevant to the work-place. …
['Kai Pata']
Modeling spaces for self-directed learning at university courses