Your SlideShare is downloading. ×

Structuration of Personal Learning Environments

657

Published on

Presentation given at the VOR ICT meeting on November 30 in Utrecht

Presentation given at the VOR ICT meeting on November 30 in Utrecht

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
657
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • [twitter] test, please ignore [/twitter]\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Transcript

    • 1. Structuration of Personal Learning Environments Dr. Marco Kalz Centre for Learning Sciences and Technologies Open University of the Netherlands marco. ka| z@ou. n| VOR ICT Bijeenkomst, 29. November, Utrecht ,1‘ 7 <elstec. org
    • 2. 77777 77777 77777 77777 ~77777 inn 77777 77771 7.7.. -'. -‘.7 717:; 77¢! LVHKIIKF FEVER FFHEE Nfifififi F5555 Euzwuu Eififiifi fiflfififl laifimili fimiflfl Rldlilili F! .l’llZ‘S. E'E EKEWK Rfifififi. 'l‘i‘i‘l 1'l‘(i ‘li‘i‘l 1111‘ 1111‘ uuufli i 'i ‘ I111‘
    • 3. Criticisms of the LMS STEC C‘ I (.010
    • 4. Transrnisslve Active and rich pedagogles »»‘&. .4s': .£: . r *1- 9.. '§‘: .'. ‘§‘-<' ‘Au-'~ line byline. .. prev. lc I _ 9' I , IIGXT . Criticisms of the LMS “J authentic tasl-ts__ Circulaf files Ilvlng documents ': ——¢‘- F igun: 7: The status of documents - static in transmissive pvdagogics and living in active pedagogics Schneider, 2003 csmsc ( Ial (_0H‘
    • 5. Transmisslve pcdagogles Criticisms of the LMS »%. .«»§-.43. ii Administrative Functions I Controlled Cohorts C it Teacher with all rights - i Prepared courses ii Learners consume it Limited communication at No design freedom 11 Instruction T ‘T circular files F igurr: 7: The status of documents - static in transmissivc Active and rich pedagogics 9 1?. I7'EJ": .’{-T" ‘ ‘A _, - collabaraiionl _ ‘Ct, i l_ J94 . I authentic tasks» 3 at) Ll. ) living documents pvdagogics and living in active pedagogic: Schneider, 2003 came ( I'. i Lorri
    • 6. F s il ' ‘I , i: :.r : __ oca ) -. _/‘____/ K smrch V T VJ/ g L Early PLE concepts Personal Learning Landscape > v-. loll‘-'; ‘J" -, -.r- . ;-~-a V frwndstcr "’ " < " '. "IicI(. ' I g"d-2'lclous y » I ' . .. , , — ‘. . lltlll, vb‘ » '°3' Personal tile I . , "‘ ‘ x In repository "'~— -, ‘ - 7 M ' m pk . , ‘ - ‘H Weblogglng): —'~ "" I V 5-, : «. ‘VI, __, ‘ ' "~WordPress l — / ‘ ". ;r. rum T ‘T / , in ». -, v. l J ‘ H’ : < 2* Lrri ‘ communmes H . ;--r. .. r. . l u "374 _ I . .i . . ‘ ‘ Pawn, “ NA . t. » . r. . . I ‘ . ‘. umi«, ;|¢. i-13 ‘ _"v’I"J. .r. .‘r. .. i.. . . _.. ‘~. ___'_’«-_K’_'_)/ $ " " . . >. ~.. ‘«'z. . ' . ‘ H 1.} v —. , 9_ Werdmuller 2004 $5255
    • 7. Early PLE concepts CELSTEC (- Isti (.0rq
    • 8. Early PLE concepts Things E'‘'‘‘" A I I 7 " __“ Q'(-VV"JI| , oPni'! cI L I ' V’ FWICI! bolton . .A . 0 Learnt l| ’5‘l'DI L l 1-. -.’ 1' -at-Inn: pr-rw. .~. ..mi __ 4-"" ' "" rm”? 1 "‘r'V‘~Hrm: _' xnvl-Er: ‘¢: :mr*: mrim . .r: .: warn ‘IE urn: om-. .» : Am i I I 1 m ‘IN ' '“" I ll‘t >4 >4 , ‘ . r A ouo~y. ;i. : ‘ ~ — I. » :1 - I ~ " IC (' r-. r 71.7 I ' I Wilson 2005 ( I'. l LOU‘
    • 9. Turner 2008 News Sources . I_' Tags & Links My Products ME <3‘ 9’ (00 . I) Pl’0fiIL‘(s) . Iy Assets My Blog 0/. ‘fr Social Media Services
    • 10. A working definition “Personal Learning Environments are learning environments where learners can integrate distributed information, resources and contacts and reflect about learning progress and learning products based on standards and interfaces”. Schaffert/ Kalz 2010 CELSTEC colsta-c. org
    • 11. Educational processes Personal Lumng Enmoornom Your noun; «mm m. Mica. -mu. upwa- Voundwvt: count. uIaomIo. |una. |u0oo. main. oolucuu. oronubuc. nDu. tmat. Iuuu. Vanda. nouns @4005. PI}. L. t£I. Iou. ooobcI nu: -In-on-nun tt "0 _ _ EL00. opoaohs. annulus. bloc. ulna. n-nallll. Ind sultan; bod: lmtlptob stain. who coxunlt. wand Inaugcnvdl. Io- Agnquhg cu-bong. Pent out-locate! Idoot unlit. confine. slung tr-nlboafi. ennui. mnolnothg. group-toning. nuu nous. tarpon all ovur-ma. Ilka. 04 onto 50¢. lounulhy gahloonoopolau but pol» o-pouch. Mn. pdcvhhg ulna! Iofihg. povclaound luluatlulueulagal Clli. aim‘ I stun. conical-rumba goo planner: Hon-alto pltl. but. some Juonay Ni0oI&
    • 12. Schaffert/ Kalz 2010 PLE vs. the rest I PLE
    • 13. PLE perspectives PLE concept Cen‘: a': Se 1- Orga nizat on Ad'r. ‘*iis3'aL*on of _ _ Artifacts. 9.o_r. r_. .'. r*. -.: ~t_. <.= .<. 's: z__c>. r.I Documentation €3.51 00°99-'3!i0'-1 | eee'l‘ng ' L. Oihef 0793" 53”" leamers qJe‘len ufixi Epom-Ono eigenem Content I - c Communities of Practice / / / . Personal Knowledge / Management / Schaffert/ Kalz 2010 . /
    • 14. Technology: Mashups & Widgets CELSTEC <- lstl c. orq
    • 15. Technology: Mashups & Widgets . ... ... . -- map (.0
    • 16. Technology: Personal Start Pages Ix’ "‘. "Huvv (‘l“l" &’-‘ TIOIhdlhIiICIX% TIlnV¢Itlto0lJoIlIPOuWlMOIIIliIIIh-IX we -ur .3021 and '. f‘f'y p-(‘mm I ihr lk-rad I Mt-'M: if)rulr-r : znlo-um wt S-ct-zn hm Ir» Wth Own IIIIII/ V1K7$N"Il 'IIUDt' Ana -Mad Wen be-qrvv lawn W-hon Mniu lulu pin; tun L1: 1 I-rum AAM Moravian uiuoul I-id-Iv Own 1!. 7099 -r Coax Sui-or, lo-. t Ii-un wt «nun yr; D ~a-tnwurvclncptonvonrsoellennvevaunn Growler -Uswwuwmsbnwonmtorwvnm (Anthem «wmmum‘sowr«mh<1nnpx-om Smf)noom-on Iron -SotwonGIomnqupiobnovetevvoIon Sonionflernn-ta-on -hnlthnnelv‘ kw-k0. Pu-euro»-awvuav-vo’naou' l. ’Ia- 5 ill m IIuMvl'. |r| . hIIdnAhaodu@n&Vnh(Iv)onipn: Ial1 ow, uv‘. orrI1k. I'v‘. -tn-mr¢I~v. 'rI.1lDy D1H’l¥’flIWIfl lrvr I 5UV| N'°fl0°0l'l0U| h :12: anicfwn Eciimfuvubnum rovurocnoanotsovoovo . g,u, ,,, .,_, , thtarinoryficrvlcu-nsnbtooo -Aav-ouvmuvuvucunuw-un N| mUNOI9u| H$M0'UD° -Knnavvqnvtw’ ngspg -&flI'! VCI@ - _ mm mm. Malta "'1' "v n. '. " ’ mo Tutti “Nubia Up‘ Again‘! A urwr-4 mt-«.1. tIlKfl1'. VIM'. vau if 'r' Guru 1:1!‘- « - l. . . “Irena; -or. 4: -an mbit (fur MN "wrtv-Nhrvrv-on~v~1Prvs ‘“_‘m(_u"nfl‘“w__°_“°. _md'w(_*' mr-grvvsoovntutn-’. -d‘-cr. rr L-orv. r~-. -of I ‘sir uh wtl Pu» 211-! " ‘. I)N. f1'u[: ' ngul ur uh (Kw-t I -UIPITNPIQAPGNZI-ulna’
    • 17. Technology: Institutional PLE projects it 6 I I IJ*V"‘l‘: ‘ , -y‘<. .‘-- . |' lncom no Word. 9‘. V LEARN-STREAMING I iwidgcts uwidgcts 17- I’ _' 9 49 "#1 I~"I ‘L II v University of the Basque Country/ Casquero 2008 ‘“"“ ( ix! (.0!! !
    • 18. Technology: Institutional PLE projects Oltcnpnuvoun-0-n-gov-nu-a—— In-I| —-000-A-oa| .Iau . ... .._, ,.__ In-our-onus out out--can an! Old»-I-U coal , .-. --- . ..—= ==————-%. .._. .._. ... ... - U-uvouun """"' o Iqgj o Vnntauujy . ..3, - Obj Inpa-2-on- IT Iacj t-nuuu ou- Qhéluifi can ~"'* '“"""""" ENE) """' > TIC! If T . . . .-. -I-‘I. -. TU Graz/ Taraghi, Ebner & Schafftert, 2009 B
    • 19. Waveword LMS: Monolithical blocks? but 15.‘: .-3.. .-3.-7-I. -I; -.'$= .-“-~ , ‘-= ‘-'-'. .'E§”“‘f. ‘..1 . : j: 53%, -Em- ‘SE33 1 Ijfijlifii = o 9'. -'33‘ """' sujocuuuuo} km2 . j ' 9 qua" 1 . .. ,. 7 ' IQO luv»-
    • 20. The proceedings ’ I . . . IC. '7'p ~ J Mash-Up Personal Learning Mash«Up Personal Learning M3-‘-h’UP PGTSOMI I-eamlng Environments (MUPPl. E'08) Environments (MUppLE'°9) Environments (MUPPLE’10) CELSTEC c lxt (. orr, -
    • 21. The research questions No empirical research about actual usage of PLE How do learner organize their learning environments? Does this lead to deep learning? Which learning processes are supported effectively? How is learning in groups supported? Security and data sharing CELSTEC ( I'. l (. OH‘
    • 22. A conversation Chlhfi Kai R-or"r. v If I read one more post: "E2.o (or social technology) is changing the org. .."! Face it, they don't do anything! People do! #e20 ': N:. ..iiTX$'&’ ‘W. 11W. “ @ltarisyd This is the old black and white picture about technology and people. Don't underestimate technology as tools made by people #e2o K 'FuvcIm°*ho0y Debts u,
    • 23. A conversation Reading too many statements "X is people and not technology" (X= E.2o/ TEL). We need a more integrated view of interaction between Pp]/ techn. . _.. .aTpaoOocIn Frau “Reply Dun CILSTIC cdsu¢. org
    • 24. Structuration Theory thony Giddens Brim: sodol theorist. born I930. Prolmc oulpn. theory d 'nru<turotlon' solved problom ot whatnot Ioomouol ods. or major social Iortu, mono society. by usontoo that It is human agency which continuo- usly ropvoducos sodol stmcturo. this routtonsflo nuns mmouus can tune change. In the I99Is. modem losmonoo moon on how solves mm mooning. one credo ourotlvos ol Idonmy. In modern snooty. lot non. we wm. Intorv. oco. otIoIl¢ons [Core I ol I2) ) C jAI. ZI. I&A}oZOQCIjtdIoj HTHEORYORG UK TRADING CARD - CELSTEC colslocorg
    • 25. Adaptive Structuration Theory Institutional Properties 0 Technology Human Agents time - ( In! 4.01‘ '7 Orlikowski & Robey, 1991
    • 26. Arrow 8 Theoretical foundation Type of Influence Information Technology as Product of Human Action Information Technology as a Medium of Human Action Conditions of interaction with Information Technology Consequences of Interaction with Information Technology Nature of Influence Information Technology is an outcome of such human action as design and development. appropriation, and modification Information Technology facilitates and constrains human action through the provision of interpretive schemes. facilities. and norms Institutional Properties influence humans in their interaction with information technology. such as, intentions. design standards. professional norms. state of the art in materials and knowledge. and available resources (time. money. skills) Interaction with information technology influences the institutional properties of an organization, through reinforcing or transforming the systems of signification. domination, and legitimation Table 1: Analysis relations for structuration (Orlikowski 8. Robey 1991
    • 27. Adaptive Structuration Theory , ,There is no doubt that technology properties and : contextual contingencies can play critical roles in the outcomes of advanced information technology use. The difficulty is that there are no clearcut patterns indicating that some technology properties are contingencies consistently lead to either positive or negative outcomes" (DeSanctis & Poole 1994, S. 124). CELSTEC (1 lat <. om
    • 28. PLE break the rule , ,Designers incorporate some of these structures into the technology; the structures may be reproduced so as to mimic their nontechnology counterparts, or they may be modified, enhanced, or combined with manual procedures, thus creating new structures within the technology. Once complete, the technology presents an array of social structures for possible use in interpersonal interaction, including rules [. ..] and resources" (DeSanctis/ Poole 1994, S. 1 25). CELSYEC ¢eIste<. org
    • 29. Structuration of PLE - Due to their technological structures PLE make structuration processes visible - We need to study these structuration processes to leam more about the impact of these open learning technologies - A structurational analyis of PLE: — Prior knowledge to PLE usage — Institutional influences/ context — Rules and Resources — Appropriation processes — Learning outcomes CELSTEC cetste-<. org
    • 30. Thank you for your attention Dr. Marco Kalz marco. kalz@ou. n| twitter: mkalz httg: //www. marcoka| z.de httg: //celstec. org CELSTEC ( lat Luv‘ *1 T-. x;~~. i; ti. -.u 241.; -.; > Bf. .'~: :’. C E)<VLlCl'li 1'. _I': ;(. £,; |f‘, STEP FNO. “

    ×