A Framework for Designing Enhanced Learning Activities in Web2.0-Based Personal Learning Environments - Presented in EdMedia 2013 presentation
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Deploying web-based Personal Learning Environments, PLEs, in educational settings is becoming a main trend in technology enhanced learning. By combining the main elements of the student’s control and the components of technology-based teaching process, a framework for designing enhanced learning activities is proposed. The proposed framework assists teachers to design appropriate learning tasks to be done by students to support their learning process through developing PLEs by making use of relevant web tools. The framework promotes a learning-by-doing approach which can improve digital competencies of students and allows teachers to acquire deep understanding and situated knowledge about content, technology, teaching and learning processes.
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A Framework for Designing Enhanced Learning Activities in Web2.0-Based Personal Learning Environments - Presented in EdMedia 2013 presentation
- 1. 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
- 2. 2Challenge the future How Looks like a PLE and PLE-based learning?
- 3. 3Challenge the future 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).
- 4. 4Challenge the future 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
- 5. 5Challenge the future 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?
- 6. 6Challenge the future Perceived Problem: Lack of a pedagogy-driven framework/roadmap to support teachers and students to build and utilize their PLEs
- 7. 7Challenge the future 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
- 8. 8Challenge the future 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 needs Monitoring the students’ learning experiences by the teacher Supports Improves Accomplishing the designed learning activities by students 1 2 3 Selecting appropriate web2.0 tools to support the learning activities
- 9. 9Challenge the future 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) Main dimensions of student's control (Garrison and Baynton,1987) Student as socializer Student as decision maker Student as knowledge developer 1
- 10. 10Challenge the future 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:
- 11. 11Challenge the future 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 PLE developer
- 12. 12Challenge the future Technological Pedagogical Content Knowledge (TPACK) Technological Knowledge (TK) Pedagogical Knowledge (PK) Content Knowledge (CK) Pedagogical Content Knowledge Technological Pedagogical Knowledge Technological Content 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
- 13. 13Challenge the future The framework for Designing Enhanced Learning Activities Student's control model Knowledge developer Socializer Decision Maker TPACK model Content Technology Pedagogy Social Aspects Process (iii)(ii)(i) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) Enhanced Learning Activities 3
- 14. 14Challenge the future 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, g iving 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
- 15. 15Challenge the future CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS Knowledge Developer Learning 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, theor ies, and procedures • Evaluating the quality and accuracy of content and recognizing bias in online content • Appropriating, remixi ng 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.
- 16. 16Challenge the future CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS Socializer Requesting, receiving, giving content support Requesting, receiving, giving technological support Requesting, receivi ng, giving social support Requesting, receiving, giving 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
- 17. 17Challenge the future CONTENT TECHNOLOGY SOCIAL ASPECTS PROCESS Decision maker Developing personal information management strategy Developing personal technology management strategy Developing personal learning network Developing personal learning 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
- 18. 18Challenge the future TPACK model Content Technology 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).
- 19. 19Challenge the future 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 studentsSelecting appropriate web2.0 tools to support the learning activities
- 22. 22Challenge the future Networked student model