Ple in secondary schools

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


PLE approaches to learning

PLE approaches to learning

Ebrahim Rahimi, Jan Van Den Berg, Wim Veen, PLE 2011, Southampton


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?


About our Research


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:


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


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:


Research Design


Main elements of educational setting, being involved in PLE-based learning

Teach

er

Teacher

Stu

den

t

Student


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)


Results


Question 1:

How do students integrate PLE tools into their learning activities?


• 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)


Question 2:

What are the students’ and teachers’ perceptions about the PLE project?


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.


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.


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?


Thank You:

By: Ebrahim [email protected]

Blog: Ebrahimrahimi.wordpress.com

Project website: https://sites.google.com/site/amaduespleproject/

Ple in secondary schools

Education

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