Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all
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Presentation to the PLE Conference 2012 in Aveiro (Portugal). This paper reports the results of a naturalistic study obtained from a teaching experience in higher education with first year students of the Primary School Teacher degree. In this study we want to analyse how they are organizing their activity for learning (reading, reflecting and sharing knowledge) and how those learning processes are integrated on their PLE.
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Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all
- 1. Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all Linda Castañeda & Jordi Adell Universidad de Murcia - Universitat Jaume I
- 2. Patchworking Web 2.0 for learning: Introducing ICT building Personal learning Environments Linda Castañeda & Javier Soto Universidad de Murcia Spain
- 3. ICT For Social Education 150 first year students Faculty of Education
- 6. The Technological PerspectiveUse for Learning Awareness of ICT Communication Tools for Leisure Students Love Tools in Tasks Educational Strategies independency, autonomous work
- 7. What about learning? 7
- 8. “The collection of tools, information sources, connections and activities that a person use to PLE learn habitually”
- 11. Image: 'We begin by charting a course' http://www.flickr.com/photos/12426416@N00/1721982928 Exploring new ways for analysing 11
- 12. Processes 12
- 13. Primary School Teacher Degree
- 14. 30 freshmen
- 15. from 18 - 43 YO
- 16. 24 women
- 17. 6 groups
- 18. 6 Stable Groups Autonomous, Independent, Interdependent 6 Activities 2 weeks each
- 19. Mind Maps (“mental processes”) 1 for Each Activity 1 for Group Activity 3 basic learning components Related with any Technology??
- 20. Activities
- 21. Activities
- 22. Activities
- 23. Activities
- 24. Group
- 25. Group
- 26. Group
- 27. Group
- 28. Group
- 29. Mind Maps (“mental processes”) Analysis by Group General Analysis 3 basic learning components Related with any Technology??
- 30. Findings... 30
- 31. Findings... Activity Tasks Methodolo gy 31
- 32. Findings... Technologically supported Reading NOT looking4 Inside Not Critical Teacher THE source Not Colleagues Reading 32
- 33. Findings... Technologically and NOT Tech supported More variety on Tools Multimedia codes Depends Activity Doing 33
- 34. Findings... Technologically supported BLOG SNS Final version not feedback Colleagues are public Sharing 34
- 35. PLE Tech and Not Tech Supported Mutually complementary Conclusions 35
- 36. PLE Pedagogical Approach Hard Tech Based Conclusions 36
- 37. Reading, Doing and Sharing as basic part of their activity Conclusions 37
- 38. A SEQUENCE First recover info –from an expert- Conclusions 38
- 39. A SEQUENCE First recover info –from an expert- Do something Conclusions 39
- 40. A SEQUENCE First recover info –from an expert- Do something Finally you show it to others Conclusions 40
- 41. Metacognition is NOT perceived as a learning process Conclusions 41
- 42. Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all Linda Castañeda & Jordi Adell Universidad de Murcia - Universitat Jaume I <jordi@uji.es> <lindacq@um.es> <http://www.lindacastaneda.com> <http://elbonia.cent.uji.es/jordi/ > Twitter: @lindacq Twitter: @jordi_a
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