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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.
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.
paul lowe

#PLENK2010 Curation and Balance « Jenny Connected - 1 views

jennymackness.wordpress.com/...plenk2010-curation-and-balance

plenk2010 curation collaboration socialnetworking PLE PLN LMS VLE makness

shared by paul lowe on 19 Sep 10 - No Cached
  • paul lowe on 19 Sep 10
     
    "There has been lots of discussion this week about whether Personal Learning Environment (PLE) and/or Personal Learning Network (PLN) are the right terms to describe what this is all about and some recognition that this a semantics issue. According to Rita Kop PLE is a UK term and PLN an American term. Dave Cormier questions whether the term personal should be used at all. Stephen Downes points out that personal is an OK term if you think about [Personal Learning] Network as opposed to [Personal] Learning Network - and similarly for PLE. I like that - but for me, the words are not as important as the process - although I can see that the process needs nominalising for ease of reference. If I am going to think about introducing the idea of PLEs/PLNs to my colleagues or students then I will be talking about the process and the implications of this process for learning rather than what we should call it, i.e. why it might be preferable for students to learn in environments/spaces of their own choice rather than be confined to an institutions VLE/LMS."
paul lowe

The PLE Growth Model « Mollybob Goes To School - 2 views

mollybob.wordpress.com/the-ple-growth-model

education mollybob growth learning collaboration web2.0 e_learning webtools online tools twitter blog PLE PLN PLC

shared by paul lowe on 13 Sep 10 - Cached
  • paul lowe on 13 Sep 10
     
    "The Personal Learning Environment concept is relatively new and is often used interchangeably with Personal Learning Network. The earliest reference is attributed to George Siemens in his 2004 paper, Connectivism: A Learning Theory for the Digital Age. Downes and Attwell have also popularised the concept with Downes describing the PLE as "a tool that allows for a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources" (2006, p23). Semantically, a personal learning environment and a personal learning network differ, with a network referring to connections and the interaction between them, and an environment referring to a broader definition that includes more passive tools and settings. The network and its broader socially constructed environment are interdependent, constantly shaping each other and unable to be separated."
paul lowe

eLearning & Deliberative Moments: The present and future of Personal Learning Environme... - 2 views

members.optusnet.com.au/...ture-of-personal-learning.html

ple web2.0 elearning research eportfolio learning education e-learning e_learning vle

shared by paul lowe on 13 Sep 10 - Cached
  • paul lowe on 13 Sep 10
     
    The present and future of Personal Learning Environments (PLE) - 9 comments This post is recast from an assignment I completed about four months ago in a Masters Degree course entitled Innovative Practice and Emerging ICT, in which I investigated what PLEs are meant to be and where they might be going. It was originally part of a class wiki. Contents 1. Introduction 2. Towards a Definition 3. Driving Forces 4. Developments to Date 5. Barriers 6. Future Potential 7. References 8. Web Links Introduction A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.
Chris Jobling

PLENK 2010: Just Like 'Watching Football' - 0 views

etcjournal.com/...e-watching-football-plenk-2010

plenk2010 ple vle week1 readings summary curation mooc analogy football

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    Nice summary of the first week's readings and discussion by Stefanie Pike, Educational Technology and Change Journal.  "Both the discussion and readings helped me to refine my understanding of both concepts. To me, the term personal learning network refers to processes and structures within the personal learning environment. Another personal learning outcome is my new awareness of the importance of "curation" in online classes, an issue I have not yet thought about. A great deal of discussion time was dedicated to the problem of curation, that is, how to make the results of a forum or live discussion available without having to read through all comments. Dave Cormier and the participants vented different ideas and approaches - from structuring the process of curation in a wiki and using word clouds like Wordle and visualizations like concept maps to discourse analysis and approaches from computational linguistics. "Stephen Downes encouraged participants to be selective in their attention and activities within the class. "Think of it as football.  People do not stop watching football just because they cannot watch everything!" I wonder if Stephen was talking about american football or soccer? In soccer you just watch the player with the ball.
Chris Jobling

Communications & Society: Complexity and Personal Learning Environments - 0 views

idst-2215.blogspot.com/...ity-and-personal-learning.html

plenk2010 personal ple learning communications society complexity

shared by Chris Jobling on 10 Oct 10 - No Cached
  • Chris Jobling on 10 Oct 10
     
    Post of the week! Posted by Keith Hamon and shared by Dave Cormier via Twitter and picked up serendipitously via a Feedly suggestion of good sources for PLENK2010 in Swansea on a Sunday. A neat critique of what the word "personal" in PLE should mean. I wish that I could write like this!
paul lowe

5 C's of Building a PLE? | E-flections - 6 views

eflections.edublogs.org/...5-cs-of-building-a-ple

ple PLN plenk2010 eflections lowe digital_literacy

shared by paul lowe on 13 Sep 10 - No Cached
  • paul lowe on 13 Sep 10
     
    "A UAL graduate should be digitally mature learner, equipped with the critical faculties to create their own Personal Learning Environment (PLE) that will assist them to take advantage of the affordances of technology in their professional, personal and creative lives after UAL. The best way to develop this is through a culture of collaborative inquiry that explores the potential of digital scholarship through a range of authentic situated learning experiences that are relevant to the individuals' area of practice. They should be able to engage in 5 core competencies of curation, critique, creation, collaboration, and communication"
Chris Jobling

PLE and PLN = Personal Learning Ecologies « For the Love of Teaching - 0 views

lkidder.wordpress.com/...ln-personal-learning-ecologies

plenk2010 ple pln ecology

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    One of the several thoughtful summaries of the Week 1 topic PLEs versus PLNS, The author summarises the PLE/PLN conversation as: # People being accountable in their own learning # People connecting and forming communities # People using online tools, as well as others # Personal knowledge and learning growing and expanding # A life-long portfolio of learning Apart from the need for on-line tools (I think we could and did have a PLE/PLN using traditional human contact and pre-web technology), I can largely accept these definitions.
Chris Jobling

What is a PLN? Or, PLE vs. PLN? : open thinking - 0 views

educationaltechnology.ca/...1156

plenk2010 ple pln definition couros readings

shared by Chris Jobling on 17 Sep 10 - Cached
  • Chris Jobling on 17 Sep 10
     
    An interesting post, summarizing a twitter conversion seeking a definition of PLN v PLE, that was the background to Alec Couros' definition of PLN on Page 124 of his paper (used as a Week 1 Reading): "personal learning networks are the sum of all the social capital and connections that result in the development and facilitation of a personal learning environment." (Couros, 2010)
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.
paul lowe

Deliberations - 2 views

www.deliberations.com.au/...ture-of-personal-learning.html

e_learning education web2.0 collaboration learning tools twitter blog online webtools eLearning wikis PLN PLE PLC

shared by paul lowe on 13 Sep 10 - Cached
  • paul lowe on 13 Sep 10
     
    "A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks. "
Chris Jobling

PLENK10: Personal Learning Environments: Challenging the dominant design of educational... - 0 views

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

plenk2010 PLE discussion forum scott wilson

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    A discussion forum instigated by Scott Wilson, co-author of one of the Week 1 readings, and arguably (so far as I can tell from what I've read in the context of the PLENK2010 MOOC) the inventor of the term PLE. A good place to go for extra background and other readings related to "Personal Learning Environments: Challenging the dominant design of educational systems" (Wlison, et al, 2007)
Carmen Tschofen

Innovation as an Emergent Property of a Value Network | ValueNetworks.com - 1 views

valuenetworks.com/...260114

networks change personal

shared by Carmen Tschofen on 16 Sep 10 - No Cached
  • Carmen Tschofen on 16 Sep 10
     
    Network patterns/structures change/need to change depending on phase of innovation/development. Does this apply to personal learning networks as well?
chris saeger

Personal Learning Environments - the future of eLearning? - 0 views

www.elearningeuropa.info/...media11561.pdf

#plenk2010 ple

shared by chris saeger on 13 Nov 10 - No Cached
  • chris saeger on 13 Nov 10
     
    Graham Attwell This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. (2007)
Chris Jobling

Center4Edupunx » Personal Learning Environment - 0 views

center4edupunx.com/...personal-learning-environment

plenk2010 center4edupunx ple diagram social network engagement

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    Interesting blog post that uses Dawley's social network engagement levels (identify network, lurk, contribute, create, lead) (Dawley, 2009) to annotate a PLE diagram.
Chris Jobling

The PLE as Operating System / Where's my PRL (Personal Reference Librarian)? ... - 0 views

connecteded.wordpress.com/...l-personal-reference-librarian

plenk2010 learning operating system ple definition recall

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    Post that adopts Viplax Baxi's description of a PLE as Learning Operating System (LearnOS) and attempts to align Downes' PLE functions with traditional OS functions. Also discusses the problem of recall ... which is an issue for me too, and one that I try to tackle by bookmarking everything.
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