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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.
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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.
Heinz Krettek

5 points about PLEs PLNs for PLENK10 @ Dave's Educational Blog - 0 views

davecormier.com/...ts-about-ples-plns-for-plenk10

ple plenk2010 blog week1 PLN Cormier

shared by Heinz Krettek on 13 Sep 10 - No Cached
  • POINT 1. The PLE differs from the general usage of the LMS in that it is not course focused, but rather focuses on the learning the student is doing over the length of their learning journey. By extension it tends to allow for the student to control the way their own work is organized.
    • Niklas Karlsson
      Niklas Karlsson on 16 Sep 10
       
      Is it not possible to workwith the concept PLE, PLN inside trad. school system?  Is it possible to help the students to create a PLE even if they are focused on courses?
    • Terry Elliott
      Terry Elliott on 16 Sep 10
       
      Maybe a 'portfolio' is a proto-PLE?
    • Heinz Krettek
      Heinz Krettek on 01 Jan 11
       
      Does proto-PLE mean that a portfolio is a part of PLE or a preliminary stage? 
  • My problem lies in the double trouble that exists around ‘telling’ someone that this is going to be their personal space, and the other is around the idea that TIME is very short in most courses, too short, really, to create a ‘network’
  • How do we know that any learning happened? How can we possibly organize all the work that students are doing so that they can find each other’s work and so that I, as an instructor, can review all their work? These (and many more) are some of the difficult practical issues around the PLE PLN in the classroom. In the course I linked to in the last section, I put the onus on the students to copy/paste a link to each of their blog posts, to important comments they had made structuring other people’s work (one of our students or not) and important connections that they had made between the information/knowledge we were covering and their experience during the course.
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  • PLEs are (to me at least) the ecologies within which PLNs operate
  • POINT 3 PLEs need not be supported by educational institutions
    • Heinz Krettek
      Heinz Krettek on 01 Jan 11
       
      Why do students don't use a ple without assessment pressure?
  • Chris Jobling on 13 Sep 10
     
    From facilitator Dave Cormier -- "The concept of the Personal Learning Environment in all of its wondrous forms has been one that I've struggled with over the last four or five years that I've been familiar with it. I'm very excited to be taking part in the PLENK10 course in order to take the time to focus on these ideas and get a clearer sense of what I mean by the word. I would add, that I think this is one of the central values of an open course… it provides the opportunity to bring clarity to a subject in a field… even if we end up with different clarities"
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."
Vahid Masrour

Google Plus: Is This the Social Tool Schools Have Been Waiting For? - 0 views

www.readwriteweb.com/...google_plus_education.php

google+ google education tool

shared by Vahid Masrour on 04 Jul 11 - No Cached
  • it may well be the granular level of privacy afforded by Google+ that is the key to making this a successful tool for schools
  • many schools and teachers have still been reluctant to "friend" students
  • that "always public" element of Twitter that makes many nervous
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  • it's also about sharing with the right people. Circles will allow what educational consultant Tom Barnett calls "targeted sharing," something that will be great for specific classes and topics
  • Skype has become an incredibly popular tool to bring in guests to a classroom via video chat -
  • teachers are already talking about the possibility of not just face-to-face video conversation but the potential for integration of whiteboards, screen-sharing, Google Docs, and other collaborative tools
  • Google + seems like the solution for someone like me who wants to use the web to have conversations about school topics with students and parents and yet not have students and parents have access to my personal posts.
    • Vahid Masrour
      Vahid Masrour on 04 Jul 11
       
      Parents and students on different Circles. You know you want it!
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. "
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

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

zaidlearn.blogspot.com/...g-tool-for-every-learning.html

for:swansealearninglab for:trinitytel plenk2010 tools web2.0 free resources elearning education technology e-Learning zaidlearn learning teaching

shared by Chris Jobling on 18 Sep 10 - Cached
  • Chris Jobling on 18 Sep 10
     
    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.
Chris Jobling

Paul's E-Learning Resources - 0 views

sites.google.com/...technologyenhancedlearning

for:swansealearninglab for:trinitytel plenk2010 tools web2.0 resources elearning education technology e-Learning

shared by Chris Jobling on 18 Sep 10 - Cached
  • Chris Jobling on 18 Sep 10
     
    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!
Ian Woods

Why MOOC Engagement is So Hard « Ponderances of Steve - 0 views

sleve.wordpress.com/...why-mooc-engagement-is-so-hard

shared by Ian Woods on 28 Sep 10 - No Cached
  • Produce a field guide to the area and make it freely available to others
  • Your blog can serve as a public repository for notes to yourself. Those notes will document the insights and conclusions of all your travels through the field, and perhaps even your frustrations
  • Blog because you learn better with it. By reporting your struggles to learn the material, you learn better. By summarizing, reviewing and debating the ideas of the course, you learn better. By writing for an audience, you write better and thereby learn better. By making your journey open through the use of blogs and forum comments, you not only serve others, but you also do the extra work of sense making that leads to deeper integration of the materials.
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  • We teach best what we most need to learn. — Fritz Perls
  • So why is a MOOC so hard? Because it breaks all of our expectations about what is supposed to happen in a class. We are asked to transform from the passive role of student to the more active role of self-directed learner. Our new role makes us ever more responsible for our own learning, in a way that might just expose us and make us appear silly. That is a daunting undertaking, even for the most web-savvy students. The good news is that you can’t really fail, unless you apply the old rules to the new situation. Survive a MOOC and you’ll come out of it a better person. Thrive in it and you’ll come out a better leader.
  • Lindsay Jordan on 28 Sep 10
     
    Steve LeBlanc on the importance of exposing ourselves and risking feeling silly
Susan OGrady

Building A Connection With Online Students From The Start - 0 views

www.facultyfocus.com/...-students-right-from-the-start

#PLENK2010 plenk2010 PLE PLN education collaboration

shared by Susan OGrady on 21 Oct 10 - No Cached
  • Susan OGrady on 21 Oct 10
     
    The early stages are when it's important to GRAB the learner before they get that "I'm alone" feeling.
Cris Crissman

New Media Literacies - 0 views

newmedialiteracies.org/...transmedia-blog-1.php

media literacy copyright copyrightremix jenkins plenk2010 #plenk2010

shared by Cris Crissman on 20 Oct 10 - No Cached
  • Cris Crissman on 20 Oct 10
     
    Jenkins on transmedia storytelling; cultural activators or ways that students can perform that are meaningful to them
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
Vahid Masrour

Tweeting Students Earn Higher Grades Than Others in Classroom Experiment - Wired Campus... - 0 views

chronicle.com/...28172

education twitter online

shared by Vahid Masrour on 15 Nov 10 - No Cached
  • Vahid Masrour on 15 Nov 10
     
    Online interactions reinforce face to face class interaction. A case of "weak ties" strengthening/supplementing the strong ties? More ties is always more better, i would think.
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.
Susan OGrady

My Kids Are Illiterate- Most Probably Yours Are Too - 0 views

www.huffingtonpost.com/...re-illiterate-mo_b_750177.html

#PLENK2010 plenk2010 education critical_literacy technology

shared by Susan OGrady on 21 Oct 10 - No Cached
  • Susan OGrady on 21 Oct 10
     
    Will Richardson raises the bar for educators to start doing some educating and equip students with critical literacy skills as in 'The Definition of 21st Century Literacies Adopted by the NCTE Executive Committee February 15, 2008.
Ian Woods

PLENK10: Evaluation by Recognition - 0 views

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

assessment evaluation

shared by Ian Woods on 25 Oct 10 - No Cached
  • Evaluation by Recognition, Evaluation diferential by expansion
  • One is naturally good a math and wrote down all the right answers. The other put in some extra work, wrote down mostly right answers, and got some special dispensation from the teacher (extensions, hints, offers of extra credit, etc.) 30 years later, I'll bet the student who was less good at math will be the more successful one.
  • Learning is recognized, not measured
  • ...4 more annotations...
  • Thus, experts recognize performance in the discipline-wide community, rather than performance in specially designed tests and evaluations
  • Recognition is global, not particular
  • 'Experts' are defined as being already qualified in the field and making performance observations and testimony based on their qualifications. 
  • 'specially designed tests and evaluations' (that test competency and components) were used by the 'experts' to gain internship inclusion into the 'discipline-wide community'
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