Suzana Loshkovska Faculty of Electrical Engineering and Information Technologies - Skopje Skopje...
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Personal Learning Environments – underlying pedagogical approaches and initial experience Suzana Loshkovska Faculty of Electrical Engineering and Information Technologies - Skopje Skopje 30-31 May 2011
Suzana Loshkovska Faculty of Electrical Engineering and Information Technologies - Skopje Skopje 30-31 May 2011
Suzana Loshkovska Faculty of Electrical Engineering and
Information Technologies - Skopje Skopje 30-31 May 2011
Slide 2
Personal Learning Environment A facility for an individual to
access, combine, configure and manage digital resources related to
his/ her present learning needs and interests Personal Learning
Network Learning resources Potential collaborators, tutors, etc.
Pedagogy Active and collective-based forms Autonomy, creativity and
social connections
Slide 3
facilitating online interaction: interaction with content and
interaction with other individuals around the shared content;
putting the control over the learning process in the hands of
learners; bringing together all resources of the learners interests
and simplifying their management; allowing to create new meaning
through interaction with disparate existing resources (annotation,
linking and aggregation).
Slide 4
Most often PLEs are realized through combination of various Web
2.0 sources and are called Mash-Up Personal Learning Environments
or MUPPLEs.
Slide 5
Mashups by aggregation: mainly support learners in putting
together content from different sources into a single interface.
Personal dashboards, like iGoogle, NetVibes and PageFlakes are
typical examples. Mashups by integration: allow combining data from
different sources and exchanging data among the tools and services
integrated into the PLE; enable adaptation and personalization of
PLEs. requires programming skills and thus have not been that
widely accepted among end users (learners and teachers).
Slide 6
Common features include: pulling data from external (RSS or
Atom) feeds, filtering, sorting, and combining many feeds into one,
exporting results as RSS, JSON, XML, and other formats, creating a
widget for seamless integration of the results in other Web
sites.
Slide 7
Examples: PLEM a mashup-driven aggregator and filter of diverse
kinds of learning resources. allows one to create a personalized
space. provide a mechanism for ranking and recommending learning
resources. MUPPLE (Mash-UP Personal Learning Environment), allows
the reuse of different existing tools and their presentation to the
user in an integrated manner. These tools do not communicate and
their data cannot be interchanged, integrated and/or combined.
ReMashed a system that recommends learning content by using the
collective intelligence. uses collaborative filtering to offer
recommendations;. Ratings and tags are used to create personalized
recommendations for the current learner.
Slide 8
Talis Aspire allows user to easily discover appropriate content
that can be re-used and remixed. provide recommendations to authors
of new lists within comparable subject areas. students votes for
resources are used as a source of data for generating
recommendations. completely based on Linked Data principles and
makes use of several ontologies to fully semantically describe the
resources so that they can be easily combined and remixed. cannot
be consider a typical PLE
Slide 9
The GroupMe! system combines Web 2.0 and Semantic Web
technologies to provide personalized content management in a group
context offers intuitive user interfaces that allow users to create
groups of resources. allows the integration, sharing and better
(re-)use of resources relevant for a group of users. The Ensemble
project is exploring the potential of semantic technologies to
support and enhance teaching and learning in higher education. The
adopted approach assumes the combined usage of digital
repositories, Semantic Web technologies, and features of social
software to allow for reuse through reconfiguration, adaptation,
and collective action.
Slide 10
PLEF Ext allows mashing-up RESTful services and makes use of
semantic approaches to deal with service integration and mediation
within mashup PLEs. uses semantic description of learning services,
to enable finding, sharing, integrating, managing, reusing, and
remixing the services with minimum effort.
Slide 11
PLEs bring a shift in how we view learning. Pedagogic
approaches are influenced by resources in a PLE. Learners are
active participants, creators of knowledge and seekers of engaging
personal experiences. The old-fashioned closed classroom models,
which place emphasis on the delivery of information by an
instructor and from textbooks are replaced by learning-centric
models.
Slide 12
McLoughlin and the coauthors introduce the concept of Pedagogy
2.0 comprised of three main components: Participation including
communication, collaboration, connectivity and community
Personalization Learner choice, learner agency, customization,
self-regulation and management Productivity learner-created
content, contribution to knowledge, generativity, creativity and
innovation
Slide 13
Green, Facer, Rudd, Dillon and Humphreys summarise four key
areas pivotal to enabling personalised learning through digital
technologies: pedagogy must ensure that learners are capable of
making informed educational decisions; diversify and recognise
different forms of skills and knowledge; create diverse learning
environments; and include learner-focused forms of feedback and
assessment.
Slide 14
Three generic activities that individuals should perform to
find, make sense of, use and share resources are: connect, consume
and contribute. Grouping these activities together aims to bring
the individual and collective aspects of self-regulated learning
closer together, considering the characteristics of modern work
environments.
Slide 15
Constructivism is a broad approach that includes theories
coming from a cognitive tradition. Learning is a constructive,
active, emotional, self- organised, social, situational process.
Learning is a process where individuals construct new ideas based
on prior knowledge. The major concerns of constructivism in PLEs
are learning and construction of the knowledge process.
Slide 16
Another pedagogical perspective is based on learning through
personal or social interaction amongst learners. A collaborative
learning process can help students to share goals, exploit learning
materials and achieve deeper levels of understanding and knowledge
built by the social construction of meanings and knowledge. Several
different activities can be included: group discussions around a
certain topic, cooperative problem solving and collaborative
project work. Collaborative learning is particularly useful to
develop social skills such as respect for others, tolerance and
team work.
Slide 17
Two pedagogical models are complementary. The independent
learning model benefits the autonomous and self- directed adult
learner. A student with these characteristics can manage time,
balance learning tasks with professional and personal commitments,
and arrange work to suit their needs and interests. The
collaborationist model can help to decrease the feeling of
isolation characteristic of distance learning, opens up the
possibility for mutual support amongst students and gives students
the benefits that arise from interacting to build common
knowledge.
Slide 18
Siemens introduces - connectivism. The information sources and
communication channels exist online. The requirements of a changed
knowledge society and the educational policy goal of lifelong
learning raise the demand for an e-media-literacy. Successful
learning outcomes depend on the setup of appropriate networks
containing distributed knowledge bases. Learning in the
connectivist sense requires open learning environments that enable
connections and exchanges with other network partners. Web 2.0
(social software) instruments hence become increasingly relevant
for PLEs as they promote perfectly an exchange of knowledge and the
development of competencies in networks and on the web.
Slide 19
Self-regulated learning (SRL) is influenced by a host of
instructional and environmental conditions, the clarity and pace of
instruction, the amount of structure provided to learners, the
degree of learner autonomy, teacher characteristics, and other
classroom factors. Promotion of a supportive classroom environment,
one that provides motivational, emotional, and academic support,
has been shown to enhance learner self- regulation. Instructors who
effectively assess and monitor the teacher-learner control balance,
provide learners with choice and opportunities for self-appraisal,
and move away from highly structured task assignments as the
learner progresses tend to foster greater learner
self-regulation.
Slide 20
Suggested guidelines to foster learner self-regulation:
Encourage goal setting and self-monitoring of progress toward those
goals. Incorporate opportunities for directed and self-directed
reflection. Develop and foster habits of self-reflection. Assess
and monitor the teacher-learner control balance during instruction.
Move away from highly structured task assignments as the learner
progresses. Provide learners with opportunities to make decisions
which impact their learning. Allow learners periods to work
independently. Avoid directives and commands. Incorporate
opportunities for learners to seek help. Be responsive to a
learners questions and comments.
Slide 21
PLEs include several Web 2.0 technologies like the
socially-based tools and systems which impacts pedagogy too.
Multi-player online gaming environments/virtual worlds can be used
to teach simulation; visualization; collaboration. Discourse
facilitation systems can be used to teach verbal and written
communication; engagement with multiple global communities;
socialization; tracking of information flow; Content management
systems to teach creation and dissemination of ideas; collaborative
writing, publishing, and peer review, Learning management systems -
communication, groupwork; distribution and sharing of resources
Relationship management systems - Establishing and maintaining
social contacts, connectivity; spaces for communication and
creation of identity
Slide 22
PLE is not necessarily a single application. PLE can be
composed of one or more systems. Web 2.0 applications are the most
commonly used for PLE tools. PLE can be a desktop application or
other web-based services.
Slide 23
Instructional toolsAuthoring Tools, Testing and quizzing tools,
Course and Learning Management Systems Communication toolsE-mail,
Instant messaging, Web conferencing, Voicemail, File sender, Fax,
Feed Processor Live toolsWeb meeting, virtual classroom and
web-conferencing tools, Screen Sharing, Webcasting/Live streaming,
Video conferencing, Virtual worlds Image, audio and video tools
Image editing, Screen Capture Tools, Audio/Podcasting tools, Video
tools (for creating and editing videos),Screencasting tools (for
creating and editing videos), Video hosting sites Blogging, Web
& Wiki tools Blogging tools, Wiki tools, web page/site tools,
Form, polling and survey tools Social networking and collaboration
spaces Public social networks and collaboration platforms, Group
and team collaboration tools, Community and enterprise social
platforms Other collaboration toolsCollaborative research,
Collaborative mindmaping/brainstorming, Calendar, Sharing/event
scheduling, Shareable Maps, Sharing Files Browsers, players and
readers Browsers, RSS and News Reader, Other desktop apps and
players, Personalized Start Pages Personal productivity toolsSearch
engines, Research/Study tools, Alerts, Personal organizers,
Personal notebooks, Personal mindmapping tools, Other tools
Slide 24
Environment for creating PLE Characteristics iClassIt can be
used as a self-regulated personalized learning environment which
run on modelling of learner information. CAMERAIt can be used for
monitoring and reporting on user actions, thus fostering learning
process reflection. WikiEducatorIt enables planning of education
projects, development of free content and working on building open
education resources. WikiversityIt can be used for learning
resources, learning projects and research in all levels and styles
of education. It enables to create open educational resources and
collaborative communities. LTCWikiIt is a wiki of the University of
Manitobas Learning Technologies Centre. It can be used for editing
web pages and enables develop new ideas and write documents. ElggIt
is a system that offers users a diverse set of tools that they can
use in their personal learning environment.