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Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
Indicators of a Healthy PLE
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Indicators of a Healthy PLE

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This is a set of slides presented by 'Serendipity' at the recent Apple Distinguished Educator 2009 Summer Institute at Full Sail University at Orlando, Florida.

This is a set of slides presented by 'Serendipity' at the recent Apple Distinguished Educator 2009 Summer Institute at Full Sail University at Orlando, Florida.

Published in: Education, Technology
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  • 1. ADE Summer Institute 2009 Full Sail University
  • 2. Serendipity Team Members: Helen Mowers Jerome Burg Larry Anderson Paviter Singh Ross Abels Online Links: Tim Coleman http://ade-ple.wikispaces.com/ Tom Woodward  Distinguished Educator Summer Institute 2009 Full Sail University
  • 3. What are indicators of a healthy learning environment?  Distinguished Educator Summer Institute 2009 Full Sail University
  • 4. Content Context Community
  • 5. Beginning Building Sustaining
  • 6. Content Context Community Content
  • 7. Content Context Community Context
  • 8. Content Context Community Community
  • 9. Content Context Community Keep in minds
  • 10. Content Context Community
  • 11. Component Beginning Building Sustaining • Differentiation is lead by teacher • Differentiation is shared between • Differentiation is student-led • Resources are provided in a variety student and teacher • Constructible of formats (maps) • Resources are interactive (Google • Students create their own resources • Use of current print or non print Maps) which are also interactive and shared static resources published by others • Use of dynamic resources created online Content • Accepts given information by others • Use of dynamic resources created by • Within a given domain • Evaluates the accuracy of students information across multiple • Contributes to the debate on the domains accuracy of information • Interdisciplinary and real-world http://ade-ple.wikispaces.com • Taking into consideration the needs, interests and learning styles of students • Setting up the infrastructure to • Taking into consideration the needs, interests and teaching styles of teachers • Taking into consideration the • Taking into consideration the need and interests of the local, regional, national community • Setting up the infrastructure to allow Complaint email - aintgonnareadit@ltp.com leverage on the existing physical environment needs and interests of parents • Setting up the infrastructure for a and enable frequent and exible mobility between the physical and • Enabling personal learning in the virtual learning environment virtual environments (access at any Context classroom during lesson time • Enabling personal learning outside place) • Teacher scafolded personal learning of the classroom within the school • Enabling personal learning outside of with a high level of student • Teacher facilitated personal the school (access at anytime, all of the engagement learning with students deciding on time) • Taking into consideration the how they want to learn • Student initiated personal learning appropriate standards • Taking into consideration the with teachers serving as content guides appropriate standards • Taking into consideration the appropriate standards • Network consists of others that live/ • Network consists of both local and • Network consists of local, regional/ work with you regional/national participants national, international participants • PLE members have similar interests/ • PLE members have similar • Members have very diverse interests/ viewpoints/professions/ interests/viewpoints/professions/ viewpoints/professions/backgrounds backgrounds backgrounds, but some divergent • Network uctuates as owner becomes Community • Network is face-to-face only, or built thinkers may begin to be added comfortable with joining/leaving around the use of 1-2 tools • Network is face-to-face and built various networks • Network is smaller in size around multiple tools • Network involves multiple face-to-face • Network is larger of members in discussions and more than 2 tools
  • 12. Challenge Based Learning Leave this slide Team Project Assessment in your preso - we will use it for the • How does your solution improve the reflection time. opportunity for personalized learning? • Is it feasible? • Is it scalable? • How does it leverage the use of modern technologies? • How does it demonstrate understanding of personalized learning? • How does it engage students in deep content?  Distinguished Educator Summer Institute 2009 Full Sail University
  • 13. ADE Summer Institute 2009 Full Sail University

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