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Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
Challenges for PLE research and development
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Challenges for PLE research and development

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Lecture given at the E-Learning course at RWTH Aachen, May 5, 2011 …

Lecture given at the E-Learning course at RWTH Aachen, May 5, 2011

Please find a version for download here http://hdl.handle.net/1820/3390

Published in: Education
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  • Transcript

    • 1. Challenges for PLE research and development Dr. Marco Kalz Centre for Learning Sciences and Technologies Open University of the Netherlands marco.kalz@ou.nl E-Learning lecture, 5. May, RWTH Aachen
    • 2. !"#$%"!&
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    • 4. Where we started
    • 5. Criticisms of the LMS
    • 6. Criticisms of the LMS Schneider, 2003
    • 7. Criticisms of the LMS• Administrative Functions• Controlled Cohorts• Teacher with all rights• Prepared courses• Learners consume• Limited communication• No design freedom• Instruction Schneider, 2003
    • 8. A working definition“Personal Learning Environments are learningenvironments where learners can integratedistributed information, resources andcontacts and reflect about learning progressand learning products based on standardsand interfaces”.Schaffert/Kalz 2010
    • 9. Turner 2008
    • 10. PLE vs. the restSchaffert/Kalz 2010
    • 11. PLE perspectivesSchaffert/Kalz 2010
    • 12. Food for thought“Learning environments and their construction as wellas maintenance makes up the most crucial part of thelearning process and the desired learning outcomesand theories should take this into account; instructionitself as the predominant paradigm has to stepdown”. Wild et al 2008
    • 13. Who adapts?Important difference betweenadaptation and adaptabilityTraditional adaptive hypermediaapproach: Adaptation of system tothe userPLE approach: Adaptability of thesystem, adaptation in control of theuser
    • 14. Educational processes
    • 15. Technology: Institutional PLE projectsUniversity of the Basque Country/Casquero 2008
    • 16. Technology: Institutional PLE projectsTU Graz/Taraghi, Ebner & Schafftert, 2009
    • 17. LMS: Monolithical blocks?
    • 18. The proceedings
    • 19. The lifelong learning perspectiveBased on individual development needs and not course orprograme structuresCombination of different “learning modes”: formal arrangement,short trainings, non-formal learning, self-organized learning,networked learning, incidental learning (informal learning)Combination of different group situations: individual learning,learning in small groups, learning in large groups, learning inlearning networksCombinations of different learning contexts: On the job, athome, on the moveCombination of accreditation standards: Recognizedaccreditation (e.g. ECTS), certificates, accreditation byexperience (e.g. APL)
    • 20. Group discussion
    • 21. Learning modesHow to capture and support learning processes and learningresults with a PLE?How can we design different setups that support these modes?Which parts of a PLE support these modes best?How can we capture the learning modes the learner is in?What are support services for these different modes?
    • 22. Group perspectiveHow can we support different communication and cooperationpossibilities with a PLE?When does it make sense to switch between individual learningand group activities?How do we integrate the learning network into learning activities?How can we support cooperation/collaborative learning in a PLE?
    • 23. Learning contextHow can a PLE react on the switchof a learning context?How can we capture real-worldexperiences in a PLE?What approaches can we use to leta PLE react on input from mobilecontexts?
    • 24. TechnologyHow can we exchange information of widgets?With which methods can we avoid a steep learningcurve to setup a PLE while still keeping the designfreedom?How can we transfer traditional recommendationapproaches of resources to recommendations oflearning activities?
    • 25. Possible topicsLiferay portlet development for OER searchReflection support functionality with snapshotsSelf-configuring PLE setupsApproaches to capture mobile learning activities in PLECognitive load experiments with PLE
    • 26. Thank you for your attention Dr. Marco Kalz marco.kalz@ou.nl twitter: mkalz http://www.marcokalz.de http://celstec.org

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