Personal Learning
Principles of education….
Martin‘s five key principles <ul><li>We are all potential teachers as well as learners.   </li></ul><ul><li>We learn well ...
Bildquelle
Bildquelle
The big shift that‘s happening is the  focus  on the  student Bildquelle
„ You don‘t sell a LMS to a student.“ Martin Dougiamas -  Interview Bildquelle
“ I paid a brief visit downstairs to the main exhibition where 200 stands reached out and tried to grab 5 minutes of your ...
So what? Bildquelle
 
 
or ...
 
 
Moodle Classroom
Topic in Moodle Assignment in Mahara
Group view MAHARA
Student View MAHARA
<ul><li>goes </li></ul>LMS PLE
ePortfolio Learning Management System <ul><li>Belongs to the  student </li></ul><ul><li>Student decides on layout </li></u...
Ying and Yang …
…  as the perfect match
 
<ul><li>Old technology – blocked access to Internet </li></ul><ul><li>Untrained teachers </li></ul><ul><li>Missing support...
Visions
Changes needed for success <ul><li>Overall concept  of learning </li></ul><ul><li>New concepts of  didactics </li></ul><ul...
ePortfolios <ul><li>Focussing on  Positive  achievements </li></ul><ul><li>Describing  Skills   </li></ul><ul><li>Showcasi...
Teacher‘s Take Aways
 
Mahara in 2:34 minutes
E-Portfolio Spirale Wolf Hilzensauer 2007.  Die 5 ePortfolio Prozesse .  <ul><li>Definition of goals and context </li></ul...
<ul><li>Defining goal and purpose of ePortfolio </li></ul><ul><li>Get technology and media ready </li></ul><ul><li>Create ...
Selection by student
How does Mahara work? <ul><li>Personal Profile </li></ul><ul><li>Files </li></ul><ul><li>Blogs </li></ul><ul><li>Elements ...
Student views <ul><li>can be accessed via my view  </li></ul><ul><li>School Project </li></ul>
Teacher views <ul><li>MOSEP Blog  </li></ul><ul><li>Review 0f 2008 </li></ul><ul><li>21st Century Learning </li></ul><ul><...
Some of my Views <ul><li>MOSEP project </li></ul><ul><li>School project </li></ul><ul><li>Teacher training </li></ul>
Quellen <ul><li>Eine neue Lernkultur entwickeln: Kompetenzbasierte Ausbildung mit Blogs und E-Portfolios </li></ul><ul><ul...
<ul><li>Sigi Jakob-Kühn, OStR‘in </li></ul><ul><li>Heinrich-Lanz-Schule II </li></ul><ul><li>Mannheim </li></ul><ul><li>[e...
 
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Learning together with Moodle and Mahara

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This was my presentation at the Online Educa in Berlin 2010 on the combination of using an LMS-Moodle and an ePortfolio Mahara for new ways of teaching and learning.

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  • Connection between Moodle and Mahara Mahara as part of student‘s PLE Why is Mahoodle the perfect combination How does learning happen?
  • Moodle is not a technical concept! Martin had a pedagogical concept! His five principles he defined right from the beginning of moodle
  • student is no more the object for teaching But the subject for learning
  • Many misconceptions of LMS LMS have become a
  • Does this mean we‘ll have to give up on Moodle? We have to show people how to use Moodle to open up learning We have to put the focus on the student as an individual learner We have to integrate formal, informal and social learning into the LMS …
  • So how can we help learners to become independent, self-responsible learners?
  • Only a few minutes … on the changes in education….
  • A well organized learning environment???? Data in coloured containers?
  • Learning objects in different shapes and colours Flexible and personal organization of learning Different approaches and outcomes
  • Moodle is yours – the teacher‘s Mahara is theirs – the students‘
  • Moodle classroom as the home base for learning together Gives learners a place where they feel at home Make it attractive for them!
  • Moodle classroom provides the bits and pieces in a structured way to make learning possible Provides activities for students to collaborate and share.
  • Mahara gives students a stage for their achievements Group view as a common working area for a group of learners producing a common artefact. The owners of the view are the learners
  • Mahara view of a single learner Assignments in Moodle- displayed in blogs in a view by the learner – visible for other learners in a defined group, not lost in the MAHARA assignment In Moodle 2.0 assignment in Moodle can be handed over to MAHARA teacher has overview of uploaded assignments in Moodle but also overview of one single student‘s achievements in MAHARA- in context .
  • This is one more step to a more personalized learning MAHARA is not the PLE- ist part of it!
  • Self explaining!
  • If there were not the usual suspects….
  • How to make learning possible?
  • Self explaining
  • This applies to Moodle and Mahara!
  • Self explaining
  • Entscheidend aus didaktischer Perspektive ist es jedoch, dass der Auswahlprozess für die (elektronische) Sammelmappe durch die Lernenden selbst erfolgt. Welches Produkt in einer bestimmten Lernphase eignet sich besonders gut als End- und (nächster) Ausgangspunkt für den eigenen individuellen Lernprozess? Die einzelnen Produkte im Portfolio werden dadurch zu kritisch reflektierten Momentaufnahmen eines nicht nur langfristig angelegten, sondern auch autonomen Lernprozesses. Damit wird der Aufbau von metakognitiven Lernkompetenzen, die Metasicht auf den eigenen Lernprozess, gefördert. Baumgartner
  • Left column: student views are linked
  • Learning together with Moodle and Mahara

    1. 1. Personal Learning
    2. 2. Principles of education….
    3. 3. Martin‘s five key principles <ul><li>We are all potential teachers as well as learners. </li></ul><ul><li>We learn well by creating and expressing for others. </li></ul><ul><li>We learn a lot by watching others . </li></ul><ul><li>Understanding others transforms us. </li></ul><ul><li>We learn well when the learning environment is flexible and adaptable to suit our needs. </li></ul>
    4. 4. Bildquelle
    5. 5. Bildquelle
    6. 6. The big shift that‘s happening is the focus on the student Bildquelle
    7. 7. „ You don‘t sell a LMS to a student.“ Martin Dougiamas - Interview Bildquelle
    8. 8. “ I paid a brief visit downstairs to the main exhibition where 200 stands reached out and tried to grab 5 minutes of your time. Many vendors were chancing it, in a market that is probably burgeoning for corporate training, but which in my opinion, is already 10 years out of date for schools, colleges and universities. Again, these companies were speaking in another language - this one more akin to Latin or ancient Greek, so I quickly left the arena.” Steve Wheeler in a blog on a learning conference in the UK
    9. 9. So what? Bildquelle
    10. 12. or ...
    11. 15. Moodle Classroom
    12. 16. Topic in Moodle Assignment in Mahara
    13. 17. Group view MAHARA
    14. 18. Student View MAHARA
    15. 19. <ul><li>goes </li></ul>LMS PLE
    16. 20. ePortfolio Learning Management System <ul><li>Belongs to the student </li></ul><ul><li>Student decides on layout </li></ul><ul><li>Student decides on target </li></ul><ul><li>Student decides on content </li></ul><ul><li>Feedback students + teacher </li></ul><ul><li>Student decides when to publish </li></ul><ul><li>Belongs to the whole class </li></ul><ul><li>Teacher decides on layout </li></ul><ul><li>Teacher decides on target </li></ul><ul><li>Lehrer decides on content </li></ul><ul><li>Feedback by teacher </li></ul><ul><li>Teacher fixes deadline for assignment </li></ul>Perfect combination for learning together SCENE
    17. 21. Ying and Yang …
    18. 22. … as the perfect match
    19. 24. <ul><li>Old technology – blocked access to Internet </li></ul><ul><li>Untrained teachers </li></ul><ul><li>Missing support by principals </li></ul><ul><li>Traditional role perceptions </li></ul><ul><li>Inflexible timetables </li></ul><ul><li>Standardized exams </li></ul><ul><li>…… . </li></ul>
    20. 25. Visions
    21. 26. Changes needed for success <ul><li>Overall concept of learning </li></ul><ul><li>New concepts of didactics </li></ul><ul><li>Teachers and learners learn together </li></ul><ul><li>Good practice shown by teachers </li></ul><ul><li>Students learn to be responsible for learning </li></ul><ul><li>Different kinds of assessment needed </li></ul><ul><li>Creating an ongoing dialogue </li></ul>
    22. 27. ePortfolios <ul><li>Focussing on Positive achievements </li></ul><ul><li>Describing Skills </li></ul><ul><li>Showcasing of best practice examples </li></ul><ul><li>Adaptable for formal and informal Learning </li></ul><ul><li>From private to public </li></ul><ul><li>Tool for Teaching and Learning </li></ul><ul><li>Balance between unstructured and structured Learning </li></ul><ul><li>Tool for personal knowledge management </li></ul><ul><li>Peter Baumgartner </li></ul>
    23. 28. Teacher‘s Take Aways
    24. 30. Mahara in 2:34 minutes
    25. 31. E-Portfolio Spirale Wolf Hilzensauer 2007. Die 5 ePortfolio Prozesse . <ul><li>Definition of goals and context </li></ul><ul><li>Collecting, sorting and combining artefacts with goal </li></ul><ul><li>Reflecting and controlling learning process </li></ul><ul><li>Presenting and sharing ePortfolio artefacts </li></ul><ul><li>Assessing and evaluating of learning process and competences </li></ul>
    26. 32. <ul><li>Defining goal and purpose of ePortfolio </li></ul><ul><li>Get technology and media ready </li></ul><ul><li>Create Blog(s) </li></ul><ul><li>Collect artefacts </li></ul><ul><li>Compose a view </li></ul><ul><li>Release the view </li></ul><ul><li>Get feedback </li></ul><ul><li>Hand in view for assessment </li></ul><ul><li>Assessment of view </li></ul>Scenario
    27. 33. Selection by student
    28. 34. How does Mahara work? <ul><li>Personal Profile </li></ul><ul><li>Files </li></ul><ul><li>Blogs </li></ul><ul><li>Elements of Portfolios = Artefacts </li></ul><ul><li>Web 2.0 Elements - embedded </li></ul><ul><li>Final product = View </li></ul><ul><li>View: for defined target group and purpose </li></ul><ul><li>Release of view: private - public </li></ul>
    29. 35. Student views <ul><li>can be accessed via my view </li></ul><ul><li>School Project </li></ul>
    30. 36. Teacher views <ul><li>MOSEP Blog </li></ul><ul><li>Review 0f 2008 </li></ul><ul><li>21st Century Learning </li></ul><ul><li>Teacher Training </li></ul><ul><li>Project Jobfinding and application </li></ul><ul><li>Workshop E-Portfolio Sigi </li></ul>
    31. 37. Some of my Views <ul><li>MOSEP project </li></ul><ul><li>School project </li></ul><ul><li>Teacher training </li></ul>
    32. 38. Quellen <ul><li>Eine neue Lernkultur entwickeln: Kompetenzbasierte Ausbildung mit Blogs und E-Portfolios </li></ul><ul><ul><li>von Peter Baumgartner — Zuletzt verändert: 20.03.2006 13:39   Hits: 015644 Licensed under a Creative Commons License . </li></ul></ul><ul><ul><li>Veröffentlicht: </li></ul></ul><ul><li>Pädagogische Hochschule Freiburg </li></ul><ul><ul><li>Grundsätze für die Portfolio-Arbeit </li></ul></ul><ul><ul><li>Herkömmliche Leistungsabforderungen </li></ul></ul><ul><ul><li>Leistungsbewertung über Portfolios (am Beispiel: Beacon Highschool Manhattan) </li></ul></ul><ul><ul><li>Schulentwicklung durch Portfolio-Arbeit </li></ul></ul><ul><li>Lernen mit ePortfolios - Wolf Hilzensauer 2007. </li></ul><ul><ul><li>Die 5 ePortfolio Prozesse . </li></ul></ul>
    33. 39. <ul><li>Sigi Jakob-Kühn, OStR‘in </li></ul><ul><li>Heinrich-Lanz-Schule II </li></ul><ul><li>Mannheim </li></ul><ul><li>[email_address] </li></ul><ul><li>www.school-networking.de </li></ul><ul><li>Twitter: Networking_Lady </li></ul>

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