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Ian Woods

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

  • 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.
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  • 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

Paul's E-Learning Resources - 0 views

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    If you visit this site you'll see on the home page the famous Web2.0 tools image that has become a cliche in e-Learning presentations. Nonetheless, this comprehensive collection of free to use tools, curated by Paul, is a useful resource for people wishing to build a PLE or inform students what tools they might want to use in their own PLEs. Thanks to PLENK2010 link gopher @pgsimoes for tweeting this. It was new to me, but looking at the likes page not new to my colleagues at Swansea!
Chris Jobling

ConnectivismEducationLearning - Research References - 0 views

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    @suifaijohnmak has created a list of references for weeks 1 and 2 of #plen2010. Includes the readings and a selection of the conversations, resources, etc that have been shared. Hopefully this will continue to be developed.
paul lowe

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

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    "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

PLEs are an Operating System for Learning « Viplav Baxi's Meanderings - 0 views

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    "I think of PLEs as Operating Systems just like regular operating systems are for computer users. In fact, I call the PLE a LearnOS. Thinking of a PLE as a LearnOS helps me also get by the initial comprehension of what it can contain, such as tools, resources and connections, as also how it is deployed - PC, mobile and cloud. I can then move on to think about how learning will occur in this LearnOS by asking not only how the LearnOS can be organized to support my learning (feed aggregation, twitter tags and the like) in a given context, or how my LearnOS is connected to other LearnOS-es out there (PLNs), but also to thinking how my LearnOS can adapt to my learning contexts and my learning needs."
Cris Crissman

Teaching Resources - Other Resources - Blooms Taxonomy - CCCOnline Faculty Wiki - 0 views

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    Terrific Revised Bloom interactive diagram
Chris Jobling

Concept Mapping: University of Luxembourg - 0 views

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    YouTube - BSCESupport's Channel - TechLunch 3 "TechLunch 3 deals with concept mapping and the software CmapTools that is well-suited to generate concept maps."
Niklas Karlsson

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

  • while Web 3.0 connects data streams in a supposedly intelligent way.
  • Why would anybody need some researchers and developers to work on a PLE for them? After all, we all know how easy it is for conglomerates to take over the development of tools and applications and transform them into a moneymaking machine, rather than the powerful and promising tools that they could be for the learner.
    • Niklas Karlsson
       
      This is important! 
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning
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  • 2. That brings me to the challenges of an open online networked environment for learning.
  • There is also research available to show how difficult it is for anybody to reach and access a deep level of information by using search engines. Self-directed networked learning stops with a commercial search engine or highly visible node on the network, whose interests might not be served by providing the learner with information far removed from its top search results or choice of displayed resources.
Chris Jobling

ZaidLearn: A Free Learning Tool for Every Learning Problem? - 1 views

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    Another curated collection of Free Learning Tools that you can use to build your own PLE or recommend to students building theirs. From Zaid Ali Alsagoff, @zaidlearn.
Susan OGrady

Eric - Worlds Largest Digital Library Of Educational Literature - 0 views

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    Bibliographic records of education literature, plus a growing collection of full text. Search by terms or keywords.
Susan OGrady

David Jakes Presentation Resources - 0 views

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    An interesting take on visual literacy and the empowerment of learners .
Susan OGrady

21s Century Literacies -Howard Rheingold - 0 views

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    Howard says: Infotention is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. The inside and outside of infotention work best together.......................Unless a great many people learn the basics of online crap detection and begin applying their critical faculties en masse and very soon, I fear for the future of the Internet as a useful source of credible news, medical advice, financial information, educational resources, scholarly and scientific research
Susan OGrady

Shambles Founder - Chris Smiths Website - 0 views

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    A most comprehensive site with a lot about 'lots' including many resources explaining the educational impact of Second Life
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