Self-directed and lifelong learning in the information age: Can PLEs help? Nona Muldoon [email_address]
<ul><li>How can lifelong learning be most effectively harnessed as we strive to create more equitable, meaningful and prod...
Reviewer’s feedback <ul><li>Currently learners may/mostly have at their disposal all the technology elements (web services...
Reviewer’s feedback <ul><li>Currently learners may/mostly have at their disposal all the technology elements (web services...
Central thesis <ul><li>Information age    learners and learning need holistic support </li></ul><ul><ul><li>Integrating p...
Central thesis <ul><li>Information age    learners and learning need holistic support </li></ul><ul><ul><li>Integrating p...
Learning in the information age Most Australian universities have adopted a model of formal learning heavily entrenched in...
Technology is seen as the answer… <ul><li>to many educational problems. </li></ul><ul><li>Currently, the question appears ...
My context
Changing nature of L&T Technology remains the catalyst for change So what are the impacts “… much of this turns out to be ...
LMS-based learning (Web 1.0) <ul><li>Critical lens </li></ul><ul><ul><li>Learner control </li></ul></ul><ul><ul><li>Self-d...
LMS practices  vs  LLL desirables <ul><li>Teacher  directed and controlled </li></ul><ul><li>Passive role for learners </l...
LMS practices  vs  LLL desirables <ul><li>Teacher  directed and controlled </li></ul><ul><li>Passive role for learners </l...
Doing old things in the new medium http://flickr.com/photos/isuspecialcollections/2388279294/ http://flickr.com/photos/sco...
“ A university is defined by the quality of its academic conversations not by the technologies that service them…”  Diana ...
 
Central thesis <ul><li>Information age    learners and learning need holistic support </li></ul><ul><ul><li>Integrating p...
NUTR19001 –  PLD Example 1 Principled learning design (PLD):  *theory of learning guides the design, *aligned curriculum, ...
Learning Outcome 1 Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reli...
Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why mak...
OCHS13007 –  PLD Example 2
OCHS13007 –  PLD Example 2 Blogging is the means to an end… not an end in itself    aids in managing portfolio Develop sk...
OCHS13007 –  PLD Example 2 “ All the assessment is real world stuff, this helps a lot because we can actually use these as...
Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why mak...
Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why mak...
ACCT19064 –  PLD Example 3
ACCT19064 –  PLD Example 3 Affordances of technology    LMS + other technologies    used as a catalyst within which auth...
Second Life - Machinimas
ACCT19064 –  PLD Example 3 “ The concept is right. I work in an accounting firm, and the course is relevant to what happen...
Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why mak...
Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why mak...
Can the idea of PLEs help? <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wik...
Can the idea of PLEs help? <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wik...
Conclusion <ul><li>Learner preparation is the key </li></ul><ul><ul><li>LMS (Web 1.0) course administration & delivery met...
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Self-directed & lifelong Learning in the Information age: Can PLEs help?

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This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements

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Self-directed & lifelong Learning in the Information age: Can PLEs help?

  1. 1. Self-directed and lifelong learning in the information age: Can PLEs help? Nona Muldoon [email_address]
  2. 2. <ul><li>How can lifelong learning be most effectively harnessed as we strive to create more equitable, meaningful and productive futures for ourselves and future generations? </li></ul>Question addressed ” “ Lifelong Learning Conference 2008
  3. 3. Reviewer’s feedback <ul><li>Currently learners may/mostly have at their disposal all the technology elements (web services, email discussion lists, web 2.0 applications, wikis, weblogs, bulletin boards etc) and may even be personalising their own learning spaces (I imagine that self-directed learners are indeed doing this), so I am left unclear as to what is required and what this would look like from the institution’s perspective – perhaps it is just another version of an LMS with different functionality, but maybe that is exactly what is needed or is missing. </li></ul>
  4. 4. Reviewer’s feedback <ul><li>Currently learners may/mostly have at their disposal all the technology elements (web services, email discussion lists, web 2.0 applications, wikis, weblogs, bulletin boards etc) and may even be personalising their own learning spaces (I imagine that self-directed learners are indeed doing this), so I am left unclear as to what is required and what this would look like from the institution’s perspective – perhaps it is just another version of an LMS with different functionality, but maybe that is exactly what is needed or is missing. </li></ul>“ You can lead the horse to water but you can’t make it drink” ACCT19064 student, Term 1 2008
  5. 5. Central thesis <ul><li>Information age  learners and learning need holistic support </li></ul><ul><ul><li>Integrating principled learning design </li></ul></ul><ul><ul><li>Developing skills for life </li></ul></ul><ul><ul><li>Harnessing the affordances of technology </li></ul></ul><ul><li>Learner preparation  learning with tools rather than learning about those tools </li></ul><ul><ul><li>LMS-based tools (Web 1.0)  course administration & delivery metaphor </li></ul></ul><ul><ul><li>PLE-based tools (Web 2.0)  lifelong learning metaphor </li></ul></ul>
  6. 6. Central thesis <ul><li>Information age  learners and learning need holistic support </li></ul><ul><ul><li>Integrating principled learning design </li></ul></ul><ul><ul><li>Developing skills for life </li></ul></ul><ul><ul><li>Harnessing the affordances of technology </li></ul></ul><ul><li>Learner preparation  learning with tools rather than learning about those tools </li></ul><ul><ul><li>LMS-based tools (Web 1.0)  course administration & delivery metaphor </li></ul></ul><ul><ul><li>PLE-based tools (Web 2.0)  lifelong learning metaphor </li></ul></ul>The idea of PLE recognises that learning is continuing and seeks to provide tools to support that learning. It also recognises the role of the individual in organising their learning… Linked to this is an increasing recognition of the importance of informal learning (Atwell, 2007, p. 2).
  7. 7. Learning in the information age Most Australian universities have adopted a model of formal learning heavily entrenched in LMS. (Jones & Muldoon, 2007)
  8. 8. Technology is seen as the answer… <ul><li>to many educational problems. </li></ul><ul><li>Currently, the question appears to be… </li></ul><ul><li>Which LMS? </li></ul><ul><li>So what’s wrong with that… </li></ul><ul><li>LMS continues to be heavily scrutinised and criticised – e.g. not delivering the transformational promise of ICTs (Candy, 2004) </li></ul><ul><li>IS THIS AN EDUCATIONAL QUESTION? </li></ul>
  9. 9. My context
  10. 10. Changing nature of L&T Technology remains the catalyst for change So what are the impacts “… much of this turns out to be fundamentally about enduring educational problems and issues, rather than anything dramatically new and transformational” (Candy, 2004, p. 39)
  11. 11. LMS-based learning (Web 1.0) <ul><li>Critical lens </li></ul><ul><ul><li>Learner control </li></ul></ul><ul><ul><li>Self-direction </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul>http://flickr.com/photos/isuspecialcollections/2388279294/ Self-directed learning – is a term that recognises factors that facilitate learners taking primary responsibility for their learning… Candy, 1991
  12. 12. LMS practices vs LLL desirables <ul><li>Teacher directed and controlled </li></ul><ul><li>Passive role for learners </li></ul><ul><li>Homogenous experience – same design, same content, same experience of the system </li></ul><ul><li>‘ I go get web’ model – content is transmitted and consumed </li></ul><ul><li>Institutional control of access - course-based learning, ‘contrived’ community </li></ul><ul><li>Learner controlled, self-directed </li></ul><ul><li>Active engagement – capacity to manage, organise and direct learning </li></ul><ul><li>Richer, learner-driven experience – a large array of possibilities involving different systems </li></ul><ul><li>‘ Come to me web’ model - content not only transmitted and consumed but also created, re-used, repurposed </li></ul><ul><li>Open and ongoing access to resources and learning communities  self-directed and community-based learning </li></ul>
  13. 13. LMS practices vs LLL desirables <ul><li>Teacher directed and controlled </li></ul><ul><li>Passive role for learners </li></ul><ul><li>Homogenous experience – same design, same content, same experience of the system </li></ul><ul><li>‘ I go get web’ model – content is transmitted and consumed </li></ul><ul><li>Institutional control of access - course-based learning, ‘contrived’ community </li></ul><ul><li>Learner controlled, self-directed </li></ul><ul><li>Active engagement – capacity to manage, organise and direct learning </li></ul><ul><li>Richer, learner-driven experience – a large array of possibilities involving different systems </li></ul><ul><li>‘ Come to me web’ model - content not only transmitted and consumed but also created, re-used, repurposed </li></ul><ul><li>Open and ongoing access to resources and learning communities  self-directed and community-based learning </li></ul>Practices in LMS-based learning inhibit learner control and self-direction, most of which contradict the desired outcomes for lifelong learning (Downes, 2006; Wilson et al 2006)
  14. 14. Doing old things in the new medium http://flickr.com/photos/isuspecialcollections/2388279294/ http://flickr.com/photos/scosborne/2264512063/ “… existing pedagogy is retained and simply transferred to the new medium, the LMS” (Jones & Muldoon, 2007, p. 451)
  15. 15. “ A university is defined by the quality of its academic conversations not by the technologies that service them…” Diana Laurillard , 1993 <ul><li>Heavily influenced by the telling mode of teaching and teacher-directed learning </li></ul><ul><li>‘ Dominating’ rather than ‘liberating’ (Freire, 1972) </li></ul>
  16. 17. Central thesis <ul><li>Information age  learners and learning need holistic support </li></ul><ul><ul><li>Integrating principled learning design </li></ul></ul><ul><ul><li>Developing skills for life </li></ul></ul><ul><ul><li>Harnessing the affordances of technology </li></ul></ul><ul><li>Learner preparation  learning with tools rather than learning about those tools </li></ul><ul><ul><li>LMS-based tools (Web 1.0)  course administration & delivery metaphor </li></ul></ul><ul><ul><li>PLE-based tools (Web 2.0)  lifelong learning metaphor </li></ul></ul>
  17. 18. NUTR19001 – PLD Example 1 Principled learning design (PLD): *theory of learning guides the design, *aligned curriculum, *integrates authentic learning activities and assessment.
  18. 19. Learning Outcome 1 Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources “ What an awesome way to understand complex definitions in a simple way. “ Written feedback from a student during the course orientation: NUTR19001 - PLD Example 1 <ul><li>Learning activity </li></ul><ul><li>Develop a course wiki </li></ul><ul><li>Learning tasks </li></ul><ul><li>Locate reliable sources of information to define and describe “assigned” and “free” key nutrition terms </li></ul><ul><li>Develop and maintain wiki homepages for “assigned” and “free” nutrition terms </li></ul><ul><li>Contribute to the development of the group’s theme wiki </li></ul><ul><li>Assessment Item 1 (Project 1) </li></ul><ul><li>Individual </li></ul><ul><li>Produce two wiki homepages (25 words per term) </li></ul><ul><li>Write a 200-words themed discussion for the theme wiki homepage </li></ul><ul><li>As a group member </li></ul><ul><li>Post discussion to the theme wiki homepage </li></ul><ul><li>Maintain the theme wiki by linking terms in the discussion to respective “assigned” and “free” term homepages </li></ul><ul><li>If a Wiki Master </li></ul><ul><li>Manage the development of the group’s theme wiki. </li></ul><ul><li>Prepare a report synthesising the essence of the theme homepage from the Wiki Master’s perspective </li></ul>
  19. 20. Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>The interaction with the team and online videos [Machinimas] during the course. The Hind and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>EQ # 1 How can we help teachers align their practice with the information age mindset, and would they need their own learning space?
  20. 21. OCHS13007 – PLD Example 2
  21. 22. OCHS13007 – PLD Example 2 Blogging is the means to an end… not an end in itself  aids in managing portfolio Develop skills for life  learning with vs learning about the tool for lifelong learning
  22. 23. OCHS13007 – PLD Example 2 “ All the assessment is real world stuff, this helps a lot because we can actually use these assessment pieces as documents to further our chance of obtaining a job. ” OCHS13007 student, Term 1 2008 “ The assessment prepares for practicum, and engages you in reflection upon practicum and when finished. ” OCHS13007 student, Term 1 2008
  23. 24. Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>The interaction with the team and online videos [Machinimas] during the course. The Hind and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>
  24. 25. Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>The interaction with the team and online videos [Machinimas] during the course. The Hird and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>EQ # 2 How can we personalise the student learning space, and provide access beyond university experience?
  25. 26. ACCT19064 – PLD Example 3
  26. 27. ACCT19064 – PLD Example 3 Affordances of technology  LMS + other technologies  used as a catalyst within which authentic learning, and support mechanisms were mediated
  27. 28. Second Life - Machinimas
  28. 29. ACCT19064 – PLD Example 3 “ The concept is right. I work in an accounting firm, and the course is relevant to what happens in a real accounting firm, and the situations we are face with. In that regard, it is much better than the old course content. ” ACCT19064 student, Term 1 2008 “ The fact that I learned and retained subject matter as a result of the structure of the course. I can’t say the same for other subjects. A lot of this has really sunk in. ” ACCT19064 student, Term 1 2008
  29. 30. Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>The interaction with the team and online videos [Machinimas] during the course. The Hird and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>
  30. 31. Challenges, educational questions <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>“ The interaction with the team and online videos [Machinimas] during the course. The Hird and Co scenario made the course more life like and made a tough subject interesting.” </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>EQ # 3 How might we facilitate immersive authentic learning and create a learning community that extends beyond students’ classroom experience?
  31. 32. Can the idea of PLEs help? <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>“ The interaction with the team and online videos [Machinimas] during the course. The Hird and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>Personal Learning Environments The idea of PLE recognises that learning is continuing and seeks to provide tools to support that learning (Atwell, 2007)
  32. 33. Can the idea of PLEs help? <ul><li>“ Waste of time, I spent more time worrying about what a wiki page was?  Why make a wiki page, according to most lecturers you can't reference from them anyway!” </li></ul><ul><li>NUTR19001 student, Term 2 2007 </li></ul><ul><li>“ The functionality [of Blackboard] for this course is as it is for others great.  However, it would be good to have the blog incorporated directly into the site...even if [it] is a link.” </li></ul><ul><li>OCHS13007 student, Term 1 2008 </li></ul><ul><li>“ The interaction with the team and online videos [Machinimas] during the course. The Hird and Co scenario made the course more life like and made a tough subject interesting. </li></ul><ul><li>ACCT19064 student, Term 1 2008 </li></ul>EQ # 3 How might we facilitate immersive authentic learning and create a learning community that extends beyond students’ classroom experience? EQ # 2 How can we personalise the student learning space, and provide access beyond university experience? EQ # 1 How can we help teachers align their practice with the information age mindset, and will they need their own lifelong learning space?
  33. 34. Conclusion <ul><li>Learner preparation is the key </li></ul><ul><ul><li>LMS (Web 1.0) course administration & delivery metaphor </li></ul></ul><ul><ul><li>PLE (Web 2.0) lifelong learning metaphor </li></ul></ul><ul><li>Learners need to learn with tools for lifelong learning </li></ul><ul><ul><li>Web 2.0 and PLE can help to mediate the critical elements of holistic support for learners and learning </li></ul></ul><ul><ul><li>Deliver the transformational promise of ICTs during and beyond university experience </li></ul></ul>“ The outlook of those we teach has changed, and thus the way in which we teach must change... The challenge will be for educators and higher education institutions to incorporate the information age mindset of today’s learners into our programs so as to create communities of lifelong learners. ” Jason Frand (2000, p. 5)

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