Knowledge Practices through Personal Learning Environments (PLE)
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You can find the additional paper for the doctoral consortium of the PLE conference 2012, Aveiro here: http://revistas.ua.pt/index.php/ple/article/view/1463

You can find the additional paper for the doctoral consortium of the PLE conference 2012, Aveiro here: http://revistas.ua.pt/index.php/ple/article/view/1463

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Knowledge Practices through Personal Learning Environments (PLE) Presentation Transcript

  • 1. Diverse Knowledge Practices through Personal Learning Environments (PLE) Sabine Reisas, M.A. Kiel University, Germany
  • 2. Diverse Knowledge Practices through Personal Learning Environments (PLE)Why do students need a diverse repertoir ofknowledge practices in higher education andwhat does it have to dowith PLEs? Image Reference: http://jaeselle.com/2012/04/planning-ness/ Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 3. Diverse Knowledge Practices through Personal Learning Environments (PLE) What course concepts should address• Consider latent needs of students• Explore context situations and the use of technology• Initiate reflective processes„Media are not only ‚new toys‘ but a possibility to gainexperiences with practices in contexts.“ (Fiedler &Väljataga 2010) Kiel University, Faculty of Arts and Humanities, Sabine Reisas (@srmpbi), Kiel Department of Media Pedagogy/Educational Computer Sciences University
  • 4. Diverse Knowledge Practices through Personal Learning Environments (PLE) Underlying assumptions• Actual teaching and learning situations (in higher education) are affected significantly by personal learning environments and incorporated knowledge practices.• Personal Learning Environments as activity systems are helpful for students to articulate knowledge practices. Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 5. Diverse Knowledge Practices through Personal Learning Environments (PLE) Aim of this research• to facilitate refining and co-production of diverse knowlege practices• to allow critical reviewing of negotiated practices• to encourage students to take over responsibility• to enable students to transform their own Personal Learning Environment (PLE) Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 6. Diverse Knowledge Practices through Personal Learning Environments (PLE) Research questions• Is it possible to conceptualize a PLE as a sociocultural/ socio- material practice?• Is a PLE in terms of the activity system a vehicle to make explicit practices observable for empirical research ?• Which incorporated knowledge practices can become explicit?• Which interventions facilitate reflective processes?• Which kind of intervention are able to induce dissonance in specific situation to challenge practices and therefore the transformative development of PLEs?• How do students recognize discrepancies between the systemic relations of an activity system and how do students deal with them? Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 7. Diverse Knowledge Practices through Personal Learning Environments (PLE) Personal Learning Environments as Practices technologically- pedagogigcally-oriented view of PLEs oriented view of PLEs (e.g. Jones, 2008) (e.g. Downes, 2007) Co-evolutionary: practice-oriented view of PLEs Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 8. Diverse Knowledge Practices through Personal Learning Environments (PLE) Key concepts for the research Ethnography Activity Theory Legitimate peripheral Sociomateriality (Garfinkel, 1967, (Engeström, 2007) participation in (Orlikowski, 2007) 2003) Communities of Practice (Lave & Wenger, 1991)• Frictions of • How and why • How students move • Material and Intervention students from „peripheral social are visible interact in participation to full practices are in students` specific context membership in a constitutively behavior sitations community“ entangled• Observing • Role of • Learning as participation • Co- disorganized epistemic evolutionary interactions to artefacts perspective understand how activities are produced and maintained Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 9. Diverse Knowledge Practices through Personal Learning Environments (PLE)Personal Learning Environments as socio-material Practices dynamic activity system tool Given task Material environment Constitutive entanglement subject object (Orlikowski, 2007) Social Cultural environment environment rules division community of labor Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 10. Diverse Knowledge Practices through Personal Learning Environments (PLE) Exploring seminar settings 1) Seminar Setting 2) Seminar Setting Development of Development of ebook concepts collaborative scenarios(task: Exploring the act (task: Exploring a of reading) collaborativ process) Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 11. Diverse Knowledge Practices through Personal Learning Environments (PLE) Mixed-method approach• Artefact analysis (Students as co-researchers)• Activity system analysis• Conversation analysis• Semi structured interviews Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences
  • 12. Diverse Knowledge Practices through Personal Learning Environments (PLE) References• Bryant, S. L., Forte, A., Bruckman, A. (2005). Becoming Wikipedian: Transformation of Participation in a Collaborative Online Encyclopedia. GROUP`05 (ACM), November 6-9, 2005, Sanibel Island, Florida, USA.• Buchem, I., Attwell, G., & Torres, R. (2011). Understanding Personal Learning Environments: Litera-ture review and synthesis through the Activity Theory lens. In Proceedings of the The PLE Conference 2011 (pp. 1–33). Retrieved from http://journal.webscience.org/658/1/ PLE_SOU_Paper_Buchem_Attwell_Torress.doc• Fiedler, S. & Väljataga, T. (2010). Personal learning environments: concept or technology?• Engeström, Y. (2007). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.• Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge.• Orlikowski, W. J. (2007). Sociomaterial Practices: Exploring Technology at Work. Organization Stu-dies, 28(9), 1435–1448. Kiel University, Faculty of Arts and Humanities, Sabine Reisas, M.A. (@srmpbi) Department of Media Pedagogy/Educational Computer Sciences