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kels_giroux

Symbaloo EDU | PLE | Personal Learning Environment - 17 views

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    May be useful to create class web "start" pages with relevant resources.  
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 16 views

    • jordi guim
       
      Muy interesante sobre PLE / PLN
  • <CENTER><B>Table 2:</B> Personal learning environment toolset </CENTER> <P></P> <TABLE border=1 cellPadding=2 width="100%" bgColor=#ffffff align=center> <TBODY> <TR align=middle bgColor=#93ecc7> <td width="20%">Web application<BR> (networked student <BR> component) </td> <td width="25%"> Tool used <BR> in test case </td> <td> Student activity <BR> level of structure </td></TR> <TR vAlign=top> <td> Social bookmarking (RSS) </td> <td><I> Delicious </I><BR><A href="http://delicious.com/"> http://delicious.com/ </A></td> <td> <UL> <LI> Set up the account <LI> Subscribe to each others accounts <LI> Bookmark and read 10 reliable websites that reflect the content of chosen topic <LI> Add and read at least 3 additional sites each week. </LI></UL></td></TR> <TR vAlign=top> <td> News and blog alert (RSS) </td> <td><I> Google Alert </I><BR><A href="http://www.google.com/alerts"> http://www.google.com/alerts </A></td> <td> <UL> <LI>Create a <I>Google Alert</I> of keywords associated with selected topic <LI> Read news and blogs on that topic that are delivered via email daily <LI> Subscribe to appropriate blogs in reader </LI></UL></td></TR> <TR vAlign=top> <td> News and blog reader (RSS) </td> <td><I> Google Reader </I><BR><A href="http://reader.google.com"> http://reader.google.com </A></td> <td> <UL> <LI> Search for blogs devoted to chosen topic <LI> Subscribe to blogs to keep track of updates </LI></UL></td></TR> <TR vAlign=top> <td> Personal blog (RSS) </td> <td><I> Blogger </I><BR><A href="http://www.blogger.com"> http://www.blogger.com </A></td> <td> <UL> <LI> Create a personal blog <LI> Post a personal reflection each day of the content found and experiences related to the use of personal learning environment <LI> Students subscribe to each others blogs in reader </LI></UL></td></TR> <TR vAlign=top> <td> Internet search (information management, contacts, and synchronous communication) </td> <td><I> Google Scholar </I><BR><A href="http://scholar.google.com/"> http://scholar.google.com/ </A></td> <td> <UL> <LI>Conduct searches in <I>Google Scholar</I> and library databases for scholarly works. <LI> Bookmark appropriate sites <LI> Consider making contact with expert for video conference </LI></UL></td></TR> <TR vAlign=top> <td> Podcasts (RSS) </td> <td><I> iTunesU </I><BR><A href="http://www.apple.com/itunes/whatson/itunesu.html"> http://www.apple.com/itunes/ <BR> whatson/itunesu.html </A></td> <td> <UL> <LI>Search <I>iTunesU</I> for podcasts related to topic <LI> Subscribe to at least 2 podcasts if possible </LI></UL></td></TR> <TR vAlign=top> <td> Video conferencing (contacts and synchronous communication) </td> <td><I> Skype </I><BR><A href="http://www.skype.com"> http://www.skype.com </A></td> <td> <UL> <LI>Identify at least one subject matter expert to invite to <I>Skype</I> with the class. </LI></UL></td></TR> <TR vAlign=top> <td> Content gathering/ digital notebook </td> <td><I> Evernote </I><BR><A href="http://evernote.com/"> http://evernote.com/ </A></td> <td> <UL> <LI> Set up account <LI>Use <I>Evernote</I> to take notes on all content collected via other tools </LI></UL></td></TR> <TR vAlign=top> <td> Content synthesis </td> <td><I> Wikispaces </I><BR><A href="http://www.wikispaces.com"> http://www.wikispaces.com </A></td> <td> <UL> <LI> Post final project on personal page of class wiki </LI></UL></td></TR></TBODY></TABLE> <P> The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included <I>iGoogle, PageFlakes, NetVibes,</I> and Symbaloo</I>. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. </P>
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • Assessment

    There were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content.

    Points were earned for meeting the following requirements:

    • Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week.
    • Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader.
    • Subscribe to and listen to at least two podcasts (if available).
    • Respectfully contact and request a video conference from a subject matter expert recognised in the field.
    • Maintain daily notes and highlight resources as needed in digital notebook.
    • Post at least a one-paragraph reflection in personal blog each day.
    At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above.

    The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other.

    Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page.

    Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.

Tero Toivanen

Stephen Downes - EduCamp Colombia - 0 views

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    Stephen Downes: Slideshare: E-Learning en Desarrollo, El Enfoque Conectivista, E-Learning 2.0, El Ambiente Personal de Aprendizaje (Personal Learning Environment -PLE-)
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views


  • In the case of informal learning, however, the structure is much looser.

    • People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives.
    • Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
    • There is no leader; each person participates as they deem appropriate.
    • There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
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    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
Isabelle Jones

Virtual learning environment - Wikipedia, the free encyclopedia - 0 views

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    A virtual learning environment (VLE) is a software system designed to support teaching and learning in an educational setting, as distinct from a Managed Learning Environment (MLE) where the focus is on management.
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huaihao Chang

2007年11月·《言炎》杂志采访·QienKuen-守護與顛覆 - 0 views

  • 你是否进一步发掘并为互联网创造了价值呢?我想这个就是区别了。我一般会边走边上网(多次险些被车撞或者撞到美女=b=),利用黑莓手机的优势,收发来自不同讨论组的email和我通过email订阅 的blog,用专门的RSS阅读工具看我订阅的blog(许多在线RSS阅读器都有手机版的),看新闻,通过微博客网站更新我的状态以及我的想法,有时也 会用网络查询路线地点。其实许多人的手机都可以做这些事情的。而在电脑前的时候,可做的事情就更多的:读自己订阅的blog并且思考,更新自己的 Blog,折腾一下Blog模板和插件什么的, 编辑几个Wiki的词条……实在太多了,哈哈。说实话,我并不喜欢电脑本身,因为我不是技术员,只是喜欢它所呈现的东西。
  • Google DocsGoogle在线文档)
  • Web2.0对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的BlogwikiPodcast等,更有像Facebook等这样的社会 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。
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  • Web2.0 > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > Blog > 、 > wiki > 、 > Podcast > 等,更有像 > Facebook > 等这样的社会 > 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 > 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。 >
  • 我的许多交际圈子是通过互联网展开的,但这可绝不同于许多人想象中的“网友”。经常会是这样:我们有着共同的爱好,又都写Blog,这 种信任就很容易建立起来了。
  • Web2.0 > > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > > Blog > 、 > wiki > 、 > Podcast > > 等,更有像 > > Facebook > > 等这样的社会 > > 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 > > 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。 > >
  • 周五论坛
  • 其实在周五论坛中,可以看到益学会的一些影子,包括我们的“协调员”制。
  • 大多数时候,我们并不是要讨论出某个确切的结果或者立竿见影的结论,重 点就是你在讨论的过程中你学会了聆听别人,回应别人,尊重别人;
  • 对我来说,它们都是开放、共享的组织,他们都注重每一位参与者的成长与价值。在这 里面,没有权威,没有一种对立的关系。
  • >在周五论坛中我们特意设计的是“圆桌”气氛,而在益学会中则是不分年龄和地域的沟通。益学会的影响力要比周五论坛大 很多,但我们所做的终极目的是一样的:学会学习,做一个有用的人!
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