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Structuration of Personal Learning Environments Dr. Marco Kalz Centre for Learning Sciences and Technologies Open University of the Netherlands [email protected] VOR ICT Bijeenkomst, 30. November, Utrecht Friday, December 3, 2010

Structuration of Personal Learning Environments Dr. Marco ...Structuration of Personal Learning Environments Dr. Marco Kalz Centre for Learning Sciences and Technologies Open University

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Page 1: Structuration of Personal Learning Environments Dr. Marco ...Structuration of Personal Learning Environments Dr. Marco Kalz Centre for Learning Sciences and Technologies Open University

Structuration of Personal Learning EnvironmentsDr. Marco Kalz

Centre for Learning Sciences and TechnologiesOpen University of the Netherlands

[email protected] ICT Bijeenkomst, 30. November, Utrecht

Friday, December 3, 2010

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Friday, December 3, 2010

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Criticisms of the LMS

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Schneider, 2003

Criticisms of the LMS

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Schneider, 2003

• Administrative Functions• Controlled Cohorts• Teacher with all rights• Prepared courses• Learners consume• Limited communication• No design freedom• Instruction

Criticisms of the LMS

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!

Werdmuller 2004

Early PLE concepts

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Early PLE concepts

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!Wilson 2005

Early PLE concepts

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Turner 2008

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A working definition

“Personal Learning Environments are learning environments where learners can integrate distributed information, resources and contacts and reflect about learning progress and learning products based on standards and interfaces”.

Schaffert/Kalz 2010

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Educational processes

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PLE vs. the rest

Schaffert/Kalz 2010

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PLE perspectives

Schaffert/Kalz 2010

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Technology: Mashups & Widgets

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Technology: Mashups & Widgets

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Technology: Personal Start Pages

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Technology: Institutional PLE projects

University of the Basque Country/Casquero 2008

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Technology: Institutional PLE projects

TU Graz/Taraghi, Ebner & Schafftert, 2009

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LMS: Monolithical blocks?

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The proceedings

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The research questions• No empirical research about actual usage of PLE• How do learner organize their learning

environments?• Does this lead to deep learning?• Which learning processes are supported effectively?• How is learning in groups supported?• Security and data sharing

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A conversation

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A conversation

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Structuration Theory

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!

Adaptive Structuration Theory

Orlikowski & Robey, 1991

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Theoretical foundation

• Structuration theory

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Adaptive Structuration Theory

„There is no doubt that technology properties and contextual contingencies can play critical roles in the outcomes of advanced information technology use. The difficulty is that there are no clearcut patterns indicating that some technology properties are contingencies consistently lead to either positive or negative outcomes” (DeSanctis & Poole 1994, S. 124).

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PLE break the rule

„Designers incorporate some of these structures into the technology; the structures may be reproduced so as to mimic their nontechnology counterparts, or they may be modified, enhanced, or combined with manual procedures, thus creating new structures within the technology. Once complete, the technology presents an array of social structures for possible use in interpersonal interaction, including rules […] and resources” (DeSanctis/Poole 1994, S. 125).

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Structuration of PLE

• Due to their technological structures PLE make structuration processes visible

• We need to study these structuration processes to learn more about the impact of these open learning technologies

• A structurational analyis of PLE:– Prior knowledge to PLE usage– Institutional influences/context– Rules and Resources– Appropriation processes– Learning outcomes

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Thank you for your attention

Dr. Marco [email protected]: mkalzhttp://www.marcokalz.dehttp://celstec.org

Friday, December 3, 2010