Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all

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Presentation to the PLE Conference 2012 in Aveiro (Portugal).
This paper reports the results of a naturalistic study obtained from a teaching experience in higher education with first year students of the Primary School Teacher degree. In this study we want to analyse how they are organizing their activity for learning (reading, reflecting and sharing knowledge) and how those learning processes are integrated on their PLE.

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  • Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all

    1. 1. Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it allLinda Castañeda & Jordi Adell Universidad de Murcia - Universitat Jaume I
    2. 2. Patchworking Web 2.0 for learning: Introducing ICT building Personal learning Environments Linda Castañeda & Javier Soto Universidad de Murcia Spain
    3. 3. ICT For Social Education 150 first year students Faculty of Education
    4. 4. TheTechnologicalPerspectiveUse for Learning Awareness of ICT Communication Tools for Leisure Students Love Tools in Tasks Educational Strategies independency, autonomous work
    5. 5. What about learning? 7
    6. 6. “The collection of tools,information sources, connectionsand activities that a person use to PLElearn habitually”
    7. 7. http://teachweb2.blogspot.com.es/2010/01/personal-learning-environments-student.html
    8. 8. Image: We begin by charting a coursehttp://www.flickr.com/photos/12426416@N00/1721982928 Exploring new ways for analysing 11
    9. 9. Processes 12
    10. 10. Primary School Teacher Degree
    11. 11. 30 freshmen
    12. 12. from 18 - 43 YO
    13. 13. 24 women
    14. 14. 6 groups
    15. 15. 6 Stable GroupsAutonomous, Independent, Interdependent 6 Activities 2 weeks each
    16. 16. Mind Maps (“mental processes”) 1 for Each Activity 1 for Group Activity3 basic learning components Related with any Technology??
    17. 17. Activities
    18. 18. Activities
    19. 19. Activities
    20. 20. Activities
    21. 21. Group
    22. 22. Group
    23. 23. Group
    24. 24. Group
    25. 25. Group
    26. 26. Mind Maps (“mental processes”) Analysis by Group General Analysis3 basic learning components Related with any Technology??
    27. 27. Findings... 30
    28. 28. Findings... Activity Tasks Methodolo gy 31
    29. 29. Findings...Technologically supportedReading NOT looking4InsideNot CriticalTeacher THE sourceNot Colleagues Reading 32
    30. 30. Findings...Technologicallyand NOT TechsupportedMore variety onToolsMultimediacodesDependsActivity Doing 33
    31. 31. Findings...TechnologicallysupportedBLOGSNSFinal version notfeedbackColleagues arepublic Sharing 34
    32. 32. PLE Tech and Not Tech SupportedMutually complementary Conclusions 35
    33. 33. PLEPedagogical Approach Hard Tech Based Conclusions 36
    34. 34. Reading, Doing andSharing as basic part of their activity Conclusions 37
    35. 35. A SEQUENCEFirst recover info –from an expert- Conclusions 38
    36. 36. A SEQUENCEFirst recover info –from an expert- Do something Conclusions 39
    37. 37. A SEQUENCE First recover info –from an expert- Do somethingFinally you show it to others Conclusions 40
    38. 38. Metacognitionis NOT perceived as a learning process Conclusions 41
    39. 39. Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all Linda Castañeda & Jordi Adell Universidad de Murcia - Universitat Jaume I<jordi@uji.es> <lindacq@um.es> <http://www.lindacastaneda.com><http://elbonia.cent.uji.es/jordi/> Twitter: @lindacqTwitter: @jordi_a

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