PLE MONITOR
A simple HIPLE tool
Ismael Peña-López (ismael@ictlogy.net), Eva Gil-Rodríguez (egilrod@uoc.edu),
Raul Romero (...
What is UOC?
https://www.youtube.com/watch?v TOqhZsrCqlw
https://www youtube com/watch?v=TOqhZsrCqlw (Part 1/2)
https://ww...
How to study at the UOC
https://www.youtube.com/watch?v=5sxogFUZP84
Introduction of HIPLE
Hybrid Institucional Personal Learning Environment

Ismael Peña-Lopez
I
lP ñ L
http://www.youtube.co...
Let
L t us put a HIPLE i t practice with
t
into
ti
ith
a totally applied example using
Twitter.

PLE MONITOR…. But it s br...
The context is an online course on e-Government.
There is a character (ON
Th
i
h
t (ONcampus) which i a
) hi h is
student ...
What you usually would have is two
conversations:
- Inside the campus, a closed conversation
that neither benefits from “o...
What you usually would have is two
conversations:
- Inside the campus, a closed conversation
that neither benefits from “o...
Benefits
p
participate only in the
p
y
- Students can opt to p
classroom and be invisible to off-campus users.
- Students ...
Thanks!
Ismael Peña-López (ismael@ictlogy.net)

Eva Gil-Rodríguez (egilrod@uoc.edu)

Raul Romero (rromerogar@uoc.edu)

Jos...
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PLE Monitor. A simple HIPLE tool

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Demo at the PLE Conference 10-12 July 2013, Berlin

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PLE Monitor. A simple HIPLE tool

  1. 1. PLE MONITOR A simple HIPLE tool Ismael Peña-López (ismael@ictlogy.net), Eva Gil-Rodríguez (egilrod@uoc.edu), Raul Romero (rromerogar@uoc.edu), José Mora (jmora@uoc.edu)
  2. 2. What is UOC? https://www.youtube.com/watch?v TOqhZsrCqlw https://www youtube com/watch?v=TOqhZsrCqlw (Part 1/2) https://www.youtube.com/watch?v=4yLTULqETUM (Part 2/2)
  3. 3. How to study at the UOC https://www.youtube.com/watch?v=5sxogFUZP84
  4. 4. Introduction of HIPLE Hybrid Institucional Personal Learning Environment Ismael Peña-Lopez I lP ñ L http://www.youtube.com/watch?v=e-3RCvE61co
  5. 5. Let L t us put a HIPLE i t practice with t into ti ith a totally applied example using Twitter. PLE MONITOR…. But it s broken sorry MONITOR it’s broken,
  6. 6. The context is an online course on e-Government. There is a character (ON Th i h t (ONcampus) which i a ) hi h is student that, for unspecified reasons, just wants to access the virtual campus to study and that everything that happens on the campus remains unknown for the outer world. There is a second character (ictlogist) that is also a student and uses several Web 2.0 tools for learning (call it a Personal Learning Environment) amongst Environment), them Twitter, and just does not want to use two nanoblogging tools, one on-campus and another one off-campus. th ff A third character (OFFcampus) is a professional working on eGovernment and, as such, uses Twitter to interact with other people on the field.
  7. 7. What you usually would have is two conversations: - Inside the campus, a closed conversation that neither benefits from “outside” conversations nor contributes to them. - Outside campus, an open but notcampus not permeating-the-campus conversation and that forces some people to attend two conversations on the same field mostly with different people but similar purposes.
  8. 8. What you usually would have is two conversations: - Inside the campus, a closed conversation that neither benefits from “outside” conversations nor contributes to them. - Outside campus, an open but notcampus not permeating-the-campus conversation and that forces some people to attend two conversations on the same field mostly with different people but similar purposes.
  9. 9. Benefits p participate only in the p y - Students can opt to p classroom and be invisible to off-campus users. - Students can opt to participate from outside the classroom and with their own tools. In the limit, they will only participate from their own PLEs and not from the virtual campus campus. - Off-campus students engage in i real conversations with “real” professionals l ti ith “ l” f i l and experts in the field. Exposure is likely to be good. - Faculty and managers can, if thus desired, use the closed environment to “contain” what is contain to be monitored or assessed, and without the need to wander around “chasing” spontaneous and ubiquitous contributions from their students
  10. 10. Thanks! Ismael Peña-López (ismael@ictlogy.net) Eva Gil-Rodríguez (egilrod@uoc.edu) Raul Romero (rromerogar@uoc.edu) José Mora (jmora@uoc.edu)
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