Using Personal Learning Environments (PLEs) to encourage peer learning and learner

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  • 1. Using PLEs to encourage peerlearning and learner autonomyChris HarwoodCentre of English Language Communication CDTL 2011

2. Overview Student needs analysis What is a PLE? The pilot Student feedback Recommendations Discussion 3. Student needs analysis November 2010 4. Internet access How? Where? 97% laptop 90.9% access internet and learnonline on campus (but not in the dorm) 42.3% smartphone 97.8% access internet and learn 39.1% intend to buy a online at home or in their dormsmartphone in the next 6 months 22.6% access internet and learnonline on the MRT or bus 41.2% access the internet andlearn online in retail Wi-Fihotspots 5. Online materials 89% like to choose what 91.5% of respondentsonline materials arelike a mix of materialsimportant to them.they have found andmaterials the tutor has 85.8% like to use chosen.resources from anumber of different 78.1% claim to needwebsites. help finding goodwebsites to supporttheir learning. Curate. 6. Organizing online resources 92.3% prefer 90% thought it would resources from abe useful to have annumber of different online space withwebsites to be in one specially selectedspace.websites, videotutorials and otherresources for theircourse that they couldadd to and personalize 7. What is a PLE? 8. What is a PLE?http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html 9. How does a PLE work? The PLE is a unique interface in the ownersdigital environment. It integrates their personaland professional interests (including their formaland informal learning), connecting these via aseries of syndicated and distributed feeds. Terry Anderson 2006 10. Types of Learning Formal Informal Formal learning is planned 1. learning that deriveslearning that derives from from activities external to aactivities within astructured learning context.structured learning setting. 2. unstructured learning within a structured learning environment. 11. What does the educator do?PLEs are systems that help learners take controlof and manage their own learning. This includesproviding support for learners to set their ownlearning goals, manage their learning; managingboth content and process, communicate withothers in the process of learning and therebyachieve learning goals. Mark van Harmelen 2007 12. Social learning Personal learning networks (PLNs) using peerto peer social networking such asFacebook, Twitter, and Linkedin are crucialto the learning processes within PLEs. PLNsare spaces where learners can connect andexchange ideas and negotiate meaning andunderstanding about whatever they arelearning about. 13. Learning theories Vygotsky, L.S. (1978). Mind and society: The development of higher mentalprocesses. Cambridge, MA: Harvard University Press. Wenger, Etienne (1998) Communities of Practice. Learning as a socialsystem, Systems Thinker. Retrieved 12th October, 2012, from http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Siemens, G. (2008a). About: Description of connectivism.Connectivism: A learning theory for todayslearner, website. http://www.connectivism.ca/about.html 14. What is SymbalooEDU?It is a software application that enables learnersto organize, integrate and share online contentin one setting or Personal Learning Environment.It also enables each user to connect, sharecontent and update shared content. 15. How does it do this? By allowing users to create and customize tiles usingURLs. These tiles can be constructed into mixes sharedand updated. 16. Learning can occur anywhere SocialAll these learning IVLEs networks, facebapplications and ook, twitter, MyS pace etc.storage systemscan be accessedby the student atCollaborativeanytime using acloud tools, Googlesmartphone, iPad docs, Dropbo, or notebook as x etc.long as they have Integratedcurriculuminternet access.activities suchas blogging,. 17. The pilotJanuary to April 2011 18. Constructing the webmix Academicwriting EssayResourceswriting GrammarVocabulary 19. Design and distribution of the webmix 20. Student feedbackApril 2011 21. How often did they use the platform? 4.8% used the platform every day 6.4% three times a week 10.1% once a week 31.4% three times a month 47.3% once a month 22. Did students find symbalooEDU useful? 47.3% accessed the links on the platformonce a month and 27% claimed it was notvery useful 73% thought symbalooEDU was a usefulresource. Indeed 43% believe the platform tobe so useful that they adopted it as theirhomepage bookmark browser. 23. The reasons for this positive studentuptake of the platform are varied. 87% of respondents thought it was easy to access specificinformation about writing 91% thought it useful to have all web links in one place. 82% liked the mix of video, audio and textual learningsupport 90% liked having access to specific online info selected byNUS tutors. 74% explored the websites in more detail. 24. The students thought the webmix was useful in different ways 40% grammar content 30% writing content 23% collocation and dictionary tools 7% social media facebook etc. 25. Personalizing the webmix 54% of respondents said they added otherwebsites to the webmix 35 % of respondents accessedFacebook, Twitter or their blog usingsymbalooEDU showing that more than athird of students adopted the platform in totheir daily digital lives. 26. Recommendations Very useful tool to support learning withencouraging feedback but needs to be more carefully woven in to thecurriculum Tutor training/sales Social media need to be imbedded into thecurriculum 27. References Van Harmelen, M. (2006). Personal Learning Environments. In Proceedings of theSixth International Conference on Advanced Learning Technologies (ICALT06).Retrieved March 3, 2011, fromhttp://csdl.computer.org/comp/proceedings/icalt/2006/2632/00/263200815.pdf Wheeler, S, (2010) Anatomy of a PLE. Retrieved 12th October, 2011, fromhttp://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html

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