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1Challenge the future
Implementing a PLE in a secondary school context by using free Web2.0
tools
Technology, Police, and Management FacultyTU Delft
April 2012
2Challenge the future
PLE approaches to learning
PLE approaches to learning
Ebrahim Rahimi, Jan Van Den Berg, Wim Veen, PLE 2011, Southampton
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Key Challenge for formal education
How should a PLE-based learning environment be designed and integrated into educational settings to
meet the heterogeneous Learning demands of students?
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About our Research
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Participants: 29 students (12-13 years old)
Course name: People and Geography
Technological infrastructure: All students have their own laptop during school time and they have (almost) full access to Internet during project period
Teacher: an adopter of web technologiesProject title: Research, design and develop a digital travelling guide for Egypt
Project duration: 6 Weeks
Educational objectives: For students:-To being familiar with travelling guide concept,-To Know important geographical and societal aspects of Egypt-To learn how use web tools to manage information and group working-To practice skills like mind mapping, story telling, and brain storming
Research Context:
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Tool Purpose
iGoogle Personal Start Page
MindMeister Mind mapping
Google Docs Document creating and sharing
Google Sites Project wiki, students websites
WordPress and Blogger Blogging
Twitter Micro blogging
Prezi Presentation
Free website building and hosting tools Create final traveling guide
YouTube Video Content
Introduced tools and learning techniques
Tools Learning techniques
Group brain storming
Mind Mapping
Group Story telling
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Research methodology: Design-based research
Data collection : direct observation, Field note, Interview with teacher and students, Archived information , Final artifacts created by students, Survey
Main Research questions:
Q1: What activities have been accomplished by the students by using their PLEs?
Q2: How the PLE-based learning is perceived by the involved teachers and students?
Research Methodology:
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Research Design
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Main elements of educational setting, being involved in PLE-based learning
Teach
er
Teacher
Stu
den
t
Student
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A model to integrate PLE constructing into teaching/learning process
En
gag
em
en
t
Exploration
Exp
lan
atio
n
Elaboration
Evaluation
Phases of learning cycle
Selecting learning topic
Selecting Organizational form and web tools for assigning to the tasks
Defining Pedagogical/technical tasks, guidelines and assignments based on the learning topic and
objectives
Accomplishing tasks, developing PLE
Assessment& Evaluation
Supporting Learner pedagogically/technically
Reflection on process, learning experiences, learning outcomes, and learning values of
tools
Defining Learning Objectives
Next Phase in learning cycle
Teacher
Partner(s)
Teacher & students
Teacher
Teacher & students
Students
Teacher /other students/ social contacts
Teacher/ Students
Teacher/ Students
Activity(es)
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Results
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Question 1:
How do students integrate PLE tools into their learning activities?
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• Employing technology to support learning activities
• Collaborative learning
Emerged themes of students activities during the PLE project
• Practicing Higher order thinking skills
• Self directed learning (taking control and responsibility over their own learning)
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Question 2:
What are the students’ and teachers’ perceptions about the PLE project?
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Opinion of teachers about the (learning) benefits of PLE project and working with introduced tools for students
Gijs: Great collaboration, deep brain storming, and complex mind map.
Oscar: They already are learning how to do research and they are following a scientific process.
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Conclusions:
1- Lack of reflection on the learning process and enough time can lead to taking a procedural surface learning strategy by the students. (i.e. in this project, the students were being more busy with visual aspects of final
websites than quality of content)
2- students need teacher’s support and facilitation to realize learning benefits of not-ready-for-learning web2.0 tools and to integrate them,
efficiently, into their learning activities.
3- To improve students’ control over learning ,PLE tools should be positioned within learning process comprised of active teaching and
learning methods.
4-Shifting from a teacher-centered to a student-centered learning environment
commonly conflicts with students and teachers’ past educational experiences and requires a shift in their conceptions of what learning
involves and what constitutes appropriate roles of students and teachers.
Getting involved students in designing learning activities might facilitate this shift.
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Posed questions:
-What factors can encourage students to create and use PLE to support their learning activities?
-How can students be involved in designing of learning activities?
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Thank You:
By: Ebrahim [email protected]
Blog: Ebrahimrahimi.wordpress.com
Project website: https://sites.google.com/site/amaduespleproject/