Professional learning environment

Improving Your Professional Learning Network

Tunning into a multisocial educational system

Presentation Adapted from Powering Up Your Professional Learning Network by Jen Dorman jendorman@discovery.com http://jdorman.wikispaces.com/

What is discussed.

• PLN- function, networks, etc.• Professional networks that assist in

learning• Web 2.0 and the Future of Higher

Education• Problems faced and solutions

Ask Yourself…

van Harmelen, Mark (August 2006). "Personal Learning Environments". http://octette.cs.man.ac.uk/jitt/index.php/Personal_Learning_Environments. Retrieved 2006-08-24.

How many Educators can I

collaborate with on a daily

basis?

What is a PLN?

Personal Learning NetworkProfessional Learning Network

"Personal Learning Environments are systems that help learners take control of and manage their own learning. This includes providing support for learners to

•set their own learning goals •manage their learning; managing both content and process •communicate with others in the process of learning and thereby achieve learning goals.

A PLE may be composed of one or more subsystems: As such it may be a desktop application, or composed of one or more web-based services."

van Harmelen, Mark (August 2006). "Personal Learning Environments". http://octette.cs.man.ac.uk/jitt/index.php/Personal_Learning_Environments. Retrieved 2006-08-24.

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Stages of PLN Adoption

• Stage 1 Immersion: – Immerse yourself into networks.

– Create any and all networks you can find where there are people and ideas to connect to.

– Collaboration and connections take off.

Stages of PLN Adoption

• Stage 2 Evaluation: – Evaluate your networks and start to focus in

on which networks you really want to focus your time on.

– You begin feeling a sense of urgency and try to figure out a way to “Know it all.”

Stages of PLN Adoption

• Stage 3 Know it all: – Find that you are spending many hours trying

to learn everything you can.

– Realize there is much you do not know and feel like you can’t disconnect.

– This usually comes with spending every waking minutes trying to be connected to the point that you give up sleep and contact with others around you to be connected to your networks of knowledge.

Stages of PLN Adoption

• Stage 4 Perspective: – Start to put your life into perspective. – Usually comes when you are forced to leave

the network for awhile and spend time with family and friends who are not connected.

Stages of PLN Adoption

• Stage 5 Balance: – Try and find that balance between learning

and living.

– Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.

– A sense of calm begins as you understand that you can learn when you need to learn and you do not need to know it all right now.

PLN on the MOVE

PLN Implementation Plan•Stage 1 Immersion:

–Immerse yourself into networks.

–Create any and all networks you can find where there are people and ideas to connect to.

–Collaboration and connections take off.

PLN Action Plan Steps

1. What Tools Will You Use?

2. Timeline3. Resources4. Potential Barriers

Tools

• Mind mapping• Google Docs• Zoho Tools• Collaborative

File Sharing• Attend a

Webinar• Use Skype or

ooVoo• Join Second Life

• Podcasts• Delicious• Diigo • Set up or join a

blog• Set up or join a

wiki• Use Slideshare• You Tube or other

video sites• Flickr or other

photo sharing sites

• Discovery Educator Network

• PBS Teachers• Linked In• Facebook • Ning• Google Tools• Twitter• Plurk

Functions of a PLN

http://www.flickr.com/photos/discoveryeducation/

Brain Rules Book Group

Growing Your Network

PROFESSIONAL NETWORKS

http://www.linkedin.com/

LinkedIn Groups:•ISTE•Discovery Educator Network•Edubloggers•Learning, Education and Training Professionals Group

Ninghttp://www.classroom20.com/http://edubloggerworld.ning.com/http://education20.ning.com/http://eduwiki.ning.com/http://education.ning.com/http://necc2008.ning.com/http://linkedteachers.ning.com/http://teachingntechnology.ning.com/

Professional Organizations

• Consider what your national, state, and regional professional organizations offer for educators

• List of Professional Organizations:– http://snipurl.com/proforg

PODCASTS

Lifestream

• Tumblr– http://

www.tumblr.com/

• FriendFeed– http://

friendfeed.com/

• Storytlr– http://storytlr.com/

• Twine– http://

www.twine.com/

WIKIS

Education-Friendly Wikis

• Wikispaces– http://www.wikispaces.com/site/for/teachers

• PB Wiki– http://pbwiki.com/education.wiki

• Wet Paint– http://www.wetpaint.com/category/Education--

Ad-Free

http://jdorman.wikispaces.com/

VIDEOEducational videos can be broadcast on you tube

http://www.youtube.com/

INTERACTIVE PUBLISHING

Presentations

• SlideShare - http://www.slideshare.net/

COLLABORATIVE WORKSPACE

Mind Mapping

http://bubbl.us/http://www.gliffy.com/

http://www.mindmeister.com/http://mindomo.com/

http://www.mind42.com/http://www.wisemapping.com/

http://www.glinkr.net/http://

www.mywebspiration.com/

http://docs.google.com/

Personal Learning Environments, Web 2.0 and

the Future of Higher Education

PLE: More than a Technology

• Web 2.0 • Open Source/Access Movement• Self-publication /Creativity• Mobility• Personalization• Connectivity

Things Have ChangedAnalog Digital

• Instant access• Customization• Modularization

Then vs NowAnalog Digital

Comprehensive

Modular

Tethered Mobile

Isolated Connected

Generic Personal

Consumption Creating

Closed OpenAdapted from Wiley, D. (2008). Openness and the Disaggregated Future of Education. Retrieved January 14, 2008 from http://www.slideshare.net/opencontent/openness-and-the-disaggregated-future-of-higher-education-presentation

Web 2.0• Accessing• Connecting• Controlling• Producing• Equipped learning

Learning Management Systems

LMS is a system largely set in place to restrict access

• Restrict access only to students who have registered

• Restrict access to current courses• Restrict access to copyrighted

materials• Restrict access to student work

(FERPA)• Restrict access to faculty

currently teaching• Provide security from unsuitable

materials

Problems

• Learner coordinates of technology• Learner coordinates own learning• Learner manages own resources

(content & contacts)• Unrealistic expectations for

education

We Understand Our Students

Only 20.7 percent of the 150 students from the class who attended the University of Massachusetts at Boston - the most popular four-year public college for Boston high school students - graduated by the spring of 2007. By contrast, the most popular private school, Northeastern University, has handed degrees to 82.5 percent of the 80 Boston students from that class who enrolled there by the fall of 2001.

The rates at other popular public colleges were even worse. Bunker Hill Community College graduated 14.2 percent of its 155 Boston students, while Roxbury Community College had a graduation rate of 5.9 percent for its 101 Boston enrollees,…http://www.boston.com/news/education/k_12/articles/2009/01/08/city_grads_falter_in_public_colleges/

Yet we don’t adjust to the situation

• Faculty teach at multiple institutions

• Students take courses at multiple institutions

• Faculty bring external experiences to classroom

• Students bring external experiences to classroom

• Faculty have valuable connections outside SSC

• Students have valuable connections outside SSC

Ideal Situation

• Shared student /faculty locus of control

• Learning Communities• Experiential learning• Connect learning <- -> experience• Interconnected courses• Life-long connection with students• Personalized learning / mentoring

SolutionsContent

• Clear Objectives– Majors, minors, concentrations– Courses

• Competency/Proficiency Assessments

• Modular materials• Individual mentoring• Flexible programs

Personal Learning Environments

• Needs of lifelong learners – Assume multiple institutions of higher learning– Formal mentoring– Informal Learning– Portable: Maintain portfolio of information and learning

compatible with multiple institutions

• Collaborative• Openness is highly desirable• Personalization highly desirable• Locus of control shared between students and faculty

members• Extra-institutional• Integrative

Bricolage

“The culture of everyday life is to be found in ‘ways of using imposed systems’: ‘People have to make do with what they have’. ‘Making Do’ (or bricolage) means constructing our space within and against their place, of speaking our meaning with their language.”

Constant Change

“The education system is constantly searching for better ways of coopting learners’ perceived needs by devising new courses for students to enroll in, developing new learning strategies for them to use, creating new materials for them to consume.But classroom teachers know that it is a losing battle… educational thought underestimates the incredible resources, both affective and cognitive, of the ‘popular culture’ of the [language] classroom.”

PLE Compatible Initiatives

• E-portfolios (student, not accreditation centered)

• Clear learning objectives• Content mapping • Formative assessment• Inclusion of Web 2.0, open source

technologies• Learning communities• Experiential learning• Online services (library, registration)• Active, collaborative learning

Professional Learning Network Forming

Aim

Forming learning

network for competence developmen

t

Professional network

organizing

The meaning of social and professional networks for

education

Building PLE on start

pages

Conclusion

PLEs building laid the foundations of some main ideas: (1)learning is an ongoing process and tools to support this learning are needed(2)the role of the individual in self-organizing learning is important(3)learning can take place in different contexts and situations and cannot be provided by a single learning provider.

Attwell Graham

PLEs building laid the foundations of some main ideas: (1)learning is an ongoing process and tools to support this learning are needed(2)the role of the individual in self-organizing learning is important(3)learning can take place in different contexts and situations and cannot be provided by a single learning provider.

Attwell Graham

Building PLE on start pages

Personal Learning Environment

Web 2.0 applications called “start pages” are designed to provide a personalized place on the internet where users can mashup data, information and knowledge available anywhere, anytime, including mobile login.

Wikipedia

Web 2.0 applications called “start pages” are designed to provide a personalized place on the internet where users can mashup data, information and knowledge available anywhere, anytime, including mobile login.

Wikipedia

Building PLE on start pages

Start pages

ReferencesKramsch, Claire. (1993). Context and Culture in Language Teaching. Oxford

University Press. Liber, O. (2007). “Inverting the Student - Institution Relationship: the Role of

Personal Learning Environments”. Proceedings of Bolzano Conversation 2007. Retrieved November 24, 2008 from http://www.copernicus-bz-pionieri.it/index.php?option=com_docman&task=doc_download&gid=52

Moore, M. (1997). Editorial. American Journal of Distance Education 1,1. Retrieved January 8, 2008 from http://www.ajde.com/Contents/vol11_1.htm#editorial

Sclater, N. (2008) ‘Web 2.0, Personal Learning Environments and the Future of Learning Management Systems’, Educause Center for Applied Research, Research Bulletin, Boulder, Colorado, Volume 2008, Issue 13, June 24 2008

van Harmelen, M. (2006). "Personal Learning Environments," icalt,pp.815-816, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06). Retrieved

Wiley, D. (2008). Openness and the Disaggregated Future of Education. Retrieved January 14, 2008 from http://www.slideshare.net/opencontent/openness-and-the-disaggregated-future-of-higher-education-presentation

How technology has influenced the

educational system.

Profound innovations in technology tend to be

reflected in older paradigms

but the changing ways in which people are using

technologies to communicate and to learn and the

accompanying social effect of such use

We have to review the industrial schooling model including the organisation of institutions and

pedagogy and curriculum

We have ignored the vast potential of freely available ‘objects’ of all kinds for

learning purposes.

PLEs are not another substantiation of

educational technology but a new approach to learning

A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of

the learners themselves.

and recognise the needs of life-long learners for a system that provides a standard

interface to different institutions’ e-learning systems, and that allows portfolio

information to be maintained across institutions.

Learning is now seen as multi episodic, with

individuals spending

occasional periods of

formal education and training

throughout their working life.

PLE are based on the idea that learning will take

place in different contexts and situations and will not

be provided by a single learning provider

the idea of a Personal Learning Environment

recognises that learning is continuing and seeks to provide tools to support

that learning

Using whatever tools and devices which learners choose.

The PLE will challenge the existing education

systems and institutions.

Conclusion• PLE are now seen as an essential tool

for education as they provided relevance in educating and assist in this process.

• PLE is a new way of learning which recognises the fact that learning can take place any where, without analysing the situation at the point.

• PLE are a convenient way to expand teaching processes and learning

• The educational system will be better with this program and useful t learners.

REFERENCESBibliography Claire, K., 1993. Context and Culture in Language Teaching. In: M. d. Certeau, ed. Oxford University Press. s.l.:Oxford University, p. 237.

D, W., 2008. Openness and the Disaggregated Future of Education, s.l.: s.n.

Scalater, N., 2008. Web2.0 Personal Learning Environment and the future of learning Management Systems. Educause Center for Applied Research, Research Bulletin, Boulder, Colorado, 2008(13).