AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views
-
Students engaging in networked learning research must be more self-directed
-
Anne Trethewey on 24 Aug 14Raises the question - what about those students who do not possess these skills? -
paul_size on 27 Aug 14I agree, if they do not possess these skills then what? And is that necessarily a bad thing? How do we support those with the skills at the same time as those without the skills?
-
-
balance between structure and learner autonomy
-
Recognises that particular skills are require and may need to explicitly taught.
-
-
take an active role in the learning process by making decisions
-
- ...39 more annotations...
-
If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
-
The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
-
The students in this study are in effect, networked learners in training.
-
Love this view of students working to acquire NGL skills - "networked learners in training"
-
-
A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
-
-
Figure 2: The Networked Student
-
A model of the networked student. Like how it incorporates all aspects of a students life, not just online!
-
-
He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
-
He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
-
-
This is a really nice line. I like the idea that through collaboration we can leverage off diversity.
-
-
Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
-
-
The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
-
A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
-
-
The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
-
To achieve depth of understanding, students still require teacher assistance and guidance.
-
I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
-
-
Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
-
-
Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
-
The personal learning environment can take the place of a traditional textbook
-
-
-
I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications. What about the implications for the work environment? As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work. How do we empower ourselves in a limited environment?
-
-
Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
-
I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
-
-
-
I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.
-
-
"He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
-
scaffold the learning process
-
Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
-
-
scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
-
-
Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
-
It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
-
The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
-
The networked student follows a constructivist approach to learning.
-
The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
-
Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
-
I think the key here is being able to discern between fact and opinion. How is this taught to kids today? I am not a teacher, on the ground with students so any thoughts on this would be great.
-
-
The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
-
I think this links in nicely with Communities of Practice the construction of knowledge. The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
-
-
Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
-
-
So meaningful learning comes through knowledge construction. Not cutting and pasting. It's about getting out there and into the real world and feeling the experience.
-
-
Learning potential exists in what the student does with the compilation of content and how it is synthesised.
-
exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
-
The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
-
The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
-
The process and tools are overwhelming to students if presented all at once.
-
-
Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
-
While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
-
Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
-
-
cognitive apprenticeship model
-
The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
-
Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
