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Personal Learning Environments – underlying pedagogical approaches and initial experience . Suzana Loshkovska Faculty of Electrical Engineering and Information Technologies - Skopje. Skopje 30-31 May 2011. Introduction. PLE- definition. Educational Mashups.
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Personal Learning Environments – underlying pedagogical approaches and initial experience Suzana Loshkovska Faculty of Electrical Engineering and Information Technologies - Skopje Skopje 30-31 May 2011
Educational Mashups Most often PLEs are realized through combination of various Web 2.0 sources and are called Mash-Up Personal Learning Environments or MUPPLEs.
PLEs based on Web 2.0 APIs Common features include:
PLEs based on Web 2.0 APIs Examples:
PLEs based on Semantic Web technologies • Talis Aspire • allows user to easily discover appropriate content that can be re-used and remixed. • provide recommendations to authors of new lists within comparable subject areas. • students votes for resources are used as a source of data for generating recommendations. • completely based on Linked Data principles and makes use of several ontologies to fully semantically describe the resources so that they can be easily combined and remixed. • cannot be consider a typical PLE
PLEs based on Social Semantic Web paradigm • The GroupMe! system • combines Web 2.0 and Semantic Web technologies to provide personalized content management in a group context • offers intuitive user interfaces that allow users to create groups of resources. • allows the integration, sharing and better (re-)use of resources relevant for a group of users. • The Ensemble project • is exploring the potential of semantic technologies to support and enhance teaching and learning in higher education. • The adopted approach assumes the combined usage of digital repositories, Semantic Web technologies, and features of ‘social software’ to allow for reuse through reconfiguration, adaptation, and collective action.
PLEs realized on SOA principles • PLEF‐Ext • allows mashing-up RESTful services and makes use of semantic approaches to deal with service integration and mediation within mashup PLEs. • uses semantic description of learning services, to enable finding, sharing, integrating, managing, reusing, and remixing the services with minimum effort.
Pedagogical issues of PLEs • PLEs bring a shift in how we view learning. • Pedagogic approaches are influenced by resources in a PLE. • Learners are active participants, creators of knowledge and seekers of engaging personal experiences. • The old-fashioned “closed classroom” models, which place emphasis on the delivery of information by an instructor and from textbooks are replaced by learning-centric models.
Pedagogical issues of PLEs McLoughlin and the coauthors introduce the concept of Pedagogy 2.0 comprised of three main components:
Pedagogical issues of PLEs • Green, Facer, Rudd, Dillon and Humphreys summarise four key areas pivotal to enabling personalised learning through digital technologies: • pedagogy must ensure that learners are capable of making informed educational decisions; • diversify and recognise different forms of skills and knowledge; • create diverse learning environments; and • include learner-focused forms of feedback and assessment.
Pedagogical issues of PLEs • Three generic activities that individuals should perform to find, make sense of, use and share resources are: • connect, • consume and • contribute. • Grouping these activities together aims to bring the individual and collective aspects of self-regulated learning closer together, considering the characteristics of modern work environments.
Connectivism and Constructivism in PLEe • Constructivism is a broad approach that includes theories coming from a cognitive tradition. • Learning is a constructive, active, emotional, self-organised, social, situational process. • Learning is a process where individuals construct new ideas based on prior knowledge. • The major concerns of constructivism in PLEs are learning and construction of the knowledge process.
Connectivism and Constructivism in PLEe Another pedagogical perspective is based on learning through personal or social interaction amongst learners. A collaborative learning process can help students to share goals, exploit learning materials and achieve deeper levels of understanding and knowledge built by the social construction of meanings and knowledge. Several different activities can be included: group discussions around a certain topic, cooperative problem solving and collaborative project work. Collaborative learning is particularly useful to develop social skills such as respect for others, tolerance and team work.
Connectivism and Constructivism in PLEe Two pedagogical models are complementary.
Connectivism and Constructivism in PLEe • Siemens introduces - connectivism. • The information sources and communication channels exist online. • The requirements of a changed knowledge society and the educational policy goal of lifelong learning raise the demand for an e-media-literacy. • Successful learning outcomes depend on the setup of appropriate networks containing distributed knowledge bases. • Learning in the connectivist sense requires open learning environments that enable connections and exchanges with other network partners. • Web 2.0 (social software) instruments hence become increasingly relevant for PLEs as they promote perfectly an exchange of knowledge and the development of competencies in networks and on the web.
Pedagogical implications to self-regulated learning • Self-regulated learning (SRL) is influenced by • a host of instructional and environmental conditions, • the clarity and pace of instruction, • the amount of structure provided to learners, • the degree of learner autonomy, teacher characteristics, and • other classroom factors. • Promotion of a supportive classroom environment, one that provides motivational, emotional, and academic support, has been shown to enhance learner self- regulation. • Instructors who effectively assess and monitor the teacher-learner control balance, provide learners with choice and opportunities for self-appraisal, and move away from highly structured task assignments as the learner progresses tend to foster greater learner self-regulation.
Pedagogical implications to self-regulated learning Suggested guidelines to foster learner self-regulation:
Pedagogical Approaches in Social Software Tools in PLEs PLEs include several Web 2.0 technologies like the socially-based tools and systems which impacts pedagogy too.
Review of existing practical applications of PLEs PLE is not necessarily a single application. PLE can be composed of one or more systems. Web 2.0 applications are the most commonly used for PLE tools. PLE can be a desktop application or other web-based services.
