The personal learning environment
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The personal learning environment
- 3. Recording and sharing achievement (e-portfolio) Communicatio n with others (dialogue) Sharing with others (exchange)
- 5. Supporting learners in planning and controlling their learning journey Setting their own learning goals Monitoring their progress towards achieving these goals Managing their learning – both content and process Enabling learners to aggregate resources and personalise their learning environment Providing recommendations to learners about resources and other learners (‘study-buddies’) Collaborating with others in the process of learning Providing support to learners for community building and collaborative activities A shared learning experience instead of a lone study
- 8. Self-regulated learning (SRL) is a term that describes an individual’s ability to learn how to learn. In other words, each of us can develop a wide-ranging skill set that enables us to learn in a number of different ways. In some university settings the term SRL is more commonly described as “independent learning” or “auto-didactic learning”. Some examples of how SRL might be assessed: Having the ability to set learning goals and plan appropriate study strategies Finding suitable learning materials Seeking help from peers and collaborating to gain feedback or assurance Being able to reflect on their learning progress and adjust their study strategies accordingly
- 10. From Personal Learning Environment Building to Professional Learning Network Forming Aim Forming learning network for competence development Professional network organizing The meaning of social and professional networks for education Building PLE on start pages Conclusion
- 11. Aim To analyze the experience gained in using of Web 2.0 environment for competence development and for professional network organizing
- 12. Social-oriented applications and professional networks - new opportunities for learners and educators W3C “Social Networks Interoperability Roadmap” Incubator Group (XG) Federated Interoperable Framework
- 13. Social network sites can be defined as web-based services that allow individuals to: (1) construct a public or semi-public profile within a bounded system (2) articulate a list of other users with whom they share a connection (3) view and traverse their list of connections and those made by others within the system. Danah Boyd, School of Information, University of California-Berkeley Nicole Ellison, Department of Telecommunication, Information Studies, and Media, Michigan State University Social-oriented applications and professional networks - new opportunities for learners and educators Social Networks
- 15. Special-formed learning networks for life-long learners
- 16. Because of their possibilities for: data, information and “knowledge fusion” enhancing accessibility, productivity and innovative solutions research tools providing forming groups of personal and professional interests Social-oriented applications and professional networks - new opportunities for learners and educators To be successful at knowledge creation, analysis and dissemination, learners need from network inter-personal and inter-group interactions
- 17. Personal Learning Environment PLEs building laid the foundations of some main ideas: learning is an on-going process and tools to support this learning are needed the role of the individual in self-organizing learning is important learning can take place in different contexts and situations and cannot be provided by a single learning provider. PLEs are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning; managing both content and process; communicate with others in the process of learning and thereby achieve learning goals.
- 18. RolesActivities Startpageenvironment Tools/Services Processes Searcher Assemblator Learner Researcher Innovatorof data, information, kno wledge of subject matter, technologies, how to learn Create Share Commu- nicate Connect RSS feeds, links Search engines Blogs, wikis Feel and look Social book- marking Images/ AV Chat/AV conference Email, f orum Facebook/ Twitter/ Ning To-do list, notes, comments calendar Design learning strategy Plan activities Perform activities Document results, ana lyze Share results, eva luate Choose technology/ application Arrange environment Extend/modify environment Share environment/ collaborate Search Gather Aggre -gate Productivity improvement Customi- zation Compo- nents, panels, tabs, widgets widgets Goals, needs, interests, motivation, problems Blog, w iki AmodelofPLE Building
- 19. Forming the learning network of the course Internet Technologies is to: (1) provide sustainable value to students, not only during the course, but also after its finishing (2) stimulate them to contribute their knowledge, insights and experiences on a continuous basis Forming Learning Network for Competence Development LMS, Social network, Start page
- 20. •Of relationship and connections among peers and knowledge •Of own opportunity for value-created involvement I Aware •In engaging in informal knowledge exchange •In revising/extending competence development objectives II Interested •In individual or collaborative learning •In social and knowledge network activities •In pro-actively contributing own insights and expertise III Trying engaging - To subject mater - To peers and educators - To another professionals IV Actively involved and connected Personal competence development objectives Competence development lifecycle in a learning network (according Rogers)
- 21. •Add tools/services •Connect to data, information, knowledge •Create artifacts Personal Learning Environment •Connect to peers, educators, family and friends •Share thoughts, ideas, resources, artifacts Personal Learning Network •Connect to professionals and experts via professional organizations and networks •Collaborate •Contribute Professional Learning Network Professional Network Organizing LMS, Social network, Start page Development of Professional Learning Network
- 22. Personal Learning Environment Personal Learning Network Professiona l Learning Network Receive professiona l network services Self- arrangemen t of network services Professional Network Organizing PLE as part of Personal Learning Network and Professional Learning Network
- 23. Some advanced students during the PLE building self-orient and arrange content, knowledge and contacts in two different networks: personal and professional The transition from PLE to PfLN passes through a middle step of PLN set up This process is dynamic and continuously adapted to the present students’ interests In some cases the boarders between PLN and PfLN are blurred, because of coincidence of personal and professional interests PLE can be presented as a core for networks expanding The PLE building supports students in socialization and network processes set up Professional Network Organizing
- 24. Conclusion • A model for PLE building is proposed • The modified Rogers’ model for competence development lifecycle in a learning network is used in order to be examined the main phases in competence progress of each student • Social networks contribute to the processes by which learners meet and communicate, and pool, share, learn about and reuse their resources, knowledge and competencies • PLE building is found to be a core for PLN and PfLN deployment • The transition from PLE to PfLN is an important step that supports students to become self-organized and life-long learners
- 25. Bibliography Alssagaff, Z. A. (1992-2012). E-Learning manager. Malaysia: International Medical University Malaysia. Connolly, A. M. (No year of publication). Introducing Personal Learning Environments to Informal Learners: Lessons Learned from the . United Kingdom: The Open University. Ivanova, M. (April 09-10, 2009). The 5th International Scientific Conference- eLSE - eLearning and Software for Education . Bulgaria: SofiaTechnical University. Mikroyannidis, D. A. (n.d.). Build your Personal Learning Environment . United Kingdom: The Open University. Wheeler, S. (2009). It’s Personal: Learning Spaces, Learning Webs . Plymouth: University of Plymouth.
Notes de l'éditeur
- PLEs in a variety of educational contexts ranging from formal undergraduate Higher Education to the continual informal learning exhibited by knowledge workers in the workplace. We outlined a couple of scenarios demonstrating how learners in these contexts interact with each other and how the cohesiveness and interdependence learners influences the form of the Personal Learning Environment adopted.In this short presentation I will leave the scenarios aside and will talk about some underlying questions and factors that I think are important if the PLE vision is to become more broadly taken up within the education
- In contrast, the PLE would focus on the needs of the learner.These tools are meant to give the learner greater control over their learning experience and integrate closely with other tools the learner might utilise in their personal and professional life.
- The predecessors to PLEs were the VLEs, or virtual learning environments, were developed as a response to institutions’ needs of bringing together different tools required for administration of learning – management of students, of content, grades – and other educational facilities, as well as enabling synchronous and asynchronous interactions to be brought together. The technologies adopted by VLEs are largely standard, with most commercial and Open Source tools exhibiting the same functionality, and overall pedagogical approach.But VLEs are fundamentally a conservative technology; they are a solution to a set of organisational problems.They are less clearly suited to the needs of learners.
- A Personal Learning environment doesn’t need to be very personal - it might be the same as a hundred others, or look like no other - but it must be social – perhaps it should be called a Social Learning Environment.