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Chris Jobling

Personal Learning Environments - 0 views

www.microbiologybytes.com/...index.html

plenk2010 ple vle slideshare ajcann week2

shared by Chris Jobling on 17 Sep 10 - Cached
  • A PLE (personal learning environment) is: a system that helps learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning. In contrast, a virtual learning environment (VLE) or learning management system (LMS), such as Blackboard or Moodle, is: a software system designed to help teachers by facilitating the management of educational courses for their students, especially by helping teachers and learners with course administration. The system can often track the learners' progress, which can be monitored by both teachers and learners. Notice the difference? A VLE/LMS is all about controlling how you learn. A PLE is about giving you control over how you learn.
  • Chris Jobling on 17 Sep 10
     
    'What the heck is a PLE and why would I want one?" -- mircobiologybytes.com. @AJCann attempts to define a PLE and contrast it with VLE. Includes a SlideShare presentation. A topic likely to come up again in week 2.
Chris Jobling

How to revamp your learning model « Learning in the Corporate Sector - 0 views

ryan2point0.wordpress.com/...-to-revamp-your-learning-model

plenk2010 week2 lms ple vle ile fle

shared by Chris Jobling on 20 Sep 10 - No Cached
  • Chris Jobling on 20 Sep 10
     
    Some more Three Letter Acronyms to guide us into week 2. Here we have ILE (Informal Learning Environment) and FLE (Formal Learning Environment). The ILE uses a wiki for knowledge aggregation, a forum (or microblogging tool like Yammer) for discussions and a set of profiles for documenting expertise or (human) points of contact for informal learning. (A commenter added Google custom search). The FLE includes a Learning Management System (LMS) for managing formal learning, assessment, etc. and a reports database for recording formally assessed competencies, compliance etc. The idea is that learning would take place in the ILE and formal assessment of competencies be recorded in the FLE. The model is aimed at corporate training but could be adapted for higher education. From "Learning in the Corporate Sector" by Ryan Tracey.
Chris Jobling

PLENK10: Competency levels for building and managing a PLE - 0 views

ple.elg.ca/...discuss.php

plenk2010 discussion week1 competency ple

shared by Chris Jobling on 15 Sep 10 - No Cached
  • Chris Jobling on 15 Sep 10
     
    Interesting discussion, started by Emma Stodel of "competencies" in building and managing a PLE. Still not sure that I've seen a good description of just what is a PLE and why you need to be competent.
Carmen Tschofen

Achieving the impossible - 0 views

hedtek.com/?p=330

personal learning ple teachers self-efficacy

shared by Carmen Tschofen on 13 Sep 10 - Cached
  • Carmen Tschofen on 13 Sep 10
     
    Could teachers and lecturers instead supply these personally relevant and meaningful learning experiences? Diana Laurillard, in her inaugural professorial lecture at the Institute of Education, points to the impossibility of teachers on their own supplying a personalised learning experience.[1] Indeed, the impossibility of supplying learners with personalised learning experiences is, in general, a self-evident truth to those of us who work in the education sector. The only course that remains, then, is for learners to construct these learning experiences for themselves. In fact, self-directed learning is the only economically feasible means of providing a personalised and meaningful learning experience on any kind of massified scale. Whatever the brouhaha about what a PLE is, the thing that underpins and unifies the PLE movement is that it is about learners doing it for themselves; learners taking control of, directing and managing their own learning. A PLE provides the infrastructure for that kind of learning. Of course, infrastructure is only part of the solution; the other part is achieving the pedagogic revolution. This relies on students unlearning their current learning practices and adopting new practices in a guided and supported fashion.
Chris Jobling

It's Personal: Learning Spaces, Learning Webs - 0 views

www.slideshare.net/...-learning-spaces-learning-webs

slideshare timbuckteeth steve wheeler week1 plenk2010 ple personal learning spaces personal learning webs

shared by Chris Jobling on 21 Sep 10 - Cached
  • Chris Jobling on 21 Sep 10
     
    t's Personal: Learning Spaces, Learning Webs Steve Wheeler University of Plymouth cc Steve Wheeler, University of Plymouth, 2009. Agenda * Concept of personalized learning * Personal learning environments * Personal learning networks * Personal webs * Mash-ups and aggregators in the creation and management of personal webs.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 24 Sep 10 - Cached
  • Networked Student Model
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki 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 iGoogle, PageFlakes, NetVibes, and Symbaloo. 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.
  • 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.
  • ...1 more annotation...
  • AssessmentThere 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.
paul lowe

The Best Collaboration Tools - 5 views

techmagazine.ws/the-best-collaboration-tools

plenk2010 socialnetworking education web2.0 collaboration software management

shared by paul lowe on 19 Sep 10 - Cached
  • paul lowe on 19 Sep 10
     
    "The Best Collaboration Tools"
Niklas Karlsson

The state of learning in the workplace today - 0 views

c4lpt.co.uk/state.html

lms commynities of learners online learning community plenk2010 personal learning environment

shared by Niklas Karlsson on 27 Sep 10 - Cached
  • The emergence of social media, has, recently begun to be used as a way of  further engaging online and classroom learners, and developing communities of learners (Stage 4).  We have also seen the emergence of social learning systems focused on supporting (and managing) the use of social and collaboration activities in the formal learning.
  • Niklas Karlsson on 27 Sep 10
     
    Workplace learning
Susan OGrady

Grow Your Personal Learning Network - 0 views

eric.ed.gov/EJ831435.pdf

PDF plenk2010 #PLENK2010 PLN learning tools collaboration theory article

shared by Susan OGrady on 21 Oct 10 - No Cached
  • Susan OGrady on 21 Oct 10
     
    For me this was an illuminating article which reinforced much of what I'd gleaned from readings and the need to look on conflict as a 'positive' which may open new perspectives. ----- New Technologies Can Keep You Connected and Help You Manage Information Overload. Learners become amplifiers as they engage in knowledge-building activities, connect what they learn, add value to existing knowledge and ideas, and re-issue them back into the network to be captured by others through their PLNs.
Chris Jobling

AUSpace: Managing and Learning in MOOCs (massive open online courses) - 0 views

auspace.athabascau.ca/...2838

plenk2010 mooc open.education

shared by Chris Jobling on 31 Oct 10 - No Cached
  • Chris Jobling on 31 Oct 10
     
    "George Siemens, with Athabasca's Technology Enhanced Knowledge Research Institute, is best known for his development of the pedagogical model of networked learning known as Connectivism. He and Steven Downes have pioneered the development of massive open courses, in which many hundreds of students study and learn in open and networked contexts." - It's all about MOOCs like PLENK2010
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