METACOGNITIVE STRATEGIES  THROUGH PERSONAL LEARNING ENVIRONMENTS (PLE)  IN STUDENTS OF SPANISH L2 III European Conference ...
CONTEXT <ul><li>PERSONAL </li></ul><ul><li>Teacher of Spanish as a Second Language (UAB Idiomes) </li></ul><ul><li>Teacher...
“ APRENDER A APRENDER&quot;: learning Spanish through PLEs  PLE: manage-reflect-awareness of the learning process CONTEXT....
METACOGNITIVE STRATEGIES THROUGH PLE. Qualitative Process. Preliminary Categorization Strategies and PLE  Theory Student's...
Preliminary CATEGORIZATION from the relations between <ul><li>PLE functions + ecological approach </li></ul><ul><li>(Van H...
METACOGNITIVE STRATEGIES THROUGH PLE. Current categorization. 1. TO CONNECT 2. TO UPDATE 3. TO ORDER <ul><li>MANAGEMENT </...
<ul><li>Learner ’ s ability to </li></ul><ul><li>relate different sources of learning:  formal and non formal; directly or...
<ul><li>Learner ’ s ability to </li></ul><ul><li>edit his learning spaces by adding or changing elements . These spaces in...
<ul><li>Learner ’ s ability to </li></ul><ul><li>organize the layout or design of the PLE : centralized, distributed, etc....
<ul><li>Learner ’ s ability to </li></ul><ul><li>express explicitly general Spanish learning objectives or the specific ob...
<ul><li>Learner ’ s ability to </li></ul><ul><li>reflect on his achievements (a specific task or the on-going course):  in...
<ul><li>Learner ’ s ability to </li></ul><ul><li>identify a learning difficulty  </li></ul><ul><ul><li>related to the info...
CONCLUSIONS (beta) Metacognitive Strategies through PLE  <ul><li>Transversal strategies  (between Communicative and Digita...
Thank you [email_address] twitter.com/lolatorres nodosele.com
Images from: uncheamericanofenbarcelona.blogspot.com emmyenbarcelona.blogspot.com eldiariodeyu.blogspot.com
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Metacognitive Strategies through PLE

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Metacognitive Learning Strategies through Learning Personal Envirnoments (PLE) in student of Spanish L2

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  • 1
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  • Resultados:análisis 1
  • Conclusiones y continuación
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  • Metacognitive Strategies through PLE

    1. 1. METACOGNITIVE STRATEGIES THROUGH PERSONAL LEARNING ENVIRONMENTS (PLE) IN STUDENTS OF SPANISH L2 III European Conference on Information Technology in Education and Society: A Critical Insight Barcelona, February 1 st – 3 rd , 2012 Lola Torres UAB Idiomes @lolatorres #ties2012
    2. 2. CONTEXT <ul><li>PERSONAL </li></ul><ul><li>Teacher of Spanish as a Second Language (UAB Idiomes) </li></ul><ul><li>Teacher trainer (UAB, Instituto Cervantes) </li></ul><ul><li>PhD researcher (Didáctica Lengua y Literatura, UB) </li></ul><ul><li>RESEARCH </li></ul><ul><li>Motivation: </li></ul><ul><ul><li>Practice + Theory </li></ul></ul><ul><ul><li>To introduce Digital Competence in the language classroom from a socio-communicative perspective which includes learning strategies in digital environments. </li></ul></ul><ul><li>Demand: a group of advanced students wanted to continue learning in a digital context. </li></ul><ul><li>Answer: course design, practise and research. </li></ul>
    3. 3. “ APRENDER A APRENDER&quot;: learning Spanish through PLEs PLE: manage-reflect-awareness of the learning process CONTEXT. Course and research. <ul><li>Learning Strategies: thoughts and actions, consciously chosen and used by learners, helping them to perform tasks related to the production of the target language. </li></ul><ul><li>Classification (Oxford, 1990) </li></ul><ul><ul><li>Cognitive </li></ul></ul><ul><ul><li>Metacognitive: ability to have awareness of their learning </li></ul></ul><ul><ul><li>Social </li></ul></ul><ul><ul><li>Affective </li></ul></ul>Research Question Which Metacognitive Strategies are developed by learners though their PLE? Objective: Classification adapted to the digital/ PLE context
    4. 4. METACOGNITIVE STRATEGIES THROUGH PLE. Qualitative Process. Preliminary Categorization Strategies and PLE Theory Student's PLE analysis (ongoing) Current Categorization
    5. 5. Preliminary CATEGORIZATION from the relations between <ul><li>PLE functions + ecological approach </li></ul><ul><li>(Van Harmelen, Santamaría ) </li></ul><ul><li>To establish own objectives </li></ul><ul><li>To manage learning: elements and reflection </li></ul><ul><li>To communicate with others </li></ul><ul><li>Metacognitive Strategies: </li></ul><ul><li>To organize </li></ul><ul><li>To monitor </li></ul><ul><li>To evaluate </li></ul><ul><li>+ </li></ul><ul><li>Socio-affective component </li></ul><ul><li>Two educative theories: </li></ul><ul><li>Learning language as a complex system (Larsen-Freeman) </li></ul><ul><li>Connectivism (Siemens) </li></ul><ul><li>Characteristics of digital learning and the cultural context: </li></ul><ul><li>values: proactive participation </li></ul><ul><li>abundance and transmission of information </li></ul><ul><li>need of constant updates </li></ul><ul><li>Introduction of Digital Competence in language teaching: </li></ul><ul><li>What </li></ul><ul><li>How </li></ul><ul><li>Why </li></ul>METACOGNITIVE STRATEGIES THROUGH PLE. Influences on preliminary categorization.
    6. 6. METACOGNITIVE STRATEGIES THROUGH PLE. Current categorization. 1. TO CONNECT 2. TO UPDATE 3. TO ORDER <ul><li>MANAGEMENT </li></ul><ul><li>thoughts and actions, consciously chosen and used by the learners to search, to choose and to order learning elements: </li></ul><ul><li>People </li></ul><ul><li>Places </li></ul><ul><li>Reflections </li></ul><ul><li>TO IDENTIFY OBJECTIVES </li></ul><ul><li>TO IDENTYFY ACHIEVEMENTS </li></ul><ul><li>TO IDENTIFY DIFFICULTIES </li></ul>SELF-ASSESSMENT thoughts and actions, consciously chosen and used by learners, where the student observes, locates and defines himself in his learning process: what has been learned , how he has done it and what he wants to learn. Preliminary Categorization Strategies and PLE Theory Student's PLE analysis (ongoing) Current Categorization
    7. 7. <ul><li>Learner ’ s ability to </li></ul><ul><li>relate different sources of learning: formal and non formal; directly or indirectly related to the course </li></ul><ul><li>establish personal relationships and feed them (PLN): continue communication through comments, links, references </li></ul><ul><li>connect learning with personal and professional interests </li></ul><ul><li>connect individual learning with collective learning </li></ul>1. TO CONNECT – Management
    8. 8. <ul><li>Learner ’ s ability to </li></ul><ul><li>edit his learning spaces by adding or changing elements . These spaces include: individual and personal (blog, Twitter, his profiles), or collaborative spaces (wiki, Google Docs). The elements can be: </li></ul><ul><ul><li>main elements of his digital identity, appearance, activity, profiles </li></ul></ul><ul><ul><li>content, i.e. completing tasks </li></ul></ul><ul><ul><li>contacts (PLN) </li></ul></ul><ul><li>stay informed of changes. RSS </li></ul><ul><li>reflect on his learning and reporting on his updates and changes: in a personal or in a collaborative space and they can refer to an update on individual learning or an update on collective learning. </li></ul>2. TO UPDATE – Management GReader me permite ver las actualizaciones de todas las webs que me interesan en español: los blogs de mis compañeras y de mi profesora, los blogs que leo de cocina, noticias, cuando alguien añade información nueva en los espacios de clase
    9. 9. <ul><li>Learner ’ s ability to </li></ul><ul><li>organize the layout or design of the PLE : centralized, distributed, etc. </li></ul><ul><li>order the different elements of the PLE : in the blog elements, Google Reader, I Google, etc. </li></ul><ul><li>use elements that allow him to manage the information that he writes or reads: categories, tags, hashtags, links, lists </li></ul>3. TO ORDER – Management He aprendido a ordenar todo en mi Google Reader, por fin porque ahora tengo mucha información y todos los días hay cosas nuevas. Como así es más fácil.
    10. 10. <ul><li>Learner ’ s ability to </li></ul><ul><li>express explicitly general Spanish learning objectives or the specific objectives of a task </li></ul><ul><li>connect individual objectives and collective objectives: collaborative course program /contents </li></ul><ul><li>explicit reflection on how he learns and how to reach these objectives taking into account what the learner knows and what he wants </li></ul>4. TO IDENTIFY OBJECTIVES – Self-assessment
    11. 11. <ul><li>Learner ’ s ability to </li></ul><ul><li>reflect on his achievements (a specific task or the on-going course): in the learning blog/diary </li></ul><ul><li>relate his own achievements or learning needs with other ’ s achievements: reading and participating in other learners ’ blogs </li></ul><ul><li>compare his learning in the past and present </li></ul>5. TO IDENTIFY ACHIEVEMENTS – Self-assessment
    12. 12. <ul><li>Learner ’ s ability to </li></ul><ul><li>identify a learning difficulty </li></ul><ul><ul><li>related to the information he works with to learn or practice the target language </li></ul></ul><ul><ul><li>related to the accomplishment of a specific task </li></ul></ul><ul><ul><li>related to his overall learning </li></ul></ul><ul><ul><li>reflect dificulties with solutions and achievements </li></ul></ul>6. TO IDENTIFY DIFFICULTIES – Self-assessment me gusta ver qué escriben en sus blogs o en el wiki o en el diccionario de clase. Cuando en mi Google reader leo sus nuevos posts en sus blogs o sus favoritos en G reader, yo también sé que tengo que escribir, porque mis compañeras y ahora algunos followers en twitter también leen que escribo yo, y es importante escribir bien e interesante...si lo leen es como una parte de mi presentación, y si quiero encontrar trabajo en Cataluña, creo que es bueno y quiero estar correcto.
    13. 13. CONCLUSIONS (beta) Metacognitive Strategies through PLE <ul><li>Transversal strategies (between Communicative and Digital Competences) </li></ul><ul><li>Digital identity development as a learner + reflection </li></ul><ul><li>Specific d igital and cultural features : proactive, changing context, many options to choose from </li></ul><ul><li>Personal learning + learning with others (network learning) </li></ul>1. TO CONNECT 2. TO UPDATE 3. TO ORDER MANAGEMENT <ul><li>TO IDENTIFY OBJECTIVES </li></ul><ul><li>TO IDENTYFY ACHIEVEMENTS </li></ul><ul><li>TO IDENTIFY DIFFICULTIES </li></ul>SELF-ASSESSMENT
    14. 14. Thank you [email_address] twitter.com/lolatorres nodosele.com
    15. 15. Images from: uncheamericanofenbarcelona.blogspot.com emmyenbarcelona.blogspot.com eldiariodeyu.blogspot.com
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