4. 2012
So is the VLE dead
Unfortunately not!
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5. What’s happened?
Current PLE solutions too focussed on Technology
Too obsessed with terminology
Lack of transitional arrangement
Years of rote has left us Pedagogically handicapped
No need for VLEs to be dead!!!!
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6. Organisation of tools and learning
content (what’s good and what’s not)
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7. Less emphasis on Metacognitive
elements (SRL skills)
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9. Why PBL?
In context learning
Supports construction of knowledge
Promotes no ‘single solution’ view
Enables process reflection
Understand, search, plan, create, share, reflect
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12. A Preliminary framework
Stage 1 (Structured) (Years Stage-2(Semi Structured) Stage 3 (Unstructured)
1-2) (Years 2-3) (Years 3+)
The instructor states the learning
The instructor provides the outcome and sets a task to
Contextual Problem Learner identifies learning goals
problem and demonstrates how it collaboratively identify a series of
Statement and problems
links to the learning outcome/s problems that will be used for
learning
The instructor encourages learners
Instructor decides on the pre- Based on the problem statement
to identify pre-requisites and
Learning Activities requisites and a set of activities
prepare set of required activities in
learners decide on pre-requisites
required to tackle the problem and resulting activities.
groups
Instructors present alternative
Instructors selects the learning options and collaboratively decide Learner selects learning
Environment Selection environment and creates learning on a learning environment. environment and creates spaces for
space for each activity Learners create activity based themselves
learning spaces as groups
Instructor pre-selects resources and
Instructor pre-selects some tools
R e s o u r c e a n d To o l tools but demonstrate how learners
and resources clearly stating that Learners select tools and resources
selection can alter them if they want. Must
learners need to find the rest
include e-portfolio type tool.
Instructor actively leads
Instructor actively facilitates
collaboration by forming groups Instructors invited to learning
collaboration by encouraging
and posing probing questions. spaces for participation. Learners
shared group spaces. Encourage to
Collaboration and sharing Provide pre-populated social
comment on bookmarks, web 2.0
create bookmarks, web 2.0 content
bookmarking, web 2.0 content etc. and actively engage without any
content, upload/share and peer
Encourage use of like/rating extrinsic motivation.
reviews.
buttons.
Extrinsic motivators with impact Extrinsic motivation with some
Motivation on performance outcomes (part of impact on performance but largely No extrinsic motivator.
assignments etc). tokenistic in nature.
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