Identifying Measures to Foster Teachers’ Competence             for Personal Learning Environment Conceived               ...
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Identifying Measures to Foster Teachers’ Competence for Personal Learning Environment Conceived Teaching Scenarios: A Delphi Study

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Personal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.

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Identifying Measures to Foster Teachers’ Competence for Personal Learning Environment Conceived Teaching Scenarios: A Delphi Study

  1. 1. Identifying Measures to Foster Teachers’ Competence for Personal Learning Environment Conceived Teaching Scenarios: A Delphi Study Zaffar Ahmed Shaikh Shakeel Ahmed Khoja Faculty of Computer Science Faculty of Computer Science Institute of Business Administration, Karachi Institute of Business Administration, Karachi Karachi, Sindh, Pakistan Karachi, Sindh, Pakistan (92) 333-7113817 (92) 333-2108984 zashaikh@iba.edu.pk skhoja@iba.edu.pkABSTRACTPersonal learning environment (PLE) is a learner centered and 1. INTRODUCTION Nowadays, it has been widely accepted within education andcontrolled environment where learner constructs knowledge research community that teachers need to be meticulouslysocially and collaboratively with the help of knowledgeable peers, competent not only in subject matter, but also emotionallymentors, and teachers. Teacher, being the most knowledgeable intelligent in handling classroom related issues, technologicallyother in this environment, has to develop a strong and advanced in instructional and pedagogy related competencies, andmultifunctional association between the learner and the PLE. should be knowledgeable regarding personalized learning andHowever, in real world scenarios, this is not the case as teachers’ PLE conception [1][2][3].current competencies are not sufficiently developed to providedesired results. A major reason for this inefficiency is the Latest research findings regarding teachers’ competencies forunawareness of the required roles that a teacher has to play in Web 2.0, social software and advanced learning technologiessuch environments. Our study is aimed at identifying measures to context dispense many roles to teachers (other than theirfoster teachers’ competence in PLE conceived teaching scenarios. compulsory instructional and pedagogy related roles): planner ofWe used the modified version of policy-Delphi in which we collaborative learning environment, constructor of learners’worked with 34 international experts who are either associated learning plans, learning advisor, guide, and promoter of learners’with PLEs in one of the four dimensions: teachers, researchers, autonomy, confidence, and effectiveness [4][5][6][7].designers, or practitioners. These experts reviewed a 10-item In response to these developments, Shaikh [8] argues thatteachers’ PLE competency developing measures list, which we competencies required of todays’ teachers for these changeddeveloped through an exhaustive literature review. As per Delphi learner-driven and –controlled scenarios should be reviewedprocedure, the consensus on measures list was achieved in three strategically, carefully, and thoroughly in order to inform androunds. During the process, participants collaboratively modified transform todays’ teachers for upcoming risks and opportunities.measures list at length and extended list from 10 items to 16 Therefore, we decided to involve the real stakeholders – the PLEitems. Based on the findings, we argue that institutional support is community – to sort out this matter. The aim was to identifyof prime importance to improve teachers’ PLE competence. measures which can be integrated or applied to any teacher training module in order to develop teachers’ emotional andCategories and Subject Descriptors professional competence for PLE conception teaching scenarios.K.3.1 [Computing Milieux]: Computers and Education: However, while extracting the literature on this subject matter, weComputer Uses in Education – collaborative learning, computer- found that, prior to this study, only a few researchers (e.g.,assisted instruction, computer-managed instruction. Downes [6], Shaikh [8], Alvarez, et al. [9], Aragon [10], Minocha, et al. [11], Selvi [12]) have examined teachers’ PLEGeneral Terms competences. In addition, to-date, the literature has not measuredManagement, Performance, Design, Human Factors. nor verified teachers’ capabilities for satisfying such competences [1][13]. Moreover, we also found that most of teachers’Keywords characteristics and competences regarding personalizing ofTeachers’ PLE competence, personalization, personalized learners’ learning experiences have not yet been documented to-learning, personal learning environment, PLE, policy-Delphi. date. Thus, we deemed fit to use teachers’ PLE competency developing model (developed by Shaikh [8]) as a guiding reference for this study. The study was guided by the following research questions: Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are 1. To what extent, are todays’ teachers capable of assuming the not made or distributed for profit or commercial advantage and that suggested new competencies? copies bear this notice and the full citation on the first page. To copy 2. Which measures need to be taken to develop teachers’ PLE otherwise, or republish, to post on servers or to redistribute to lists, competence that empower them to become entrenched in requires prior specific permission and/or a fee. SIGITE’12, October 11–13, 2012, Calgary, Alberta, Canada. these new fields of learning? Copyright 2012 ACM 978-1-4503-1464-0/12/10...$15.00

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