1. Nada Dabbagh, Anastasia Kitsantas Maha Al-Freih, and Helen Fake George Mason University Fairfax, VA USA

2. What problem/challenge/question does your contribution address? What are your main insights? What are the limitations/weaknesses of your contribution? What would you like to discuss/explore with other participants? 3. Personal Learning Environments (PLEs) tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals EDUCAUSE Learning Initiative (ELI) (2009) http://www.educause.edu/ 4. Strategically Connecting Formal and Informal Learning Self- Regulated Learning Personal Learning Environments Social Media 5. http://dx.doi.org/10.1016/j.iheduc.2011.06.002 6. PLEs empower students to take charge of their own learning PLEs are inherently self-directed (built bottom up by the student) PLEs are a manifestation of a learners informal learning processes PLEs can help integrate formal and informal learning PLEs are embedded in a social media experience and a mobile learning experience SM are being increasingly used as tools for developing formal and informal learning spaces SM can facilitate the creation of PLEs that help students develop and apply 21st Century skills and self-regulated learning processes 7. Zimmermans (2000, 2008) Three-Phase Model of Self-Regulated Learning 8. 3-Level Framework of Social Media Use Personal information management Social interaction and collaboration Information aggregation and management 3-Phase Model of SRL Forethought phase Performance phase Self-reflection phase Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying social informatics for tertiary teaching (pp. 1-20). Hershey, PA: IGI Global. 9. Level 1: Personal Information Management Level 2: Social Interaction and Collaboration Level 3: Information Aggregation and Management 10. Synthesize, aggregate information Greater control of the PLE Customizing and personalizing the PLE around their learning goals Self-reflection Self-evaluation Manage their own meaning making Adapting Level 3 Communication, social interaction, collaboration Activate sharing or networking features of the tool Informal learning community Extending the PLE to a social learning space Self-monitoring, help-seeking, task strategies Level 2 Manage private information Personal productivity Passive, personal use Self-generating content Private learning space Goal setting, planning Level 1 11. Testing the three-level framework N=87 Participants did use social media progressively based on the levels of the framework Blogs, microblogs, social bookmarking tools, heavily used in level 1 Wikis, cloud based technologies, and SNS were heavily used in level 2 SM more useful in supporting goal setting, task strategies, self-monitoring, help-seeking SM not as useful in supporting time planning, and self- evaluation Dabbagh, N., & Kitsantas, A. (2013). The role of social media in self-regulated learning. International Journal of Web Based Communities (IJWBC), Special Issue, Social Networking and Education as a Catalyst Social Change, 9(2), 256-273. 12. 0 10 20 30 40 50 1 2 3 Blogs Blogs 19 20 21 22 23 24 25 1 2 3 Microblogs Microblogs 0 10 20 30 40 1 2 3 Online Bookmarking Tools Online Bookmarking Tools Blogs, microblogs, social bookmarking tools, heavily used in level 1 13. 0 10 20 30 40 1 2 3 Wikis Wikis 0 10 20 30 40 50 1 2 3 Cloud-Based Technologies Cloud-Based Technologies 0 10 20 30 40 50 60 1 2 3 Social Networks Social Networks 0 20 40 60 1 2 3 Social Media Sharing Technologies Social Media Sharing Technologies Wikis, cloud based technologies, and SNS were heavily used in level 2 14. Follow up on a quantitative study (N=87) To understand the experience of selected participants use of social media while developing a PLE and whether they used SRL skills in the process 15. Case Study Participants selection and Recruitment Information-rich cases (N=11) Email was sent out N=5 Data Sources Interviews 16. A hybrid method of thematic analysis incorporating both a data-driven inductive approach and a deductive a priori template of codes (Fereday & Muir-Cochrane, 2006) Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5. 17. SRL Processes Goal Setting PD Connection Task Strategies Context/Task dependent Motivation Intrinsic vs. extrinsic Self Monitoring Intentional vs. unintentional Self Evaluation Tools vs. people 18. Inductive Themes Barriers/Challe nges Privacy concerns Safety concerns Digital Identity and Presence Lurking vs. active participation Learning curve (Growth) Context Formal vs. informal Social vs. professional Public vs. Private 19. PLE development experience of selected participants in this study revealed that SM specifically supported the following SRL processes: goal setting, task strategies, motivation, self-monitoring, self- evaluation help-seeking and time management were not explicitly supported these results slightly differ from the previous study in which participants (N=87) perceived self-evaluation and help seeking as being less supported 20. More importantly, the results of this study revealed important themes related to how SM impacts SRL processes in PLE development More research is also needed to examine what type of guidance and pedagogical interventions are needed to support formal PLE development and ensure authentic and purposeful use of SM for learning 21. What are the limitations/weaknesses of your contribution? What would you like to discuss/explore with other participants? Is the three level framework worth further exploration? Are we asking the right question? Formalizing PLE? What about all the PLE platforms? Symbaloo; OptimizeMe; Evernote; Reclaim Hosting; Flipboard 22. Strategically Connecting Formal and Informal Learning Self- Regulated Learning Personal Learning Environments Social Media