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Flexible PLEs with Netbooks


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Flexible PLEs with Netbooks

  2. 2. Learning Spaces, where are we going to? Libraries, lecture room, study spaces VLE PLE Some concepts of space and thought and the integration of facts, learning and understanding (in a spatial world)‘Learning takes place through the active behavior ofthe student: it is what he does that he learns, notwhat the teachers does.’ (Tyler, 1949 in McLuhan 1965)
  3. 3. Extending the personal in a 21C, information-rich, world (for as many people as possible)
  4. 4. Computers in Fieldwork –Lyngen Alps, North Norway, 1984 Apple II+ HDD + Screen + generator
  5. 5. Some people and their concepts Alan Kay – The Dynabook "The best way to predict the future is to invent it." Neal Stephenson – The Young Lady’s Illustrated Primer (Diamond Age) Douglas N Adams – The Hitch-Hiker’s Guide to the Galaxy - ‘The Book’
  6. 6. The Book?Not just yet TTheYoung Ladyy’s he You g Lad ’s IlIllustrated Prrimer lustr ated P imer
  7. 7. Some people and their views V. I. Vernadsky – The Noosphere, The Biosphere (Seuss) W. Kirk – The Behavioural Environment K. R. Popper – World Three Ideas, ‘facts’, their recognition and organisation
  8. 8. Who said this and when? ‘The kind of organisation we wish to aim at is one in which all relevant information should be available to each research worker and in amplitude proportional to its degree of relevance. Further, that not only should the information be available but also that it should be to a large extent put at the disposal of the research worker without his having to take any steps to get hold of it.’ J.D. Bernal (the Sage) 1939!Vannevar Bush, 1936-45, Memex; ‘As we may think’
  9. 9. Bernal thought that a modern information service should:• send the right information T? ts? E en Y d• in the right form EN stu• to the right people PP rand HA Fo IS rs?• arrange those TH e of whatever facts, S orch diverse origin, r bearing on any E a O se particularDtopic and should be integrated forre those studying that topic For
  10. 10. Learning experiences• NOT: ‘pile ‘em high and lecture ‘em long’ – And then examine them!Sage on the stage from this; thelecture?Traveling scholar and studentThe Name of the Rose -Umberto Eco (The Sage of Bologna?Or ‘The Sage of the Page’?)
  11. 11. The ‘Knowledge’ or DIKW Pyramid Wisdom Intelligence Human, judgmental Contextual, tacit Knowledge Transfer needs learning Information Codifiable, explicit Easily transferable Data
  12. 12. And for learners:‘Everyone should be able to participate and control their own learning process’ (Knowles 1987) Does a VLE (really) allow this?
  13. 13. Personal Learning Environment A definition: As such, a PLE is a single user’s e-learning system that provides access to a variety of learning resources, and that may provide access to learners and teachers who use other PLEs and/or VLEs. Mark van Harmelen 2006(NB ‘ideas about PLEs are still forming’) Work by Scott Wilson and Stephen Downes Technology Enhanced Learning (Dillenbourg)
  14. 14. Stephen Downes"... one node in a web of content,connected to other nodes and contentcreation services used by other students.It becomes, not an institutional orcorporate application, but a personallearning center, where content is reusedand remixed according to the studentsown needs and interests. It becomes,indeed, not a single application, but acollection of interoperating applications— an environment rather than a system".
  15. 15. Connectivism"theory that learning consists of making the rightconnections." George Siemens and Stephen DownesThe categories of human thought are never fixed in any one definite form; they are made, unmade and remade incessantly; they change with places and times. Emile Durkheim
  16. 16. Educational Spaces Personal space Other Personal In the field Team Space space Trip space Field space PLE Student Rich Internet information Applications environment Knowledge space Student + Computer (desktop,… lab, home, library …. laptop, ‘netbook’)
  17. 17. Fieldwork, lab and active learningYou know what a learning experience is?A learning experience is one of those things that says, You know that thing you just did? Dont do that.’(Douglas N Adams The Salmon of Doubt, p274)
  18. 18. Enabling metadata - a student NING site
  19. 19. Some tools for the future are here:• Search Tools - will become more sophisticated• Information aggregators (DevonAgent, C link)• Tools for assisting the ‘learning’ and research• Using metadata rather than facts• E-books and readers
  20. 20. What we are requiring is to take the hardware and the informationhandling software and build in a 21st century student-centred pedagogy
  21. 21. An e-communication model Empowered, independent and life-long learners? By working more in groups - encouraging confidence? Assessment Student Alone feedback Tutor input Student Reading Student Fieldwork Tutorial Labs WWW Student Dissertation Library Lectures Essays Projects Internal and external e-communicationLet us promote ways in which e-learning (in any sense) enhances students experiences
  22. 22. Personal Knowledge Network?• How we all interact with the information environment• Where the information environment can be anything from books to internet to in our heads• Developing the tools to deal with this beyond our ‘memories’ (including Popper’s World 3)
  23. 23. So, what can we do with a PLE? • ‘Anything’ you want • Extend your brain • Do new things with your brain • Link your brain with others • Use your computer to link to …….Any bit of the world - people, places, thingsinformation - you, or your students, want
  24. 24. Paper and PencilWord processor, compact, shockproof, secure access,endless battery life, compact, etc
  25. 25. CloudApps Apps Netbook/iPad etc WiFi/3G/Bluetooth
  26. 26. Maybe the (nascent) PLE is already here ….. On a Mac of course!
  27. 27. So - how do we use them?• PLE - the person• PLE - the desktop• PLE - the person+kit• PLE - the broadband environment• Handing responsibility to the student
  28. 28. Marguerite Koole’s FRAME ModelFramework for the Rational Analysis of Mobile Education Device Learner Social
  29. 29. Dillenbourg, Schneider & Synteta1 : A virtual learning environment is a designed information space.2 : A virtual learning environment is a social space3: The virtual space is explicitly represented4 : Students are not only active, but also actors5 : Virtual learning environments are not restricted to distance education.6 : Virtual learning environments integrate heterogeneous technologies and multiple pedagogical approaches7 : Most virtual environments overlap with physical environments
  30. 30. The Illustrated Primer -‘… is an extremely general andpowerful system capable ofmore extensive self-reconfiguration than most. …afundamental part of its job is torespond to its environment.’ The Diamond Age, Neal Stephenson, 1995 p. 108.
  31. 31. What we are requiring is to takethe hardware and the information handling software and build in a 21st century student-centred pedagogy
  32. 32. Devices (Computers and affordances)‘Livescribe’ for making notes, Dictation andWritten and aural speech recognition
  33. 33. Out in the field
  34. 34. Student Field Guide – Vegetation in Mallorca
  35. 35. Learning (after Beetham 2002)• Student-centred Using acquiring• Constructivism digital skills• Activity based tools• Experiential Using digital participating• Communities of communications practice media constructing Using digital knowledge and developing Using digital resources understanding values etiquette
  36. 36. Identities: preferences, needs motivations. Competencies: skills knowledge, abilities Roles; Approaches and modes of participating Learners Learning Specific interaction of learners with other people, using specific tools and resources, Learning Environment oriented towards specific outcomes Outcomes Tools, resources, artefacts affordances of the physical Learning activity New Knowledge, skills and abilities. Evidence of and virtual environment for This and/or artefacts of the learning learning processAn outline for a learningactivity, HelenBeetham 2007 Others Other people involved and the specific role they play in the interactions, e.g. support, mediate, change, guide
  37. 37. Field ------ Lab GPS data analysis and section plotting Several groups (working Comparison of between-group River independently) results and report writing Discharge Study Calculate velocity data Lab. Analysis and Compilation River Velocity measurements Combine data Data River cross profile measurements analysis Download GPS dataPre-fieldtrip [ podcasts - digital reporting - vidcasts ]preparation Sampling Beach Photographs Micrographs Size analysis Sampling Dunes Report Writing and Submission Beach and Dune Study Vegetation surveys (with key and photos on netbook) Combine Combine with satellite images Beach-dune profile data + Download surveys Other reports etc GPS data (GPS + Netbook)
  38. 38. Using Ron Oliver’s schema
  39. 39. Marguerite Koole’s FRAME ModelFramework for the Rational Analysis of Mobile Education Device Learner Social
  40. 40. Things you can do on iPad/netbooks• Note taking • Modeling (Pulsepen) • Identification• Photos/microscopy • Exchange data• Video • Web lookup• Voice recording • Social networking• Field Sketching • Mashups• Data entry (etc) • Panoramas• Modeling • Layars (Enhanced• Identification • Audioboo• Geotagging • Access to PDFs and e-book• PRS• E-book reader So, why on earth do we use VLEs?
  41. 41. Search and classify - DevonAgent
  42. 42. ‘Learning spaces are manifolds for exchanging metadata’ It is not the ‘fact’ itself but themetadata associated with that fact that are really significant. The PLE helps mediate this connectivity
  43. 43. In conclusion Personal Learning Environments are what you and our students make themIdeas and Technology are in our favour!