PLEs, VLEs, & pVLEs: A participatory approach to designing virtual learning spaces
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An exploration of the notion of personalizing virtual spaces in terms of Personal Learning Environments [PLEs], Virtual Learning Environments [VLEs], and, what through my own work I have come to identify as, Personalized Virtual Learning Environments [pVLES]
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PLEs, VLEs, & pVLEs: A participatory approach to designing virtual learning spaces
- 1. Personalizing Virtual Learning Environments: a participatory approach Anita Zijdemans Boudreau PhD College of Education Pacific University eLearn 2011 Honolulu
- 3. Social Media • A group of Internet-based applications that build on the ideological and technological foundations of Web 2.0– e.g., blogs, wikis, social network sites, content communities, immersive worlds, virtual communities and media sharing– which allows the creation and exchange of user-generated content. (Kaplan & Haelein, 2010).
- 4. Learning Space [LS] Design: • blurs the boundaries between F2F & Virtual environments; • continuously adapts to stakeholders’ needs & contexts; • fluid, flexible, & networked; • brings together formal & informal activities (Oblinger, 2006).
- 5. Virtual Learning Environment [VLE] • A comprehensive management system that supports communication, online delivery, curriculum mapping, assessment, student tracking all within a secure workspace that seamlessly interfaces with an institution's administrative information system (Hunt et al. 2002) Blackboard, Moodle…
- 6. Personal Learning Environment [PLE] • A collection of systems and tools – Blogs, Wikis, Office – that allow individuals to take control of and manage their own learning and work. • Embodies the Web 2.0 philosophy of empowering individuals to actively construct their understanding and experience in a social environment.
- 7. TEACHING VLE or PLE? Word, PDF, PPT, Email, Excel, G-app, Survey Monkey, YouTube, Jing
- 8. Personalized Virtual Learning Environment [pVLE] A working definition… • a hybrid VLE-PLE, that serves as flexible infrastructure that supports the learning community via a network of linked shared workspaces, resources, communication tools, and individual PLEs (Zijdemans Boudreau, 2011).
- 9. pVLE for a Program of Study • What is the outcome of involving stakeholders in an integrated participatory action research process of creating a social mediabased Virtual Learning Space [VLS] to foster teaching, learning, collaboration, and knowledge development over the duration of an entire program of study?
- 14. VLS Design
- 16. Quantitative Responses #1 & #2
- 17. Participant Responses #3 Continue using the Virtual Space? SA=9 and A=3. “Keeps us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
- 20. Conclusions • Social Media-based VLS Design • pVLE works at Program Level VLS adapts to formal & informal learning needs of the participants • personalization + empowerment BUT requires a conceptual shift towards fluid ownership in what have been traditionally institution-centric environments • Integrated Participatory Inquiry Approach: • Effective means for systematically documenting the process + engaging stakeholders
- 21. Future Directions • Mobile Access • Social networking • Formal – Informal Learning • Faculty involvement
Notes de l'éditeur
- Start by giving you a context for my work on technology integration Provide some background on how I got to this point of thinking about VLS design, which is my most recent work
- Richardson (2009) describes the emergence of Web 2.0 in the following statement: We’re in the midst of an explosion of technologies that will continue to remake the Web into the communal, participatory space that Berners-Lee originally envisioned, changing much of our lives in significant ways. These changes are already playing out in politics, journalism, and business. And from an educational standpoint, this new Read/Write Web promises to transform much of how we teach and learn as well. (p. 2)
- Social media a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0–e.g., blogs, wikis, social network sites, content communities, immersive worlds, virtual communities and media sharing–which allows the creation and exchange of user-generated content. Kaplan & Haelein (2010).
- Most familiar to you would be Blackboard. VLEs are sometimes referred to as LMS, VLS [virtual learning system], LFS [learning facilitating system], LFE [learning facilitation environment] Moodle LMS [learning management system] typically used to deploy and display the content and activities created within an LCMS and LCMS [learning content management system] typically used for authoring, editing & indexing e-learning content such as courses and reusable content objects
- As increased personalization and engagement afforded by these social media enables a new social order, education will need to adapt to “meet the needs of digital native students whose experience in terms of the way they communicate and learn are very different and involve using a wide variety of tools which are not used at school” (Richardson, 2009, p. 25). Blogs, Wikis, Podcasts and other Powerful Tools Richardson (2009) describes the emergence of Web 2.0 in the following statement: We’re in the midst of an explosion of technologies that will continue to remake the Web into the communal, participatory space that Berners-Lee originally envisioned, changing much of our lives in significant ways. These changes are already playing out in politics, journalism, and business. And from an educational standpoint, this new Read/Write Web promises to transform much of how we teach and learn as well. (p. 2)
- As I migrated out of Blackboard into using social media or Web 2.0 applications in my course – and this slide shows my technology course – I started to realize that the technology infrastructure that emerged over several iterations of the study was a hybrid VLE-PLE. As you can see here the VLE elements would include the centre – calendar, course outline, activities – asynchronous book discussion blog The PLE elements on the other hand – student blogs, content wiki, web conferencing
- Over the last several years this question has led me on a journey of exploring VLEs, PLEs, and more recently pVLEs I’d like to just briefly touch on what each one of those things are so that we all have similar working definitions or common understanding of these terms
- Important to note how my teaching has increased from year 1 - 3
- Flex 2009: Primarily LC I, II, III Flex 2010: significant change was giving Candidates editing access Other additions: Program Overview Student Links Announcement Flex 2011: uses a similar template but with increased teaching Start technology earlier in other courses – S&S Blog Integrated Schedule But more interesting has been data on analytics – just looking at the data analysis for iteration #2
- Iteration #2: 1 visit using iPhone; March 16 2011, 3 pages/visit Iteration #3: 20 visits using multiple devices; Jan1 – May 23 2011, 2.65 pages/visit The outcomes continue to support the previous positive trend. There is still some neutral response to Question 1; however, scores in the Strongly Agree category increased for Question 2 and significantly for Question 3. When asked if they were interested in using the environment for the rest of the program, the candidate responses were Strongly Agree=9 and Agree=3. One candidate stated the value of the portal for, “Keeping us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
- Visits: 536 5946 3379 [only been 7 months] Page Views: 2959 27, 565 18,265 Mobile Access: Iteration #1: 1/536 visit using iPhone; Jan29/09 – June 25/10 Iteration #2: 35/5946 visit using iPhone; Jan29/10 – June 25/11 Iteration #3: 76/3.379 visits using multiple devices; Jan 29/11 – Sep5/ 11
- Iteration #2: 1 visit using iPhone; March 16 2011, 3 pages/visit Iteration #3: 20 visits using multiple devices; Jan1 – May 23 2011, 2.65 pages/visit The outcomes continue to support the previous positive trend. There is still some neutral response to Question 1; however, scores in the Strongly Agree category increased for Question 2 and significantly for Question 3. When asked if they were interested in using the environment for the rest of the program, the candidate responses were Strongly Agree=9 and Agree=3. One candidate stated the value of the portal for, “Keeping us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
- The outcomes continue to support the previous positive trend. There is still some neutral response to Question 1; however, scores in the Strongly Agree category increased for Question 2 and significantly for Question 3. When asked if they were interested in using the environment for the rest of the program, the candidate responses were Strongly Agree=9 and Agree=3. One candidate stated the value of the portal for, “Keeping us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
- Iteration #2: 1 visit using iPhone; March 16 2011, 3 pages/visit Iteration #3: 20 visits using multiple devices; Jan1 – May 23 2011, 2.65 pages/visit The outcomes continue to support the previous positive trend. There is still some neutral response to Question 1; however, scores in the Strongly Agree category increased for Question 2 and significantly for Question 3. When asked if they were interested in using the environment for the rest of the program, the candidate responses were Strongly Agree=9 and Agree=3. One candidate stated the value of the portal for, “Keeping us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
- Iteration #2: 1 visit using iPhone; March 16 2011, 3 pages/visit Iteration #3: 20 visits using multiple devices; Jan1 – May 23 2011, 2.65 pages/visit The outcomes continue to support the previous positive trend. There is still some neutral response to Question 1; however, scores in the Strongly Agree category increased for Question 2 and significantly for Question 3. When asked if they were interested in using the environment for the rest of the program, the candidate responses were Strongly Agree=9 and Agree=3. One candidate stated the value of the portal for, “Keeping us involved, organized, making the program feel like a holistic whole instead of a bunch of disconnected parts like all of my [previous] undergraduate experience felt.”
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