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Fournier kop barcelona research ple 2010 07072010 2

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This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.

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Fournier kop barcelona research ple 2010 07072010 2

  1. 1. Researching the design and development of a Personal Learning Environment National Research Council PLE Project Learning and Collaborative Technologies Group Moncton Canada Hélène Fournier Rita Kop
  2. 2. Key Themes Why a PLE? Informed exploration phase Challenges Research outline Conclusions
  3. 3. The learning environment
  4. 4. Why a Personal Learning Environment? ‘ We learn across space as we take ideas and learning resources gained in one location and apply or develop them in another. We learn across time . . . through ideas and strategies gained in earlier years providing a framework for a lifetime of learning. . . managing a range of personal learning projects, rather than following a single curriculum’. (Sharples et al, 2005, p. 2)
  5. 5. Why a Personal Learning Environment? <ul><li>‘ 1. L iberate access to resources … </li></ul><ul><li>2. L iberate the sharing of skills… </li></ul><ul><li>3. L iberate the critical and creative resources of people ... </li></ul><ul><li>4. L iberate the individual… by providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser or healer of his choice’ </li></ul>Illich, 1971, p.103
  6. 6. Challenges : Presence
  7. 7. Challenges - Learner autonomy The four dimensions of learner autonomy, Bouchard, 2010
  8. 8. Challenges Critical Literacies   http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/
  9. 9. ‘ Design is the process of evoking meaning’ Shedroff, 2009, p4.
  10. 10. Researching a Personal Learning Environment <ul><li>Research to inform the design and development of Plearn: </li></ul><ul><li>Literature review </li></ul><ul><li>Super-users surveys </li></ul><ul><li>Close contact with PLE researchers worldwide </li></ul><ul><li>Usability testing of Plearn: </li></ul><ul><li>Feedback on mock-ups of the PLE </li></ul><ul><li>Testing of the PLE prototype at different stages of development </li></ul><ul><li>Educational research: </li></ul><ul><li>Comparison of learning without and with Plearn in 3 case studies (with different users in different scenarios) </li></ul>
  11. 11. Survey Results-First Phase <ul><li>Research involved gathering information from potential users </li></ul><ul><ul><li>Surveying “super-users” </li></ul></ul><ul><ul><li>Use of existing tools, applications and systems </li></ul></ul><ul><ul><li>Enhancing the development of the highest possible PLE specification </li></ul></ul><ul><ul><li>Number and percentage for gender (N=204) </li></ul></ul>Gender Number Percentage (%) Female 90 44 Males 113 55 Missing values 1 0.5
  12. 12. Survey Results-First Phase
  13. 13. Survey Results-First Phase
  14. 14. Survey Results-First Phase Motivation factors n (%) Learning something new 196 96 Producing something 149 73 Finding a real gem of information 148 73 To see something really amazing made by others 129 63
  15. 15. Survey Results-First Phase Frustrations n (%) Advertising 126 62 When it doesn't work 126 62 When someone is trying to &quot;phish&quot; my identity 93 46 Telephone answering loops 67 33
  16. 16. Survey Results-First Phase Understanding and combining information
  17. 17. Highly desirable features in a PLE Survey Results-First Phase
  18. 18. Survey Results-First Phase Desirable PLE features for information search and organization
  19. 19. Survey Results-First Phase Features to support learning in a PLE Important features and issues N % Allows me to use it to learn from others 176 86.27% Allows me to structure my learning activities (e.g., in folders) 163 79.90% Features that help me to organize and plan my learning 162 79.41% Provides a way to store all my learning activities 160 78.43% Allows others to give me feedback on my learning activities 144 70.59% Allows me to teach others 141 69.12% Allows me to socialize with others 134 65.69% Provides feedback on my learning activities 116 56.86% Helps me to be critical of the information and resources I find online 107 52.45%
  20. 20. PLE Components Recommender Scaffolds Services Editor Profiler Aggregator
  21. 21. PLE Components Aggregator +Editor
  22. 22. Conclusions <ul><li>Baseline data about user experiences </li></ul><ul><li>Factors affecting technology use and uptake </li></ul><ul><li>Human factors </li></ul><ul><li>Subsequent surveys, component usability testing and educational research </li></ul>
  23. 23. [email_address] Rita Kop Hélène Fournier PLE Research Team, NRC [email_address] http://ple.elg.ca /

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