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Personal Learning Environments as a Teaching and Learning Tool Amanda McAndrew, Jacie Moriyama, & Aisha Jackson Academic Technology Consultants University of Colorado at Boulder COLTT University of Colorado at BoulderAugust 4, 2011
Objectives Provide a theoretical foundation for Personal Learning Environments (PLEs) as a teaching and learning tool. Define Personal Learning Environments (PLEs). Explore ideas for implementation in your course
PLEs Figure 1 Adapted from Continuum of Learning from Formal to Informal (OECD, 2010)
What are Personal Learning Environments? An approach to learning directed by your own needs and interests Facilitated by a collection of tools (EDUCAUSE Learning Initiative, 2009)
Connectivism The connections that enable us to learn are more important than our current state of knowing. (Siemens, 2006)
Learning how to Learn Forming a network to draw on for knowledge Distinguishing between the important and unimportant Being able to process various POVs Deciding what to learn Ability to make connections and recognize patterns Understanding when knowledge is a game changer
Learning is situated. Learning is a function of the activity, context and culture in which it occurs. Lave& Wenger (1990)
A community of practice is the situation. Learning takes place in all different contexts and situations but in a community of practice you can gain and apply the knowledge in the same place.
Situated Learning and PLEs Developing a PLE is placing yourself in a situation and building a community of learners where you can: Receive information Organize information Reflect on the information Contribute to the community Collaborate with the community
Situated Learning, Connectivism and PLEs Encourages learning after the class is over Creates a continuous space to be active in a community of practice Allows for a method of learning from multiple people, places, and communities.
Benefits to Learners Personal Learning Environments can change the “model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.” (Educause Learning Initiative, 2009)
Suggestions for Implementation Set expectations and explain why Provide guidance on topic choices for students Review the technology options Provide them with a couple of examples Communicate assessment
Example activities http://www.ascilite.org.au/ajet/ajet26/drexler.html http://www.scoop.it/t/ple-on-ple
Assessment possibilities Participation, Creation, Distribution Develop a rubric based on information literacy (CARS) Assignment that requires demonstration of content learned Reflection pieces
LMS and PLE Software Administered through an institution Structured Regularly backed up Facilitates directed learning Approach to Teaching and Learning Personal Construct Unstructured Service dependent Fosters self-directed learning
Be selective http://www.publicdomainpictures.net/view-image.php?image=2441&picture=tool-kit
Works Cited The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy by Wendy Drexler Situated Learning: Legitimate Peripheral Participation by J. Lave & E. Wenger Personal Learning Environments: User-Centric Learning Spaces by Nancy Rubin Connectivism: A Learning Theory for the Digital Age by George Siemans Context and main concepts by the Organization for Economic Co-operation and Development 7 Things you should know about Personal Learning Environments by EDUCAUSE Learning Initiative