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Diverse Knowledge Practices through
  Personal Learning Environments
               (PLE)
          Sabine Reisas, M.A.
          Kiel University, Germany
Diverse Knowledge Practices through Personal Learning Environments (PLE)




Why do students need a diverse repertoir of
knowledge practices in higher education and
what does it have to do
with 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
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 gain
experiences 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
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
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
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
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
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
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
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
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
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

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Knowledge Practices through Personal Learning Environments (PLE)

  • 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 of knowledge practices in higher education and what does it have to do with 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 gain experiences 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