A Framework for Designing Enhanced Learning Activities in Web2.0-Based Personal Learning...

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


How Looks like a PLE and PLE-based learning

?


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).


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


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?


Perceived Problem:

Lack of a pedagogy-driven framework/roadmap to support

teachers and students to build and utilize their PLEs


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


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


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


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:


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


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


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


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



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.



SocializerRequesting, receiving, giving content support

Requesting, receiving, giving technological

support


social support


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



Decision maker

Developing personal information

management strategy

Developing personal technology

management strategy


network


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


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).


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


Questions?


Networked student model

A Framework for Designing Enhanced Learning Activities in Web2.0-Based Personal Learning...

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