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Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.

The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.

The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students

Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.

A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources

method students use to organize their self-directed online learning

attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners

subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.

Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.

Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process

Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.

continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.  I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students.   In the meantime, I’ve created

It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun

“learning by doing” and “student as worker,”

Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.

learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.

a number of tiles to get you started,

I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.

students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.

PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field

personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals

The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.

The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.

What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!

Because Symbaloo is web-based, you can access your favorite webmixes from different computers.

The concept of PLE is not a way to replace classroom learning, but to enhance it.

If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.

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students

Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.

build balanced systems, with assessment-literate users

Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.

In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.

inform instructional improvement and identify struggling students and the areas in which they struggle

Teachers should design the assessment so students can use the results to self-assess and set goals.

Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.

Feedback to students can use the language of the rubric:

Although it may seem as though having more assessments will mean we are more accurately estimating student achievement

The assessor

Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.

In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process

One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.

A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.

Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.