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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)....

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 Presentation Transcript

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