AERA PLE Presentation Dabbagh
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This presentation reports on a case study about the degree to which Personal Learning Environments supports Self-Regulated Learning
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AERA PLE Presentation Dabbagh
- 1. Personal Learning Social Media Self-Regulated Learning Research Nada Dabbagh, Anastasia Kitsantas, Maha Al-Freih, and Helen Fake Using Social Media to Develop Personal Learning Environments (PLEs) and Self-Regulated Learning Skills: A Case Study
- 2. Personal Learning Social Media Self-Regulated Learning Research
- 3. Personal Learning Social Media Self-Regulated Learning Research
- 4. Why Personal Learning Environments (PLEs)? PLE Institutional Learning Platforms • LMS • Adaptive Systems Social Media/Web 2.0 Tools • Openness • Wisdom of the crowd • User-generated content • Networking • Personal experiences
- 7. Group-based Learning PLEs support self-directed and group-based learning, designed around each user’s goals, with great capacity for flexibility and customization. The term has been evolving for some time, but has crystallized around the personal collections of tools and resources a person assembles to support their own learning — both formal and informal. • NMC Horizon Report Wiki (2015) • http://horizon.wiki.nmc.org/Personal+Learning+Environm ents Personal Learning Environments
- 8. SRL & PLE Connections PLEs require the development of SRL Skills (Dabbagh & Kitsantas, 2012)
- 9. Strategically Connecting Formal and Informal Learning Self- Regulated Learning Personal Learning Environments Social Media
- 10. Purpose of the Current Study Follow up on a quantitative study (N=87) • Likert & Open Ended Questionnaire • Likert style questions surveyed users about demographics, technology experience, social media use. • Open ended questions explored in-depth aspects of use of social media while developing a PLE and examine for evidence of SRL
- 11. • Question 9: • Brief description of a use case scenario • Use of social media to support the learning experience and achieve learning outcomes • Included: • Nature & Scope of Project • Project Goals • Type of Social Media used Purpose of the Current Study Case Study
- 12. Case Study Semi-structured Interviews Intensity Sampling of information rich cases (n=11) Methods E-mail Solicitation Response (n=5)
- 13. Sample PLEs “Currently completing Sloan-C certification in Administrative Practices. Have used a combination of nearly all tools listed” “Participated in the Change11 MOOC Course length has been almost a year now. Technologies that I used included blogging, Facebook Group, Bb Collaborate, and RSS” “I attended a conference that used multiple technologies to enhance the learning and participation experience”
- 14. Goals Task Strategies Motivations Self-Evaluation Interview Protocol Self-Monitoring Next 5 questions focused on PLE Development
- 15. A hybrid method of thematic analysis incorporating both a data-driven inductive approach and a deductive a priori template of codes (Fereday & Muir-Cochrane, 2006). Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5. Analysis
- 16. Results Deductive Analysis SRLProcesses Goal Setting PD Connection Task Strategies Context/Task dependent Social vs. Individual tasks Motivation Intrinsic vs. extrinsic Self Monitoring Intentional vs. unintentional Self Evaluation Tools vs. people
- 17. Results Inductive Analysis InductiveThemes Barriers/Challenges Privacy concerns Safety concerns Digital Identity and Presence Lurking vs. active participation Learning curve (Growth) Context Formal vs. informal Social vs. professional Public vs. Private
- 18. Goal-setting Task Strategies Motivation Self-Evaluation Conclusions Self-Monitoring Supported No Explicit Support Help-seeking Time Management
- 19. Conclusions • PLE requires the application of SRL skills: • Goal setting and task strategies to organize resources into meaningful learning activities • Self-monitoring and self-evaluation to evaluate the effectiveness of the PLE • Social media’s ability to intrinsically motivate people to learn through community engagement and inter-group communication • Personalization becomes intrinsic to the learner • Important themes related to how social media impacts SRL in PLE Development • Continuing research needed to support formal PLE development & ensure purposeful and intentional use of social media for learning
Notas del editor
- Today I am going to talk about PLEs and present to you an case study that was conducted to examine how students create PLEs using social media and the degree to which they integrate SRL skills in the process. Argue that strategically designed PLEs are a natural recipe for integrating formal and information learning using social media and how developing a PLE results in improving students’ SRL skills and eventually academic success
- We all have our personal learning spaces, personal learning environments, personal learning networks, whether they are virtual, physical or a combination, but the important principle that distinguishes PLEs from other similar constructs is that the individual is at the center of this learning space -
- So the underlying principle of a PLE in a learning context is that it is student designed, student-organized, student-managed, hence NOT the same as personalized or adaptive learning systems, where the system or the instructor is doing the customizing or personalizing based on student behavior. In fact, it is somewhat of a myth that computers personalise learning (Bates, 2012) again: ‘No, they don’t. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual’. Even more so, PLEs are a reaction to this (move into next slide)
- Perhaps a counterpoint or a reaction to institutional learning platforms such as LMS or adaptive learning systems, PLE challenges the traditional LMS; PLEs are increasingly addressing issues of learner control and personalization that are often absent in the institutional Learning Management System or LMS; the point is that the student does the organizing, managing, and customizing, not the system or the instructor; The paradigm shift from Web 1.0 to Web 2.0 technologies is also a factor supporting the emergence of PLEs; Web 2.0 technologies are empowering students to take charge of their own learning; LMS does not capitalize on the social affordances of Web 2.0 Definition of social media: a set of networking tools premised on Web 2.0 technologies and enabling the design of Personal Learning Environments or Experiences (PLEs) in which learning activities that emphasize learning how to learn are supported, and opportunities for personalizing, contextualizing, globalizing, and socializing education are optimized
- The difference between an LMS and a PLE in the sense of a learner's open tool collection is nicely illustrated by this picture from Mohamed Amine Chatti who argues that “ Rather than integrating different tools into a centralized system, the idea is to provide the learner with a myriad of tools and hand over control to her to select, combine and use the tools the way she deems fit.” I like to think about it in terms of driving a car versus flying in an airplane or riding in a train
- Social media is becoming the platform or technology of choice for creating PLEs; PLEs are inherently social; PLEs enable the development of personal and social learning spaces and experiences empowering students to direct their own learning and develop self-regulated learning skills. They do so because they are built bottom-up, by the student, starting with personal goals, information management, and individual knowledge construction, and progressing to socially mediated knowledge and networked learning. There is strong evidence that social media can facilitate the creation of PLEs that help learners aggregate and share the results of learning achievements, participate in collective knowledge generation, and manage their own meaning making through SRL strategies and processes (Dabbagh & Kitsantas, 2012). “openness”, “personal experience”, “software as a service” (“the web as a platform”), “user-generated content”, “user-generated filtering”, “the people’s web (people powered web)”, “social networking”, “grassroots movement”, “read/write web”, “the social web”; enabled precipitated radical change and driver for the PLE movement
- Personal learning environments (PLEs) support self-directed and group-based learning, designed around each user’s goals, with great capacity for flexibility and customization. The term has been evolving for some time, but has crystallized around the personal collections of tools and resources a person assembles to support their own learning — both formal and informal.
- The development of PLEs will require a high level of self-regulation. As instructors it is our role to support students throughout this transition. Even the highest level students appreciate the pedagogical supports (Kravcik & Klamma, n.d.) https://pdfs.semanticscholar.org/b3c2/7e4dbb55926aa6e194681139bb029543fd75.pdf Specifically, PLEs require the development and application of self-regulated learning skills because PLEs are built bottom-up starting with personal goals, information management, and individual knowledge construction, and progressing to socially mediated knowledge and networked learning (Dabbagh and Reo, 2011a and Turker and Zingel, 2008). Kitsantas and Dabbagh (2010) suggest that social media have pedagogical affordances that can help support and promote student self-regulated learning by enabling the creation of PLEs and that the relationship between PLEs and self-regulated learning is interdependent and synergistic requiring the simultaneous, progressive, and transformative development and application of self-regulated learning skills using social media. We discuss this relationship next.
- Done a lot of research on SRL and technology
- To understand the experience of selected participants’ use of social media while developing a PLE and whether they used SRL skills in the process.
- Question 9 asked participants to provide a brief description of a use case scenario in which they used social media to support this learning experience or help achieve the learning outcomes or project goals. For example, it could be a personal project, professional development activity, course assignment, workshop, etc.) The description of the use case scenario was to include the nature and scope of the project, the goals of the project, and the type of social media technologies used.
- Consequently, an exploratory case study was conducted to examine how students create PLEs using social media and the degree to which they integrate SRL skills in the process. More specifically, participants in this study were asked to describe a learning project or experience that involved the use of social media and whether they engaged in SRL strategies and processes such as goal setting, self-monitoring, self-evaluation, and help-seeking while developing their PLE. Participants were also asked how they selected social media tools, whether they evaluated the quality of their PLE, how they would improve their PLE, and the benefits of using social media for learning. Email soliciting participation (N-11) Participants (N-5)
- Interview Protocol - what the interview addressed: self-monitoring, self-evaluation, goals, task strategies, motivation, of paper on pg. 183 (in order). The next five questions were more geared to PLE development. How do you use Social Media. Do you keep track of your progress while working on the PLE? _____Please explain. Do you evaluate the quality of your PLE? _____Please explain. Do you think your PLE was successful? Why or why not? Please explain. What do you need to do to improve your PLE? In your experience, what are the benefits/disadvantages of using these social media tools for your learning and development?
- This approach to data analysis demonstrates rigor and complements the research question by allowing the self-regulation process to be integral to the process of deductive analysis while providing flexibility for themes to emerge from the data
- Goal setting: Whether it is through pursuing a certification, following industry trends, or taking the opportunities to network with other professionals, each participant described a desire to maintain expertise or to stay current in their field. Responses ranged from wanting to connect to an idea to connecting with other people through collaborating, networking, or communicating online. This appreciation for social media as a way to communicate and connect versus traditional modes of communication (such as in person or over the phone) was evident throughout the interviews. Some of the reasons participants offered for preferring social media as a way to connect included “speed of access”, “too easy”, “efficiencies”, “Multitude of people to connect with”, “avenue of sharing quickly”, “have everything in one place”, “free”, “information comes to me”, “instant feedback”, and “instant gratification” to name a few. Task strategies: In consideration of their tasks, each of the Participants evaluated the affordances of the learning technologies before implementing their use. While each individual used tools for the same purpose of connecting or collaborating with others, this did not translate necessarily to their specific technique of managing information in their personal learning environment. While all Participants spoke about the available social learning opportunities in their PLEs, each individual varied on how they used the specific tools to manage their individualized tasks (bookmarking, online reminders, minimize distractions). Motivation: Since Participant 4’s learning environments were created for the students, it would be interesting to explore whether or not these particular individuals would be more motivated if they had created their own PLEs. Further studies could explore whether or not personal ownership plays a role in the students’ level of motivation. Self monitoring: Intentional self-monitoring was characterized through the use of deliberate self-reflections or metrics evaluations. Unintentional self-monitoring came in the form of impromptu reflections or less deliberate judgments based on an internal standard or an undefined set of criteria. Self evaluation: In evaluating the success of their PLEs, Participants mimicked many of the techniques in their self-monitoring practices. While many cited self-reflection as key, others referenced established assessments, surveys, or rubrics in evaluating their PLEs. The “tool” focused individuals tended to evaluate their environments using a combination of personal reflections, rubrics, surveys, or assessments. In evaluating a network of people, the individual tended to issue judgments on a seemingly more subjective set of internal criterion. These individuals evaluated their PLEs for content relevance and the perceived trustworthiness of the people in their networks or active or relevance
- Barriers: Expressions of concern manifested in several forms. These included a lack of “trust” in online contexts, “privacy” concerns, “shaming” and “bully culture”. Participants also described perceptions that individuals may feel more entitled to behave in ways that would be unacceptable in face to face contexts, feeling unsafe, the constant “influx” of new technologies that appear and then disappear, need for further guidance in structuring their personal learning environments, and concerns regarding copyright law. Digital identity: Learning curve described differently. Related to trust (twitter example) time Factors. Context:
- PLE development experience of the selected participants in this study revealed that social media specifically supported the following self regulated learning processes: goal setting, task strategies, motivation, self-monitoring, self-evaluation help-seeking and time management were not explicitly supported these results slightly differ from the previous study in which participants (N=87) perceived self-evaluation and time management as being less supported
- More importantly, the results of this study revealed important themes related to how social media impacts self regulated learning processes in PLE development. More research is also needed to examine what type of guidance and pedagogical interventions are needed to support formal PLE development and ensure authentic and purposeful use of social media for learning.