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Beyond the boundaries of CMS Personal learning environments (PLEs) as a creative space for teaching and learning

Beyond the boundaries of CMS Personal learning environments (PLEs) as a creative space for teaching and learning. Prof. Tim Pychyl Department of Psychology Flavia Renon MacOdrum Library Maire Goss Mary-Beth Haley Julie Lepine Students of PSYC 6104W, ALDS 5204W. CMS/LMS. Pros

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Beyond the boundaries of CMS Personal learning environments (PLEs) as a creative space for teaching and learning

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  1. Beyond the boundaries of CMSPersonal learning environments (PLEs) as a creative space for teaching and learning Prof. Tim Pychyl Department of Psychology FlaviaRenon MacOdrum Library Maire Goss Mary-Beth Haley Julie Lepine Students of PSYC 6104W, ALDS 5204W

  2. CMS/LMS Pros • Structured • Perennial • Flexible • Asynchronous Cons • Teacher centered • Course based

  3. PLEs v. LMS: is there a difference? • http://www.youtube.com/watch?v=a9zSd5Gs6Mw&feature=related Both are valuable to the student learning experience

  4. A bit about PLEs APersonal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artifacts of their ongoing learning experiences (Ron Lubensky, 2006)

  5. The Anatomy of personal learning environments (PLEs)

  6. PLEs: another model

  7. The nature of PLEs Personal Learning Environment (PLEs) are a concept and not a system There is still some work that needs to be done to operationalize this vision of a lifelong learning environment into a product (Anderson, 2006)

  8. Recently I came across an interesting PLE tool….. Grade 7 student’s PLE: Welcome to my PLE • http://www.youtube.com/watch?v=YEls3tq5wIY&feature=related Part of a thesis project (Wendy Drexler, 2010)

  9. Where do PLEs fit into higher education?

  10. Symbaloo PLEs A few samples from the Seminar in University Teaching

  11. Symbaloo, a visual gathering toolhttp://www.symbalooedu.com/

  12. What are PLEs and why should we care? http://www.youtube.com/watch?v=MqSH5TMYlz4&feature=related

  13. University teaching PLEs: finding your own voice …in an organized way • Identify teaching/learning & professional development goals that best suits your needs (teaching philosophy, personality,…) • Select information sources that will help you meet your anticipated goals • Select e-tools that will help you find and organize this information most effectively and efficiently (preferably in one location)

  14. Some pieces of the teaching puzzle

  15. PLE software/tools The trends: Individual (mashups,webtops) Institutional

  16. PLEs and Ubiquitous technology Developments in: • Cloud computing • Mashups • Widgets…

  17. Other types of PLEs: Webtops or web portals What? Type of mashboard http://edutechwiki.unige.ch/en/Webtop Examples: iGoogle, NetVibes, PageFlakes, Elgg… http://mashable.com/2007/06/29/personalized-homepages/

  18. The PLEX project, an institutional PLE: an attempt at creating a personal learning environment integrated with a LMS A group at the University of Bolton created PLEX in an attempt to operationalize PLEs • PLEX (open source software/beta) http://www.reload.ac.uk/plex/ Note: not much has been written about the use of this product (still in Beta version)

  19. In conclusion

  20. Some points to reflect on… The change from a traditional Learning Management system (LMS) to include Personal Learning environments involves both a technological as well as a major pedagogicalparadigm shift.

  21. Some points to reflect on… According to Schaffert & Hilzensauer (2008), seven crucial elements are involved: Role of the Learner  Personalization Content Social involvement Ownership Educational & organization culture Technological aspects

  22. For inspiration: sample roadmaps for PLEs Examples of PLE structures: http://edtechpost.wikispaces.com/PLE+Diagrams#tosh 1. Tim Hand (conceptual map) 2. Michelle Martin (educational developer) 3. Katherine Pisana (university student/tool oriented) 4. Alec Couros (networked teacher model)

  23. Questions and comments… Thank you for your participation

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