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Implementing a PLE in a secondaryschool context by using free Web2.0 tools Technology, Police, and Management Faculty TU Delft April 2012 Challenge the future 1
PLE approaches to learning Ebrahim Rahimi, Jan Van Den Berg, Wim Veen, PLE 2011, Southampton Challenge the future 2
Key Challenge for formal education How should a PLE-based learning environment bedesigned and integrated into educational settings to meet the heterogeneous Learning demands of students? Challenge the future 3
Research Context:Participants: 29 students (12-13 years old)Course name: People and GeographyTechnological infrastructure: All students have their own laptop during schooltime and they have (almost) full access to Internet during project periodTeacher: an adopter of web technologiesProject title : Research, design and develop a digital travelling guide for EgyptProject duration: 6 WeeksEducational objectives : For students:-To being familiar with travelling guide concept,-To Know important geographical and societal aspects of Egypt-To learn how use web tools to manage information and group working-To practice skills like mind mapping, story telling, and brain storming Challenge the future 5
Introduced tools and learning techniques Tools LearningTool Purpose techniquesiGoogle Personal Start Page Group brain storming Mind MappingMindMeister Mind mapping Group Story tellingGoogle Docs Document creating and sharingGoogle Sites Project wiki, students websitesWordPress and Blogger BloggingTwitter Micro bloggingPrezi PresentationFree website building and hosting tools Create final traveling guideYouTube Video Content Challenge the future 6
Research Methodology: Research methodology: Design-based research Data collection : direct observation, Field note, Interview with teacher and students, Archived information , Final artifacts created by students, SurveyMain Research questions: Q1: What activities have been accomplished by the students by using their PLEs? Q2: How the PLE-based learning is perceived by the involved teachers and students? Challenge the future 7
Main elements of educational setting, being involved in PLE-based learning Student Student Teacher Teacher Challenge the future 9
A model to integrate PLE constructing into teaching/learning process Activity(es) Partner(s) Selecting learning topic Teacher Defining Learning Objectives Teacher & students Defining Pedagogical/technical tasks, guidelines and assignments based on the learning topic and Teacher Phases of learning cycle objectives tion Selecting Organizational form and web tools Teacher & lora for assigning to the tasks students Exp me tion Accomplishing tasks, developing PLE Students age Evaluation lan a nt Eng Exp tio n Supporting Learner pedagogically/technically Teacher /other students/ social ora contacts Elab Assessment& Evaluation Teacher/ Students Reflection on process, learning experiences, learning outcomes, and learning values of Teacher/ Students tools Next Phase in learning cycle Challenge the future 10
Question 1: How do students integrate PLE tools into their learning activities? Challenge the future 12
Emerged themes of students activities during the PLE project • Employing technology to support learning activities • Collaborative learning• Practicing Higher order thinking skills• Self directed learning (taking control and responsibility over their own learning) Challenge the future 13
Opinion of teachers about the (learning) benefits of PLE project and working with introduced tools for studentsGijs: Great collaboration, deep brain storming, and complex mind map. Oscar: They already are learning how to do research and they are following a scientific process. Challenge the future 20
Conclusions: 1- Lack of reflection on the learning process and enough time can lead to taking aprocedural surface learning strategy by the students. (i.e. in this project, the students were being more busy with visual aspects of final websites than quality of content) 2- students need teacher’s support and facilitation to realize learning benefits of not-ready-for-learning web2.0 tools and to integrate them, efficiently, into their learning activities. 3- To improve students’ control over learning ,PLE tools should be positioned within learning process comprised of active teaching and learning methods. 4-Shifting from a teacher-centered to a student-centered learning environmentcommonly conflicts with students and teachers’ past educational experiences andrequires a shift in their conceptions of what learning involves and what constitutes appropriate roles of students and teachers. Getting involved students in designing learning activities might facilitate this shift. Challenge the future 21
Posed questions:-How can students be involved in designing of learning activities?-What factors can encourage students to create and use PLE to support theirlearning activities? Challenge the future 22
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