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Vanessa Vaile

#PLENK2010 PLEs and learner autonomy « Jenny Connected - 0 views

jennymackness.wordpress.com/...2010-ples-and-learner-autonomy

evomlit multiliteracies #PLENK2010 technology learning networks ple pln learning self organized learning self paced study

shared by Vanessa Vaile on 23 Nov 10 - No Cached
  • PLE is a counter concept arising from discontent with centralised course management.
  • they have always been around, it’s just that the wide range of open source tools available at the moment, means that learners now have greater opportunity to learn independently and autonomously than ever before.
  • Sebastian was concerned that we focus only on the personal learner model for adults – which he suggested was one where adults are self-functioning, self-co-ordinating, self-controlling (self monitoring), self-developing and self-projecting.
  • ...5 more annotations...
  • personal learner model for adults can apply just as well to young children, who can be taught to be self-functioning, self-co-ordinating, self-controlling (self monitoring), self-developing and self-projecting and in small ways can achieve all of these.
  • High Scope approach
  • In this approach children planned their own daily curriculum. Their choices were of course monitored. If they were choosing to play in the sand every day without doing any other types of activities, then they would be gently steered to make more balanced choices, but they were beginning to work as autonomous learners.
  • Which brings us to the question of what we mean by autonomy.  
  • further work is needed to define what we mean by learner autonomy in relation to PLEs.
  • Vanessa Vaile on 23 Nov 10
     
    PLE is a counter concept arising from discontent with centralised course management
Vanessa Vaile

Weaving a Personal Web: Using online technologies to create customized, connected, and ... - 0 views

www.cjlt.ca/...257

#PLENK2010 evomlit multiliteracies education

shared by Vanessa Vaile on 21 Oct 10 - Cached
  • Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development.
  • This paper explores personal web technologies (PWTs) and their learning applications.
  • Connectivism and the need for continuous learning In today’s world, learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996). In times of rapid change, it is not always prudent or possible to offer formal training for each individual’s every need, and some needs may best be addressed by the individual him/herself. Using freely available personal web technologies, employees can create a personal learning environment (PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
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  • Overview of Personal Web Technologies
  • Visualization of a web-based Personal Learning Environment
  • PWTs allow learners to expand their capacity for knowledge by connecting to external resources (other people, online databases, reference sites, etc.). If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • Social Bookmarking and Research Tools Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • Tools that are geared more towards social bookmarking (e.g., Delicious, Diigo, and Twine) place greater emphasis on features that allow users to easily share their bookmarks with friends, colleagues, or the public
  • Tools that are geared more towards academic research, such as Zotero or Connotea, include bibliographic features, such as citation generators and reference list management.
  • Personal Publishing Tools A variety of free and user-friendly tools are available to publish oneself on the Internet. Iskold (2007) sees the range of personal publishing options as a continuum, ranging from content-focused, formal blog posts to socially-focused, informal messages posted on social networking sites, with micro-blogging falling somewhere in the middle.
  • blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming
  • more than online diaries.
  • individualized content management system that publishes, organizes, and archives
  • easy to go beyond basic text and incorporate other media, such as photographs, videos, and audio
  • Micro-blogs,
  • 'follow' other members to receive a stream of their posts
  • allow them to easily "ask and answer questions
  • Aggregators Individuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming.
  • tools filter online information and collect articles, media, and conversations customized to the user's needs
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Two of the most popular metagators are Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops
  • Using Personal Web Technologies to Create PLEs and PLNs
  • PWTs can be combined by the individual to make a personal learning environment (PLE) and to create and manage a personal learning network (PLN). Due to the fact that they are user-created, there is no exact definition of a PLE
  • In general, a PLE is the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • Users can create an online PLN of colleagues and friends from around the world by joining social networking sites, following and commenting on relevant blogs, sharing resources on a social bookmarking site, or by using a micro-blogging platform.
  • Learning Applications of PWTs Because these are open-source, free, adaptable, and user-friendly, PWTs can be of great value to teachers, trainers, and students. However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction
  • critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • Five Potential Disadvantages of Using PWTs for Learning Although personal web technologies have the potential to support all types of learning, they also have potential disadvantages, ranging from distractions to security concerns.
  • Connection Addiction.
  • Work Interrupted.
  • Popularity Contests.
  • Echo Chambers.
  • Privacy and Security Concerns.
  • Conclusions When learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information and to take on new roles. To successfully use PWTs, learners must become editors who critically question content and sources, librarians who organize and archive resources, and also creators who add their voice to the online chorus by engaging in discussions, collaborating on projects, and contributing their own ideas and media
  • he true quality and effectiveness of a PLE or PLN depends on the learner him/herself
Vanessa Vaile

The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Cour... - 2 views

www.irrodl.org/...1402

#PLENK2010 multiliteracies evomlit education mooc connectivism

shared by Vanessa Vaile on 26 Oct 10 - Cached
  • Abstract In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums and blogs. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context..
Vanessa Vaile

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

ple.elg.ca/blog

#PLENK2010 evomlit multiliteracies pln ple socialnetworking xweb web3.0

shared by Vanessa Vaile on 27 Sep 10 - Cached
  • developments in their relation to Personal Learning Environments as several people over the past months have asked me why I think there is a need to develop a Personal Learning Environment at all.
  • Applications and aggregators of information are freely available and people can take their pick of their preferred ones and create their own network
  • easy it is for conglomerates to take over the development of tools and applications
  • ...20 more annotations...
  • three issues that I find important in this respect.
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning,
  • Recommender systems of information, resources, critical friends and experts could form part of the access options
  • the challenges of an open online networked environment for learning.
  • The reality, however, is different and research is available to show that not all adult learners are able to critically assess what they find online and might prefer to receive guidance
  • difficult it is for anybody to reach and access a deep level of information by using search engines
  • need for critical literacies while learning informally on networks
  • Learning in my view is not synonymous with accessing information, and requires a level of reflection, analysis, perhaps also of problem solving, creativity and interaction
  • 3. Access to technology
  • trends in access and digital divides
  • reasons for their non-participation. Some are related to age and socio-economic group, but some are also related to relevance, confidence and skills set.
  • people least likely to use the Internet are also the least likely to participate in adult education.
  • could PLEs that would provide help with Internet use and might be used on mobile devices be the answer to making the Internet relevant
  • What components would be needed?
  • 1. A personal profiler that would collect and store personal information.
  • 2. An information and resource aggregator to collect information and resources.
  • 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others
  • 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources.
  • 5. Services of the learners choice.
  • 6. Recommenders of information and resources.
  • Vanessa Vaile on 27 Sep 10
     
    although not specifically stated, this is also about gate keeping and controlling / monitoring information flow
TESOL CALL-IS

Learning Never Stops: Free Map Tools - Use maps in cool and unique ways - 0 views

seekoutlearning.blogspot.com/...ools-use-maps-in-cool-and.html

project-based tools content-based adult-learners young-learners VSL

shared by TESOL CALL-IS on 25 Feb 13 - No Cached
  • TESOL CALL-IS on 25 Feb 13
     
    Sounds like a good place for many different kinds of content- and project-based learning. "Free Map Tools is an online resource that allows you to utilize maps in really cool and interesting ways. With this site you can find the distance between two points, by land and air. You are able to calculate the area of a region on a map. It allows you to determine how far you can travel while walking, riding a bike, or driving a car for a designated amount of travel time. It will even tell you where you would end up if you tunneled through the earth. Free Map Tools is a very cool website that has applications for social studies, science , and math teachers."
TESOL CALL-IS

Learning Never Stops: Zeen - Create interactive digital publications - 0 views

seekoutlearning.blogspot.com/...reate-interactive-digital.html

project-based literacy digital-images adult-learners writing tools VSL

shared by TESOL CALL-IS on 25 Feb 13 - No Cached
  • TESOL CALL-IS on 25 Feb 13
     
    "Zeen is a free site (in beta) that allows you to gather your favorite pictures and videos from the internet and add your own text to create an interactive digital magazine that you can share with other people. Zeen is easy to use and your end product is a very dynamic and interactive publication. This site is a fantastic tool for school projects, invitations, online memory books, business portfolios, and advertising just to name a few options."
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