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Deploying web-based Personal Learning Environments, PLEs, in educational settings is becoming a main trend in technology enhanced learning. By combining the main elements of the student’s control and the components of technology-based teaching process, a framework for designing enhanced learning activities is proposed. The proposed framework assists teachers to design appropriate learning tasks to be done by students to support their learning process through developing PLEs by making use of relevant web tools. The framework promotes a learning-by-doing approach which can improve digital competencies of students and allows teachers to acquire deep understanding and situated knowledge about content, technology, teaching and learning processes.
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1Challenge the future
A Framework for Designing Enhanced Learning Activities in Web2.0-Based
Personal Learning Environments
Ebrahim Rahimi, Jan Van den Berg, Wim Veen
2Challenge the future
How Looks like a PLE and PLE-based learning
?
3Challenge the future
Main features of PLEs
1- PLE refers to the process that students construct their learning environment by the tools they choose, the communities they start and join, the resources they assemble, and the things they write (Wilson, 2008).
2- PLE is an important output of the students’ learning process (Drexler, 2010).
3- The conceived goal of PLEs is to transfer the control of learning to students (Attwell, 2007; Downes, 2006).
4Challenge the future
Ebrahim Rahimi, Jan Van Den Berg, Wim Veen, PLE 2011, Southampton
But, how should I
learn and do all of these?
The Challenges of PLEs from the student’s perspective
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The Challenges of PLEs from the Teacher’s perspective
http://www.businesspundit.com/5-steps-to-dealing-with-angry-clients/
How should I teach them according to the PLE principles and approaches?
6Challenge the future
Perceived Problem:
Lack of a pedagogy-driven framework/roadmap to support
teachers and students to build and utilize their PLEs
7Challenge the future
Our idea:
In a PLE-based learning, both teachers and students are learners and they can fulfill each other learning’s needs.
Teacher’s knowledge
about how teach with technology
Student’s control over their learning
Facilitates
Improves
8Challenge the future
Proposed solution: A learning-driven approach
Learning Needs
Main dimensions of student's
control
Teacher's required
knowledge to support PLE-
based learning
Designing learning
activities that support these
needsMonitoring the
students’ learning experiences by the
teacher
Supports
Improves
Accomplishing the designed learning
activities by students
1
2
3Selecting
appropriate web2.0 tools to
support the learning activities
9Challenge the future
Students as learners: Main dimensions of student's control
Student’s control over the learning process is concerned with the degree to which the student can influence and direct their learning experiences (Kirschner, 2002).
POWER (Achieving control)
SUPPORT (Kee
ping c
ontro
l)
INDEPENDENCE (Practicing control)
Main dimensions of student's control (Garrison and Baynton,1987)
Student as socializer
Student as decision
maker
Student as knowledge developer
1
10Challenge the future
iii) Student as socializer to achieve social skills
ii) Knowledge developer to acquire relevant cognitive capabilities
i) Decision maker to practice control through the personal endeavors to choose and manage web resources for enriching their learning experiences
According to the student’s control model, a student in order to be in control of their learning process should act as:
11Challenge the future
The proposed student’s control model
Co-production of knowledge
Personal knowledge
management
Development of personal
learning network
Student as Knowledge developer
Student as Socializer
Student as Decision maker
POWER
SUPPO
RT IND
EPE
ND
EN
CE
PLE developer
12Challenge the future
Technological Pedagogical
Content Knowledge
(TPACK)
Technological Knowledge
(TK)
Pedagogical Knowledge
(PK)
Content Knowledge
(CK)
Pedagogical Content
Knowledge
TechnologicalPedagogical Knowledge
TechnologicalContent
Knowledge
Contexts
The TPACK model (Mishra & Koehler, 2006)
Teacher as learner: Teacher's required knowledge to support PLE-based learning
-Learning by doing
-Teacher as learner
2
13Challenge the future
The framework for Designing Enhanced Learning Activities
Student's control
model
Knowledge developer
Socializer
Decision Maker
TPACK model
Content Technolog
y
Pedagogy
Social Aspects Process
(iii)(ii)(i) (iv)
(v) (vi) (vii) (viii)
(ix) (x) (xi) (xii)
Enhanced Learning Activities
3
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CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS
Knowledge Developer
Socializer
Decision Maker
Learning Subject matter knowledge
Learning Instrumental knowledge
Learning Social knowledge
Learning procedural knowledge
Requesting, receiving, giving content support
Requesting, receiving, giving technological
support
Requesting, receiving, giving social support
Requesting, receiving, giving
procedural support
Developing personal content management
strategy
Developing personal technology
management strategy
Developing personal learning
network
Developing personal learning management
strategy
Control Model
Teaching Process
The Categories of Learning Activities
15Challenge the future
CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS
Knowledge DeveloperLearning Subject matter content
Learning Instrumental knowledge
Learning Social knowledge
Learning procedural knowledge
Control Model
Teaching Process
Activities to support the student’s role as knowledge developer
•Understanding relevant facts, concepts, theories, and procedures
•Evaluating the quality and accuracy of content and recognizing bias in online content
•Appropriating, remixing and producing new content
•Doing effective search by different search engines
•Finding and using multiple information sources to support an argument
•Utilizing several format of information
•Acquiring web-based group working norms and skills
•Awareness of the benefits of other people for learning
•Documenting project details
•Presenting project results or learning outcomes.
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CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS
SocializerRequesting, receiving, giving content support
Requesting, receiving, giving technological
support
Requesting, receiving, giving
social support
Requesting, receiving, giving
procedural support
Control Model
Teaching Process
Activities to support the student’s role as Socializer
•Communicating around content
•Exchanging information and experiences about the learning affordances of web tools
•Being aware of and observing other students’ learning experiences and activities
•Co-evaluating the learning process and progress
•Peer-based assessment
17Challenge the future
CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS
Decision maker
Developing personal information
management strategy
Developing personal technology
management strategy
Developing personal learning
network
Developing personal learning
management strategy
Control Model
Teaching Process
Activities to support the student’s role as Decision maker
•Accessing information from different sources and formats
•Creating personal presentation of content
•Mashing up, tagging and filtering incoming information
•Evaluating the learning benefits and influence of the selected web tools
•Personalizing and customizing tools
•Developing a personal technology selection and adaptation strategy
•Finding, introducing, and joining relevant communities
•Reflecting on learning process
•Reflecting on own digital skills
18Challenge the future
TPACK model
Content Technolog
y
Pedagogy
Student's
control model
Knowledge Producer
Socializer
Decision Maker
Improving the teacher's TPACK model of knowledge
Social Aspects
Process
(iii)(ii)(i) (iv)
(v) (vi) (vii) (viii)
(ix) (x) (xi) (xii)
Level I: Information
Literacy
Level II: Network Literacy
Level III: Media Literacy
Competency Development
Model in PLE-based learning
Revealing the ways students learn content
Revealing the ways students use technology
Revealing the students’ social
interaction
Revealing the ways students manage their
learning
How the framework supports the teacher (student) teaching (control).
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Proposed solution: A learning-driven approach
Learning Needs
Main dimensions of student's
control
Teacher's required
knowledge to support PLE-
based learning
Designing learning activities Monitoring the
students’ learning experiences by the
teacher
Supports
Improves
Accomplishing the defined learning
activities by students
Selecting appropriate
web2.0 tools to support the
learning activities
20Challenge the future
Questions?
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22Challenge the future
Networked student model