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iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
iPLE: Integrating VLE and ePortfolios
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iPLE: Integrating VLE and ePortfolios

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  • 1. THE PLE CONFERENCE 2011<br />A Case of anInstitutional PLE: IntegratingVLEs and E-Portfolios forStudents<br />Jesús Salinas, Victoria Marín and Catalina Escandell<br />Grupo de Tecnología Educativa<br />Universitat de les Illes Balears<br />
  • 2. Introduction<br /><ul><li>Exploratorystudyderivedfrom a largerprojectcarriedoutbyGTE researchgroup.
  • 3. Itsaimistoovercometherigidityof LMS byintegratingotherenvironments and to use student-centrededucationalstrategies.</li></ul>Picture by Jeffrey Beall: http://www.flickr.com/photos/denverjeffrey/2561885967/<br />
  • 4. Background<br />
  • 5. Conceptualization (I)<br />Whatdo weunderstandbyPLEs?<br />Tools (reading, reflecting&sharing) + Communities+Services=Individual EducationalPlatform<br />Usedbystudentstomanagetheirownlearningprocess<br />Picture byDavid Hopkins: http://www.dontwasteyourtime.co.uk/web-2-0/ple-personal-learning-environment-whats-yours-like/<br />
  • 6. Conceptualization (II)<br /><ul><li>AnIntegratedEnvironmentoriPLE
  • 7. Towards a Flexible LearningModel</li></li></ul><li>Backgroundcontext of thestudy<br />LMS: todeliverthetask done<br />
  • 8. Questions of the study<br /><ul><li>Is e-portfolio anusefultool in the personal organization of theacademic data of thestudents?
  • 9. Doesthissystem of workingwiththecontentmattergivethem more control overtheirownlearningprocess?
  • 10. Does the e-portfolio offer more flexibility in the learning process?
  • 11. Does the e-portfolio facilitate group work and collaboration?
  • 12. As the project work develops during the different phases, do the students customize their learning environment more?</li></li></ul><li>Informationobtained<br /><ul><li>Students' perceptions of the e-portfolio's use
  • 13. Customization of theenvironment:
  • 14. Handling and use of views and dashboards: customization of theenvironment
  • 15. Quantitativechanges in thecreation of views, groups and blocks</li></li></ul><li>Methodology<br /><ul><li>Intentionalsample of 73 students, but 60 participants
  • 16. Ages: 22-35
  • 17. Mostwomen
  • 18. Medium-to-highpreviousfamiliaritywith
  • 19. Procedurestogather data:
  • 20. Observation and monitoringevolution of Maharaactivity
  • 21. Studentquestionnaire
  • 22. Observation of student output</li></li></ul><li>Studyphases<br />
  • 23. Researchresults<br /><ul><li>3 sources:
  • 24. Observingand MonitoringtheEvolution of theActivity
  • 25. StudentQuestionnaires
  • 26. Observation of Output</li></li></ul><li>Evolution of theactivity<br />Firstweek of October: workshoponthe e-portfolio<br />Secondhalf of October: firstdeliverables (groupviews)<br />4.05 views/person<br />
  • 27. Frequency of options<br />Collections: barelyused.<br />Groupsviews: importantincrease.<br />
  • 28. Student questionnaires (I)<br />E-portfolio facilitatesgroupwork<br />E-portfolio facilitatessocial interaction<br />Picture by Tom Woodward: http://www.flickr.com/photos/bionicteaching/3099664790/<br />Picture byUniversity of Nottingham: http://www.flickr.com/photos/uonottingham/5489240124/<br />Interestingtool and methodforboostinggroupwork in thiscontext<br />They had continued using familiar ways to interact not included into the dashboard<br />
  • 29. Studentquestionnaires (II)<br />E-portfolio as a data organizer<br />
  • 30. Studentquestionnaires (II)<br />E-portfolio as a data organizer<br />Suitableforacademicwork<br />Notveryappropriatefororganizing personal data<br />Picture byadesigna: http://www.flickr.com/photos/adesigna/3923138328/<br />
  • 31. Student questionnaires (III)<br />E-portfolio givesstudents more control overthelearningprocess<br />Studentsagreewiththemethod'sflexibility and itsadaptabilitytotheirownlearningprocess<br />
  • 32. Observation of output (I)<br /><ul><li>One group view:</li></li></ul><li>Observation of output<br /><ul><li>Personal view of a student’scourse</li></li></ul><li>Conclusions<br /><ul><li>Students think that e-portfolio is a good tool for the personal organization of academic information.
  • 33. They consider that the configured iPLE is suitable for academic work, but not very appropriate for organizing personal data.
  • 34. They regard this way of working as giving them more control over their own learning process.
  • 35. The e-portfolio facilitates group work and collaboration. However, it is not perceived in the same way when it comes to its possible role as a tool in social interaction.
  • 36. During the different phases of the project, the students incorporate an increasing number of views; but there is little customization of the views.</li></li></ul><li>Future research activities<br /><ul><li>Towardsputtingintopractice a new integrateddesign:
  • 37. Improvementsin theintegration of Moodle and Mahara.</li></li></ul><li>Anyquestions<br />Victoria Marín<br />victoria.marin@uib.es<br />GTE home page: http://gte.uib.es/<br />Picture from http://www.flickr.com/photos/wwworks/4759535950/<br />

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