2016-Fall-Creating Technology Learning Environment

ii
Edited by
Hoda Harati & Qi Liu
Northern Arizona University
Fall 2016

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Foreword
"As a function of the environment, the learner forages for knowledge when and where it
is needed. Real life, not theory, drives this learning type. As an ongoing, natural process,
learners and organizations are apt to devalue or deemphasize accretion learning.
Accretion learning is the constant activity of our work and life. We gain new insights
from conversations, from a workshop, or an article. We gain experience through our
reflection on failed (or successful) projects. We connect and bring together numerous
elements and activities, constantly shaping and creating our understanding and
knowledge." George Siemens
We encourage the educators, practitioners, teachers, faculty members, and the students in the
field of “Educational Technology” to read this eBook under the title of “Creating Technology
Learning Environment”. This eBook supports the stakeholders in this field to learn about the
most promising and new teaching & learning concepts mostly based on the Connectivism and
Constructivism theories. This eBook is designed in 6 chapters including diverse and interesting
topics such as foundation and theory of Connectivism, ONLE, PLE, instructional design,
emerging technologies, Linkage Design Model, and Web 2.0 technologies.
The aim of this eBook is to gather useful information regarding the hot educational topics in the
recent years to the publishing date of this book. The language of this book is simple and
understandable with any kind of technological expertise.
This eBook also tries to provide information regarding the application of ONLE and PLE in the
real learning environments. Therefore, it is called a “Handbook” since it can be used as the
manual by the teachers or practitioners to apply the tools, technologies, instructional strategies,
and sample activities mentioned in this eBook in the formal, non-formal, or informal learning
enviros.
This eBook is completed by the endeavor of Educational Technology Master's and Doctorate
students in the Fall 2016 at the Northern Arizona University. However, this eBook is like a drop
in the oceans of information, our hope is to help the colleagues in this field to learn more about
the concepts introduced here.
Editors,
Hoda Harati Qi Liu
Doctorate Student Doctorate Student
Curriculum and Instructional Design Curriculum and Instructional Design
Educational Technology Department Educational Technology Department
Northern Arizona University Northern Arizona University
Hoda.Harati@nau.edu ql53@nau.edu
December 2016

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Acknowledgment
This eBook is dedicated to Dr. Chih-Hsiung Tu, Ph.D. our mentor and professor at the
Northern Arizona University for his dedicated consecutive attempts to help the ESP scholars and
students at NAU.

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Table of Contents
Chapter 1: Foundation and Theory of PLE and ONLE ................................................................ 1
What is a PLE?..............................................................................................................................................2
What is ONLE?.............................................................................................................................................3
How to set up a PLE?....................................................................................................................................4
Connectivism relationship with ONLE.........................................................................................................8
Conclusion ....................................................................................................................................................9
Learning activities/assignments..........................................................................................................10
Readings..............................................................................................................................................12
References...........................................................................................................................................13
Chapter 2: Instructional strategies for PLE & ONLE..................................................................14
What is the instructional strategy in the digital age?.........................................................................15
PLE and ONLE Instructional Strategies .........................................................................................15
Online Constructivist Instructional Strategies:.................................................................................17
Conclusion ..................................................................................................................................................17
Learning Activities/assignments.........................................................................................................19
Readings..............................................................................................................................................22
References...........................................................................................................................................23
Chapter 3: Web 2.0 Technologies in PLE & ONLE .....................................................................25
What is Web 2.0 technology? .....................................................................................................................25
Why integrate Web 2.0 technologies to support teaching and learning?....................................................27
What is mobile learning and its application in higher education? ..............................................................28
Augmented Reality and Virtual Reality......................................................................................................29
Quick Response Codes ...............................................................................................................................30
Mobile App Design.....................................................................................................................................31
Minimester Courses ....................................................................................................................................32
Discussion/Conclusion................................................................................................................................34
Learning Activities/Assignments........................................................................................................34
Readings..............................................................................................................................................36
References...........................................................................................................................................38
Chapter 4: Designs of PLE, ONLE, and the Linkage Design Model..............................................41

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Personal Learning Environment (PLE).......................................................................................................42
Open Network Learning Environment (ONLE) .........................................................................................44
Linkage Design Model................................................................................................................................44
Self-Empowered Learning..........................................................................................................................47
RSS Feed.....................................................................................................................................................48
Personalized Learning.................................................................................................................................49
Adaptive Technologies ...............................................................................................................................50
Conclusion/Discussion................................................................................................................................51
Learning activities/assignments..........................................................................................................52
Readings:.............................................................................................................................................56
References...........................................................................................................................................58
Chapter 5: Development & Practices/Teaching for ONLE...........................................................61
Teaching with ONLEs and PLEs................................................................................................................62
Third Party Tools........................................................................................................................................64
Wearable Technology .................................................................................................................................65
Formal and Informal Learning....................................................................................................................66
Conclusion ..................................................................................................................................................67
Learning activities/assignment............................................................................................................68
Readings:.............................................................................................................................................75
References...........................................................................................................................................76
Chapter 6: Conclusions and Wrap Up ........................................................................................78
How to use this book as learners?...............................................................................................................78
How to use this book as educators? ............................................................................................................78
Conclusion ..................................................................................................................................................78
Glossary.....................................................................................................................................79

Creating Technology Learning Environment 1
Chapter 1: Foundation and Theory of PLE and ONLE
Robert Davis, Shera Gilmore, & Mary Loder
Chapter Overview
Personal Learning Environments (PLE) and Open Network Learning Environment
(ONLE) use the principles of Connectivism to utilize Web 2.0 tools, open networks and
resources to build lifelong learners. In chapter one, we will define an ONLE and PLE, exploring
and discussing, how they are inter-related. The chapter will continue by providing suggestions
on how to set up the PLE, suggested uses, and examples; in addition, you will be encouraged to
set up your own PLE. The chapter will define Connectivism and how Connectivism relates to
PLE and ONLE. Finally, this chapter will apply these concepts to several practical lessons and
activities so the reader can achieve a complete understanding of the topics.
Keywords: Personal Learning Environment (PLE), Open Networked Learning Environment
(ONLE), Connectivism, adult education, Web 2.0, Collaboration, e-Learning.
Learning Objectives
● Define a personal learning environment
● Define an open network learning environment
● Understand the interrelationship of a PLE and ONLE
● How to create and maintain a PLE

● Understand how Connectivism connects to online learning theories
What is a PLE?
A personal learning environment (PLE) is described as a collection of Web 2.0 tools and
services that are personalized, usually with a common technology interface platform like
Netvibes, Symbaloo or Google Chrome that helps people manage formal and informal learning.
This PLE platform thrives under the notion of openness, interoperability of technology, and
learner control (Tu, 2014, p14). The technology that facilitates a PLE allows learners to create
their environment to control learning, networks, and materials with a centralized group of tools
rather than a traditional instructor. Learners set and manage their learning goals by deciding
what tools to include and how to use these tools to communicate with others (Atwell, 2007).
Figure 1.1 - Example of a PLE user interface, Google Chrome Apps & Extensions in the toolbar
area at the top. Users can monitor their sources of learning in one view.

Figure 1.2 PLE example 2: Close up of left side of tool bar showing some PLE Apps.
A successful PLE is developed using technologies that the learner finds useful or
relevant. Breaking away from traditional Learning Management Systems (LMS) or Course
Management Systems (CMS) and utilizing Open Educational Resources (OER) and the learner’s
personal learning network, the PLE can create learning that is more useful and engaging.
(Saadatmand & Kumpulainen, 2012, p. 266)
Figure 1.3: Tools and Processes in a PLE (Saadatmand & Kumpulainen, 2012)
What is ONLE?
Open Network Learning Environment (ONLE) is a digital environment that, “empowers
learners to participate in creative endeavors, conduct social networking, organize and reorganize
social content, and manage social acts by connecting people, resources, and tools by integrating
Web 2.0 tools to design environments that are totally transparent, or open to public view.”(Tu et
al., 2012, p. 14). Unlike Learning Management Systems (LMS) or Course Management Systems

(CMS), ONLE is not restricted to learners enrolled in a class by proprietary limits or institutional
rules. ONLEs offer modalities that allow learners and educators to interchange tools to cater to
learning needs (Mott, 2010). ONLEs allow learners to learn from others with similar interests in
a formal or informal setting. Furthermore, ONLE permits the learner to transition their learning
outside of the rigid structure of academia and utilize the Open Network to create self-directed
lifelong learning that benefits from collaboration among their peers.
Inter-relationship between PLE and ONLE
ONLE bridges the gap between the formal learning of LMS or CMS and the flexibility
and customization of a PLE. PLE and ONLE work together to engage network learners to
transform information. PLEs link Web 2.0 tools and processes into one platform which then can
be used to support ONLE. Indesign, a PLE can be utilized as linkage for ONLE to monitor,
organize, construct, share and grow knowledge with others. Tu (2014) refers to this as the Open
Network Linkage Model. Within this Network Linkage design model, there are eight linkages:
● Personal Portal Linkage - Links multiple Web 2.0 tools in one location.
● Widget - An app that can be embedded into another tool or Web 2.0 tool.
● RSS linkage - Allows live feeds to receive updates from Web tools or services.
● Third Party Linkage - Use of other application to link multiple Web 2.0 tools.
● Social Tagging Linkage - Tags that link relevant content, networked friends/fans and
community to a PLE or user service.
● Social Network Linkage - Linked to others by connecting to their social media platform.
● Mobile Linkage - Use of mobile technology and apps to link to Web 2.0 Tools or
services.
● InfoViz Linkage - Information that is conveyed using pictures, symbols, colors and words
to communicate ideas, illustrate information or express relationships.
Through the Open Network Linkage Model, PLEs appropriate the tools necessary to
support the ONLE. By combining this Open Network Linkage Model with capable linkage skills
and knowledge, learners and instructors can evaluate and select appropriate tools for their
learning and teaching, design and develop their PLE and ONLE, and analyze their existing PLE
and ONLE as to improve them (Tu, 2014, p. 17).
How to set up a PLE?
Personal learning environments (PLE) help organize the chaos of not only learning in an
open and networked environment, but can also be leveraged to organize the chaos of our lives
(Tu, 2014). Before building your own personal learning environment, please view one YouTube
video and the site tutorials on the following personal portal tools;

Netvibes Symbaloo Google Chrome Apps/Extensions
These 3 personal portal tools host unique differences in the visual appeal and
performance offered in personal learning environments. Netvibes could be considered a life
organizer in addition to a personal learning environment portal. However, the limited apps and
confusing potion programming can limit utilization. Symbaloo is a stand-alone site, like
Netvibes; whereas Google Chrome apps and extensions are saved and organized on a Gmail
account, connecting them to Google Drive and other commonly used collaborative and
innovative Web 2.0 tools. Regardless of which portal you choose to use, you will need to reflect
on your desired connections to the web and your mobile accessibility via apps before you build
your PLE.
Figure 1.4: PLE layout model and available apps/widgets in Google Chrome
This figure was arranged in reference to how one person organizes their life and
resources. As seen in the figure, social media access is a primary concern. Another area of
access organization could be dividing and visually arranging tiles/widgets based on work,
personal, and school tools and connections, as viewed in the figure above. You could also
separate them by formal and informal learning connections. Or, as shown in Figure 1.5, your
resources could be split by types of learning activity; social, formal and informal.

Figure 1.5: PLE model of resources arranged by type of learning activity; social, formal
and informal resources.
Dabbagh and Kitsantas (2012) suggest building a PLE based on 3 phases: forethought,
performance, and self-reflection. The forethought phase focuses on personal information
management and gathering your resources; such as, email, calendars, YouTube, RSS feeds,
preferred bookmarks and other ways the learner receives and organizes information. The
performance phase is based on social interactions and collaborations between the learner and
other learners or resources; such as Twitter, Facebook, LinkedIn, DropBox, Diigo and other web
2.0 tools. The final phase, self-reflection, is important for properly assessing, using, and refining
your PLE based on your needs. This phase also involves the access to aggregate and remix
information. Utilizing reflection activities ensures the PLE will work for the user, as intended;
and ensures the PLE is current and useful to address positive life-long learning habits and goals.
Phase 1: Resource Gathering and Forethought.
Phase one of our PLE creation will be a reflection on our everyday habits online. The
sites you frequent each day should be in your primary list. Please complete this reflection prior
to reaching the activities section listed at the end of this chapter. Some of your daily sites may
overlap with phase 2, performance based interactions.
Phase 2: Web 2.0 Tools and Performance Links.
Web 2.0 tools are collaborative tools available in an online environment. These tools
assist in creating opportunities to connect online. Collaboration apps, blogs, wikis, social
network systems (sns), video platforms, such as YouTube, all make up Web 2.0 tools. Please

review these Web 2.0 tools and sign up for a free account with Diigo and twitter prior to
reaching our activities section.
Diigo A social networking tool that stores resources, allowing PDF uploads
and annotations. Tagging structures assist organizing your content.
Twitter A social networking tool connecting users to each other and new
information in our field
Evernote A social collaboration and personal organization tool, with a web clipper
for easy online research
Drop Box An online storage and sharing site with access to your files from any
computer and mobile device via their app.
Performance tools can be links to discussion boards, links to a LMS or CMS, links to
preferred research databases and other classroom specific tools that assist with information
distribution and actions to increase ease of access for formal and informal learning opportunities.
Phase 3: Self- Reflection and Aggregation of Learned Material.
This phase can be completed when you complete your PLE set-up. A reflection on your
work will assist in defining the proper links in your PLE, reducing clutter and increasing the
efficacy of your learning space. Additionally, using tools such as Google Drive, Evernote and
other Web 2.0 tools will assist with the reflection, creating user generated content via blogs or
using other web 2.0 tools to build an Infoviz. InfoViz are visual models of information learned;
they can be mind-maps, process flows, info graphics, graphs, etc. They can be made using tools
such as Lucidcharts or MindMeister in Google Drive compatible apps. Using tools in your PLE
to assist with your own reflection on the content of your learning and within your learning space
will increase its efficacy and ensure your PLE stays relevant to your current search for
information. Reviewing your PLE, every semester or bi-annually, will create a renewed and
consistent application of your PLE deepening your learning and keeping current on your
preferred sites and links online.
In the next section we will discuss how a PLE works to create a connected feel to a
chaotic learning environment online. Mobile apps, such as Netvibes mobile interface app, make
our PLEs accessible anywhere, connecting learners to their contacts and resources. Connectivism
will address the engagement issue so often seen when moving learning online. At the end of this
chapter you will create a PLE to engage with the material you just learned. Continue to reflect
on how you “connect” online to ensure your PLE reflects how you engage with the internet and
its vast resources.

Connectivism: Learning theory of the digital age
The most popular learning theories in education are behaviorism, cognitivism, and
constructivism. However, society has changed since the creation of these theories, the advent of
the internet being one of the largest changes, and so have the needs and demands of learners.
With the invention of technology, people can engage with information in completely new ways.
This means new learning theories need to be created to accommodate for the change in learning
with technology. George Siemens and Stephen Downes developed a theory to incorporate
learning with technology called “Connectivism”.
Connectivism is best described as “social learning that is networked” (Duke, Harper &
Johnston, 2013). In more detail, Connectivism is another avenue to learn, but is not limited to
one way of teaching, as we are used to in the classroom. Connectivism uses well designed
communities of practice to share knowledge. The teacher’s role is to “model and demonstrate”
(Downes, 2009), which means the teacher is to be a facilitator to the discussion, helping the
students engage in the discussion and the lesson in diverse ways; providing additional
engagement in student practice, reflection and feedback. The student’s overall role is to
“practice and reflect” (Downes, 2009). This can be done by encouraging students to create or
join a community of practice, group, and class to deepen their learning. They also engage in the
group discussion boards; engaging as facilitators and participants, linking their understanding
with what others post, commenting and making additional connections, bring the knowledge
transference to the next level. An example of how this can be used in the classroom is in an open
course, an instructor can facilitate Connectivism theory in their course. They can do this by
suggesting a topic or a branch of the topic, and allow the students to be able to follow that path
with minimal direction, a scaffolding approach, seeing where it leads the student and what they
can learn from it.
Connectivism relationship with ONLE
The concept of Connectivism is the network strands can go anywhere, connecting the
learner to a million things at once. Due to this chaos in access, some guidance is needed to be
able to be a successful learner in an ONLE. The PLE assists in organizing the students preferred
connections. In a PLE a student is able to follow one set of connections to a blog, or another to a
community of learning that shares the same interest as them, or an open course that will help
facilitate their knowledge by giving some guidance. This is what is important to Connectivism,
following as many paths as possible, connecting learners to content, other learners, the facilitator
and expert information easily and impactfully.

Another way ONLE helps focus Connectivism is it helps narrow down the focus on all
the types of technology used, like social media, wikispaces, LMS, blogs, etc. It helps by using
RSS feeds on important blogs or news articles on the focus topic. PLEs can also help
incorporate social media networks into one place and create connections with experts or other
interest parties. By being exposed to different mediums associated with ONLE, it helps a student
of Connectivism narrow their focus and find the best way to approach their topic.
Conclusion
In conclusion, the theory of Connectivism is the basis of using PLE and ONLE together
for networked digital online learning. Connectivism benefits from the freedom and flexibility
that PLE and ONLE allow their users. PLE and ONLE help facilitate open learning by allowing
students to go beyond the instructors suggested materials and find other resources from social
networks and Web 2.0 tools. ONLE uses PLE to collect, organize and display the resources need
for facilitation of these Web 2.0 tools and networks. By properly creating a PLE, ONLE will
facilitate and personalize the student’s learning and creating a lifelong digital learner.

Learning activities/assignments
Activity 1: Set-up Your PLE and InfoViz
This activity walks users through building a personal learning environment using three distinct
phase of construction. The activity also incorporates the creation of an InfoViz activity, wherein
users reflect on the choices and formatting of their PLE. Using Google Docs, participants are
encouraged to email their InfoViz to fellow participants and the instructor to reflect and
comment upon choices in the visual organization and resources choices within their PLE. The
activity has an included rubric at the end.
Click here to access PLE activity
Activity 2: Reflection of a PLE
After any activity, it is important to get a sense of where the students are and their thoughts about
the activity, especially if they are allowed to have their personal opinion incorporated into the
design. A reflection activity is the best way to get more insight on what the students are
thinking.
Here are some sample questions that can be asked to the students.
1. What platform did you use to create a PLE? Explain why you choose that platform.
2. List the type of applications you added to your PLE. Explain your application choose.
3. What type of categories did you notice arise from your PLE model? Explain what pattern
you notice.
4. Would you use your PLE in the future? Explain your reasoning.
5. Can and would you use your PLE on a mobile device? Explain your reasoning.
Here is a sample reflection activity, using Google Forms, that can be used to help the students
think upon their reflection and choices made when creating a PLE.
Here is a suggested grading rubric.
After this activity, a suggested follow up activities would be to share a screenshot of their PLE to
an online discussion, and explain key features and elements from it. Possibly explain why they
chose specific applications, and comment or create InfoViz on the categories or organization
they saw arise from their PLE.

Activity 3: Build an Open Network Learning Community (ONLE) using Google Plus
Activity Objective: Participating in this lesson will help develop an understanding of ONLE and
how to build a basic online tool to facilitate an ONLE experience. Learners will accomplish this
objective by building a basic ONLE in the Communities of Google Plus.
PLE and ONLE instructional strategies that apply to this lesson include:
● Participatory Web, where learners are engaged in contributing online content and/or Web
pages, etc.
● UGC - User Generated Content : Students are empowered to create learning content for
peers rather than instructors
● Community-Community Interactions where learning goes beyond a semester and is a tool
for learners to continue to develop new ideas and expand on existing knowledge.
● CC: Cloud Computing: Learners utilize distant network servers for web applications, data
storage and management rather than on a local computer.
● Connectivism: This lesson links utilizes connectivism by enabling learners using online
technology to network with other learners to expand knowledge and ideas.
Activity 4: Building a ONLE
Click Here to access Building an ONLE activity
Click Here to link to a sample Google+
Community for this lesson:
Here is a suggested grading rubric for Activity 4.

Readings
Required readings
Tu, C. H. (2014). Chapter 2: Concepts of PLE & ONLE. Strategies for building a Web 2.0
learning environment. ABC-CLIO. Santa Barbara, CA. 13 - 16.
Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from
http://www.itdl.org/journal/jan_05/article01.htm
Optional/suggested readings
Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-
regulated learning: A natural formula for connecting formal and informal learning. The Internet
and Higher Education. 15 (1), p. 3-8.
Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory.
Retrieved from https://www.hetl.org/wp-
content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf
Network learning resources
Social Tagging: ETC655, Chapter1, PLE, ONLE, connectivism, adult education, Web 2.0. You
can search through our resources on the ETC655 Diigo Group Page.
Teaching resources
Prezi Presentation of the Chapter
Discussion Questions
1. How can you use a PLE to organize your learning?
2. Why is a LMS or CMS not the same as an ONLE?
3. How does ONLE use a PLE to enhance learning?
4. What are the similarities and differences from Connectivism and ONLE?
5. What is another example on how Connectivism can be modelled in the classroom?

References
Anderson, T., & Dron, T. (2011). Three generations of distance education pedagogy. Retrieved
from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Attwell, Graham (2007). The Personal Learning Environments - the future of
eLearning?eLearning Papers, 2 (1). Retrieved from
http://somece2015.unam.mx/recursos/ACC/PLE_future_of_eLearning%20.pdf
Dabbagh, N., Kitsantas, A. (2012). Personal learning environments, social media, and self-
regulated learning: A natural formula for connecting formal and informal learning. The
Internet and Higher Education. 15 (1), p. 3-8.
Downes, S. (2009). Connectivist learning and personal learning environment. Retrieved from
http://www.slideshare.net/Downes/connectivist-learning-and-the-personal-learning-
environment
Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory.
Retrieved from https://www.hetl.org/wp-
content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf
Heick, T. (2013). The difference between instructivism, constructivism, and connectivism.
Retrieved from http://www.teachthought.com/uncategorized/the-difference-between-
instructivism-constructivism-and-connectivism/
Mott, J (2010). Envisioning the post-LMS era: the open learning network. Educause Quarterly.
Retrieved from http://www.educause.edu/ero/article/envisioning-post-lms-era-open-
learning-network
Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from
http://www.itdl.org/journal/jan_05/article01.htm
Saadatmand, M. & Kumpulainen, K. (2012) Emerging technologies and new learning ecologies:
learners’ perceptions of learning in open and networked environments. Retrieved From:
http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/saadatmand.
pdf
Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). Linking research and practice
to improve learning.TechTrends. 56 (3), 13-19.
Weller, Martin (2009). Using learning environments as a metaphor for educational change. On
the Horizon 17(3), 181-189. Retrieved from
http://nogoodreason.typepad.co.uk/no_good_reason/ple/

Chapter 2: Instructional strategies for PLE & ONLE
Brad Olson, Emily Ruiz, Kimberly Keseloff
Overview
In this chapter readers will be introduced to the instructional strategies for integrating
Personal Learning Environments (PLE) and Online Networked Learning Environments (ONLE).
Understanding the concepts and strategies behind PLE and ONLE is a crucial step in creating
successful virtual learning environments. In this chapter we will explore PLE and ONLE
strategies that can enhance and connect students with online learning.
In this chapter we will examine many different instructional strategies and how they
integrate with online learning. We will also cover PLE and ONLE instructional strategies and
participate in three learning activities that will further investigate these strategies.
Learning Objectives
● Learners will be able to identify and describe PLE and ONLE strategies.
● Learners will be able to describe how PLE and ONLE strategies enhance and integrate
into online learning,
● Learners will be able to assess various ONLE strategies for uses in instruction.
● Learners will be able to integrate PLE into online learning.

Online learning has many unique strategies to enhance the learning experience and create
exceptional learners. Personal Learning Environments (PLEs) and Online Networked Learning
Environments (ONLEs) utilize web 2.0 tools to create a personalized and connected educational
experience. This begs us to answer this question:
What is the instructional strategy in the digital age?
The following serve as instructional techniques in ONLE and PLE instructional
strategies.
PLE and ONLE Instructional Strategies
Participatory Web - The ability for students to share resources utilizing web 2.0
technologies. These technologies can include wiki pages, blogs, and social networking tools to
create and share the content with other users. This content is created, shared and users contribute
to this networked resource.
User Generated Content (UGC) - User generated content is the content generated by
users that voluntarily contribute data, information, or media that then appears before others in a
useful, or educational way.
Community-Community Interaction (article) - In a community such as an online learning
environment interaction, collaboration and communication happen within that community. The

learners within the community create connections that allow the community to create, share and
analyze various resources. This can be accomplished through class discussion, presentations and
group projects.
Aggregation /Aggregator - Aggregator allow
for the sharing and gathering of learning resources.
This can be accomplished via a specialized piece of
computer software or website that collects and gather
information based on a specific topic or category.
PLE and ONLE strategies can use these aggregators
to college and display relevant data on a particular
learning topic.
Mashup - Mashup is the use of multiple web
technologies for users to create their own learning
environment and content. Mashup allows for online
collaboration and online learning communities.
Examples of mashup technologies include Diigo and
Delicious.
Social Content Sharing - Social content sharing
encompasses the sharing of content using web 2.0
technologies such as blogs, wikis, etc. Content that is
shared via the web is published within a learning
community. This type of online interaction and social
sharing allows for networked collaboration and peer
review.

Remix - Remix is a strategy based on using current instructional technologies and
repurposing them to create a personalized learning experience. Remix, also allows students the
ability to mix and combine various tools to create personalized learning resources.
RSS - RSS stands for Rich Site Summary or in some cases Really Simple Syndication.
RSS is a web format that is used for delivering regularly changing web content. Updating content
can include news publications, blogs, or other sites that have many updated topics. RSS is great
for getting information fast and not having to visit a large number of webpages to get the
information. RSS feeds can be integrated in PLE environments for personalized updates on
specific topics.
InfoViz- InfoViz or Information
Visualization is the use of digital tools to
demonstrate thoughts and ideas or to demonstrate a
subject through creation of a visual representation.
Information Visualization supports visual learning
strategies. A visual tool can create connections
through images or word associations to represent an
abstract idea.
Online Constructivist Instructional Strategies:
Open Network Learning Environments (ONLEs) have paved the way for learners to control their
own Personal Learning Environments (PLEs). Using a plethora of Web 2.0 tools available,
learners can construct their own path to knowledge that suits their particular learning style.
Online instructional strategies make use of technology that allows learners to discover and share
information across social platforms and communities of practice.
The following paragraphs present some PLE instructional strategies in line with the
Constructivist approach to learning in the online environment. Interactive Learning Activity:
Click here to explore the connections between ONLE Instructional Strategies and Online
Learning Constructivist Instructional Strategies.
Conclusion
Sense of community is an important aspect of a successful online learning environment;
it helps learners retain information and gives them a sense of belonging as well as a forum to

further explore and discuss concepts.
Open online technologies are available now that provide learner-to-learner interaction
and let learners collaborate and share information, engaging in a community of learning. ONLE
strategies discussed in this chapter included Participatory Web, where students interact with
content and each other through the use of wiki pages, blogs, and other social networking tools;
User-Generated Content (UGC) that allows learners to contribute data; Community-to-
Community interaction that allows learners to connect with each other through discussion,
presentations and group projects; Aggregation that allows for the sharing and gathering of
learning resources; Mashup, where multiple web technologies are combined to tailor a learning
environment; Social Content Sharing that allows for online interaction and networked
collaboration and peer review; Remix which repurposes current instructional strategies to create
a personalized learning experience; Rich Site Summary (RSS) used for information that
continually changes; and InfoViz digital tools that support the visualization of information.
The open online environment has evolved to provide a more Constructivist approach,
whereby the individual learner can design/organize his or her own Personal Learning
Environment, thereby controlling their learning experience.
Online Constructivist instructional strategies discussed in this chapter include learner-to-
learner interaction, learning resources, online collaboration, online learning community, online
student publishing, and peer evaluation.
Research surrounding the pedagogy of PLEs and ONLEs was presented in three separate
readings. Pontydysgu discussed the philosophical, ethical and pedagogic aspects of PLEs and
how they support lifelong learning. Sadera, Robertson, Song and Midon examined the role of
community in the online learning environment and reported it as an important aspect of success
in the online learning environment. Greenhow & Robelia examined the new literacies evolving
around social practices and how learning occurs in the social and technical contexts of today’s
learners.

Learning Activities/assignments
Activity 1: Create an interactive quiz / poll in Socrative
Socrative is an application that allows instructors to interact with students via the internet and
mobile apps. Socrative empowers you to engage and assess your students as learning happens.
Through the use of real-time questioning, result aggregation, and visualization, you have instant
insight into levels of understanding so you can use class time to better collaborate and grow as a
community of learners.
Instructions
● Sign up with a Socrative account (link) and create a quiz / poll to be used in the class of
your choice.
Socrative Tutorial
● Integrate interactive aspects of Socrative in your quiz / poll to enhance the learning
experience of the students.
Socrative Resources
● Take screen captures of the quiz / poll and
share them with the class.
Discussion / Evaluation
● Discuss the pros/cons of Socrative. What
would you improve on, or is there a better application to accomplish the required tasks.
● Write a paragraph on how Socrative utilizes ONLE strategies. Give specific examples.
● Write a short paragraph on if you would or wouldn’t integrate Socrative into your
learning environment.
● Review and respond to a least two additional students Socrative quiz/poll.
Activity 1 Grading Rubric

Activity 2: Create a Collaborative Document in Google Docs
Google Docs is an application that allows the user to create documents with the ability to
share and collaborate with others. Once it is shared everyone is able to work on the same
document. Google Docs has a chat feature within the document, so there is no need to go to
another collaboration source to discuss the work. You are also able to leave comments within the
document for others who may not be on working when you are.
Instructions
● Sign in or create a Google/Gmail account (create an account link).
● Once signed in, click on the link to open the shared document
● The document is titled ONLE
Discussion/Collaboration
● Write a paragraph on how Google Docs fits into an ONLE, provide specific examples.
● Write a short paragraph on how Google Docs can be integrated within your classroom to
be used with students and colleagues.
● Leave a few comments for others on their writing.
● Open the chat board, if others are in there with you, discuss.
Video on how to create and share a Google Doc: Creating and Sharing

Activity 3: Online Discussion Forum
Forums.com is a free and open user friendly discussion board forum that
allows learners to join in discussion. Discussion boards can be created by
building a discussion topic and discussion questions. Discussion boards can
also be joined, allowing learners to participate in learning communities that
have already been created.

Readings
The following articles and websites discuss the importance of PLE/ONLEs and examine the role
of community and communication in online learning environments.
Required Readings
● Personal Learning Environments - The Future of eLearning?
● The Role of Community in Online Learning Success
● Old Communication, New Literacies: Social Network Sites as Social Learning
Resources
Instructions for participating in Online Discussion Forum: Discussion Instructions
An overview of the Discussion topics:
● Discussion 1, Personal Learning Environments provide more responsibility and more
independence for learners. Do you see this as a benefit or a downside to incorporating
PLEs within your learning environment? Explain.
● Discussion 2, which ONLE strategies presented in the readings would you use to build a
community of learning in your online course?
● Discussion 3, how does social networking promote meaningful learning?
Activity 3 Grading Rubric
The following articles and websites provide specific examples of ONLE strategies that can be
used to foster an online Constructivist learning environment.
Optional/Suggested Readings
● Building an Online Learning Community
● PLE & ONLE Instructional Strategies
● Learner-Learner Interactions
● 5 Reasons User Generated Content is Critical for Brands
● The Beauty of Data Visualization
● User Generated Content
Network Learning Resources
Social Tagging: https://groups.diigo.com/group/etc655
Teaching Resources: Chapter 2 Prezi
Learning Checkpoint: Chapter 2 Questions

References
Bazictips. (2016, February 25). List of do follow social bookmarking sites list 2016 [Weblog
post]. Retrieved from http://bazictips.com/backlink/list-of-do-follow-social-
bookmarking-sites-list-2016/65
Callari, R. (2016). Top ten social media aggregators. Inventor Spot. Retrieved from
http://inventorspot.com/articles/aggregators_spindex_google_buzz_streamline_social_me
dia_experien_41426
Castelo, V. [TEDx Talks]. (2013, March 11). Sailing in the perfect storm of user-generated
content: Peter Esperson at TEDx Vianado Castelo. [Video File]. Retrieved from
https://www.youtube.com/watch?v=n5PVqlXrOA0.
Dork, M. (2013). Critical InfoVis. University of Calgary. Retrieved
fromhttp://mariandoerk.de/criticalinfovis/.
eLearning Learning. (2016). eLearning Learning [Web log post]. Retrieved from
http://www.elearninglearning.com/ple/rss/.
Fichter, D. (2005). The many forms of e-collaboration: Blogs, wikis, portals, groupware,
discussion boards, and instant messaging. Online, 29(4), 48-50.
Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2(2-3),
87-105.
Garrison, D. (2007). Online community of inquiry review: social, cognitive, and teaching
presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Gomez, P. (2015, November 17). The beauty of data visualisation [Web log post]. Retrieved
from http://plgomez.com/ted-talks/the-beauty-of-data-visualisation/
Heil, J. [Jim Heil]. (2014, July 3). Sharing educational content through social media. [Video
File]. Retrieved on December 10, 2016 from
https://www.youtube.com/watch?v=r9WN6AdwacM.
Ibrahim, R. & Oxley, A. (2011). Assessing the use of mash-ups in higher education. ICSECS
Part I CCIS 179, p. 278-291. Retrieved from
http://link.springer.com/chapter/10.1007%2F978-3-642-22170-5_25#page-1
Marsden, P. [Paul Marsden]. (2009, September 18). Idea platforms|diamond in the web 2.0
rough? [Video File]. Retrieved on December 10, 2016 from
http://www.slideshare.net/paulsmarsden/idea-platforms-diamond-in-the-web-20-rough.
Matsueda, K. & Roxanne, T. (2010). 7 things you need to know about Google documents. Penn

State University. Retrieved from http://tlt.psu.edu/files/2012/10/Google-docs.pdf
Open Pedagogy through Open Educational Resources. (2016). Retrieved from
https://mcli.maricopa.edu/mcli-calendar/events/open-pedagogy-through-open-
educational-resources
Phong, (2010, October 14). Super ultimate list of best amazing social media, web 2.0 icons.
Blog Tips. Retrieved from http://9blogtips.com/super-ultimate-best-amazing-social-
media-web-2-0-icons.html
Pinkard, N., Lee, A., & Chang, R. (2010). Remix learning. Retrieved from
http://remixlearning.com/.
Pontydysgu, G. (2007). Personal learning environments – the future of eLearning? eLearning
Papers, 2(1). Retrieved form
http://digtechitalia.pbworks.com/w/file/fetch/88358195/Atwell%202007.pdf
Rouse, M. (2005). Aggregator. TechTarget. Retrieved from
http://searchnetworking.techtarget.com/definition/aggregator.
Sadera, W., Robertson, J., & Midon, M. (2009). The role of community in online learning
success. MERLOT Journal of Online Learning and Teaching, 5(2), 277-284. Retrieved
from http://jolt.merlot.org/vol5no2/sadera_0609.pdf.
Sharp, J. & Huett, J. (2005). Importance of learner-learner interaction in distance education.
Proc ISECON. Retrieved from http://proc.isecon.org/2005/2323/ISECON.2005.Sharp.pdf
Socrative. (2015). Socrative. Mastery Connect. Retrieved from
https://www.masteryconnect.com/socrative/resources.html.
Suen, H. (2014). Peer assessment for massive open online courses (MOOCs). The International
Review of Research in Open and Distributed Learning. 15(3), Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1680/2904
Technology for Teachers and Students [Technology for Teachers and Students]. (2015,
September 30). Socrative tutorial 2015 new. [Video File]. Retrieved on December 10,
2016 from https://www.youtube.com/watch?v=WlnI1f-Q1JM.
Wesch, M. [Michael Wesch]. (2007, October 12). Information R/evolution. [Video File].
Retrieved on December From https://www.youtube.com/watch?v=-
4CV05HyAbM&list=PLA042408DF37A9B7B.

Chapter 3: Web 2.0 Technologies in PLE & ONLE
Sarah Davis, Alexandra Miller, Lisa Veliz
Learning Objectives
● Learners will be able to able to identify and apply Web 2.0 tools to their PLE and ONLE.
● Learners will identify and produce an augmented reality via a QR Code for a learner-
selected environment.
● Learners will develop and evaluate a mobile application for their PLE and ONLE.
● Learners will research relevant topics and utilize social media tools to facilitate
conversation and analysis.
What is Web 2.0 technology?
The 2.0 of Web 2.0 implies that a previous version of the web existed (Web 1.0). Indeed,
Web 2.0 describes the second stage or second generation of website design and development.
Unlike earlier versions, web 2.0 allows for user-generated content, collaboration, and personal
and professional social networking (WebSmart, 2010). Think of some of the more popular
social, sharing platforms like Twitter, Facebook, Blogging, Wikis, and YouTube, just to name a

few. This generation of web design is all about sharing ideas with your network and or the
world. New technologies designed to make your life easier are created by individuals who want
to share their findings and have you utilize their services. This is the ultimate way to educate
yourself informally, or formally in an online Personal Learning Environment (Veletsianos,
2010). Web-based communities and hosting services make up other web 2.0 technologies and
further represent the change from Web 1.0 to 2.0 that emphasizes the now participatory nature of
the web and our ability to now not only access content, but to mold and further develop it.
Web 2.0 is always available, innovative, and has opened up a world of opportunities for any and
all learners with access to the internet. This technology means that …“small bits of information,
generated by huge numbers of individuals, can be easily published to form vast information
sources” (Veletsianos, 2010). Examples/Links to three current and innovative Web 2.0
Technologies are as follows:
Animoto – This website will allow you to create a professional video that you can share
within minutes. You can add your own photos, music, and video clips to your choice of design
backgrounds. This is a great example of user-generated content that allows learners to create and
share their knowledge.
Google Drive – It’s a lot more than file storage. Google Drive houses all of your files
online that are accessible anywhere using the cloud. You can get to your Google Docs, Slides,
Spreadsheets, Forms, Spaces, Groups and more by accessing your Drive online. This technology
allows for collaboration using all of the Google products and has streamlined the way students
work together on projects.
Twitter – Social Media’s home page. This is where, in 140 characters, you can share and
learn about what interests you. Users use #hashtags to categorize tweets, lead, and follow
conversations. Using a hashtag for a class, is a great way to keep a group connected and sharing
information. Watch this video for a 30 second recap of what Web 2.0 technology looks like:
Click Here

Why integrate Web 2.0 technologies to support teaching and learning?
Figure 1.1 - Example of how Web 2.0 technologies, combined with teaching and learning, make
up a successful PLE/ONLE
Integrating Web 2.0 technologies into our instruction design is important in order to
support teaching and learning because it carries learner-centered learning to an advanced level.
Because of the interactive and social nature of Web 2.0 tools, learner engagement and
collaboration are able to interconnect. For example, Twitter is a social media platform that
allows you to follow and read the tweet of anyone or any organization of interest to you. By
integrating the use of Twitter into our instructional design, not only can our learners follow each
other and read their tweets, but they can follow field experts and link to articles that coincide
with their interests. This informal learning takes place through the use of social sharing and
advances learner support by growing their ONLE.
Watch this brief video interview of Dr. Joyce Gulley from the University of Southern
Indiana about integrating Web. 2.0 technologies in online learning for an example of how to
support teaching and learning in an online environment.

Click Here
What is mobile learning and its application in higher education?
Mobile learning is a ubiquitous instructional
strategy. That means that when you want to learn
something, you can do that no matter the place, or time.
In higher education, that opens the door to learning
outside of traditional online modes of instruction such
as what you’ll find in any LMS on the market.
“The big potential with mobile is that it really is the
primary portal for social communication right now.
Young people learn best when it’s relevant to them,
when there’s social connection tied to it, and when they
actually have a personal interest” (Schoology, n.d.).
Mobile learning engages students and connects
them to an ONLE that enables collaboration and social
connectedness. In higher education, we can help
students connect their formal and informal learning by
encouraging mobile learning usage by hosting Bring

Your Own Device (BYOD) learning sessions and incorporating the use of mobile compatible
instructional strategies into our curriculum.
Augmented Reality and Virtual Reality
In recent years, augmented reality and virtual reality applications have become more
common in education. While similar concepts, there is a fundamental difference between the
two. Virtual reality refers to the use of an entirely synthetic environment. Technologically
based, virtual reality environments are meant to be fully immersive. Augmented reality, by
contrast, refers to the blending of a virtual world with actual reality. While there are virtual
elements in the augmented reality, they are clearly distinguishable from reality (McKalin, 2014).
Latest trends have focused augmented reality in location-specific applications, but it is not
necessarily a technology that can only be used in a shared environment (Rattanarungrot et al.,
2014). Both virtual reality and augmented reality enhance mobile learning as they rely on
mobile devices for implementation.
Virtual reality can require a significant investment of resources to implement, but there
are numerous opportunities for its use in learning. Virtual reality can be used to provide students
with experience that replicates reality without the risks associated with actual experience. For
example, medical students can use virtual environments to perform surgeries or other medical
procedures without risk to human patients. In another adult learning example, education students
can use programs, such as TeachMe at the University of Central Florida, to hone their teaching
skills to classrooms filled with virtual students. The virtual students are a result of sophisticated
behavioral programming and actual character actors and realistically replicate typical classroom
behaviors (Sawchuk, 2011). Virtual reality can also be used as an alternative to traditional field
trips; virtual reality allows students to visit sites otherwise inaccessible (Perez, 2016).
Augmented reality has recently risen in interest in education following the popularity of
the game, Pokemon Go (e.g., Kmeich, 2016) and the spread of commercialized augmented
reality products such as Crayola Color Alive. While these applications are not specific to
learning, there are numerous ways in which augmented reality can be used in the classroom. For
example, QR codes (see below) can be placed around a foreign language classroom attached to
various common objects. Students can use a QR code reader to access additional information
related to those nouns such as definitions, examples of word usage, and pronunciation.
Augmented reality can also be integrated in learning using applications such as Aurasma to add
virtual information to students’ actual environment (Brown, 2015). Aurasma allows users to

take a picture of their classroom or other environment and tag specific spots. When someone
views the image, they can access additional videos, links or other information that has been
associated with the tagged locations. The following quick response code is a link to the Aurasma
site (https://www.aurasma.com).
Quick Response Codes
A quick response code is commonly known as a QR code. QR
codes are modernized versions of bar codes; QR codes are two
dimensional as opposed to bar codes’ one-dimensionality. QR codes are
typically squares consisting of a pattern of black and white pixels that can
be scanned by a QR reader, typically via an application on a mobile
device. While traditional bar codes can only convey a maximum of
twenty characters of information, the more complex QR codes can contain up to 7,089 characters
instantaneously. As a result, QR codes can be used to convey complicated information such as
web addresses. QR codes typically serve as links to websites, videos, or text (Crompton et al.,
2012).
QR codes can be used to benefit the social aspect of learning. Group activities, such as
scavenger hunts, can be enhanced using QR codes. QR codes can also be used as a means of
communication between learners or between learners and teachers by linking codes to
communication modes (Rikala and Kankaanranta, 2014).
The specific ways that QR codes can be used in education are many. QR codes can be
attached to anything where additional information may be beneficial. For example, QR codes
linking to explanatory YouTube videos could be added to homework assignments. Alternatively,
QR codes can be added to classroom library books which link to additional information about the
text or to student-generated content related to the book. Using QR codes to link classroom books
to previous classes’ user-generated content can also foster community-community interaction.
QR codes can also be placed around a school campus with links to information or activities to
create an augmented reality situation (Miller, 2011; Ramsden, 2008; Walsh, 2014).

One way that QR codes are being
used in classrooms is as a form of
assessment or survey response. Plickers
is one application that uses QR codes for
formative assessment. To use this tool, a
teacher distributes cards with printed QR
codes that represent multiple choice
answer options. When the question is
posed to the students, they select the
orientation of the Plicker card that
indicates their answer, and they hold it up
in the air. The teacher uses their
smartphone or tablet to quickly scan the
room into the Plicker application, and the
results are instantly summarized. This is
an engaging way to perform confidential,
informal assessments (Combs, 2014;
Tribune, 2015). The following QR code
is a link to the Plickers website
(https://www.plickers.com).
Mobile App Design
In 2016, the number of smartphone owners was projected to reach 2 billion, with 220
million Americans projected to own a smartphone by 2018 (“2 Billion,” 2014). More than 20%
of Americans wear a wearable, with 35% of Millennials and Generation Y adopters making them
the largest demographic of wearable technology users (Quartz, 2015). Furthermore, nearly half
of adults, 45%, report owning a tablet computer (Weise, 2015). In fact, the two largest app

stores, Google Play and Apple iTunes, reached 2 billion available apps as of June 2016
(“Number,” 2016). Mobile technology is a vital component of our ubiquitously connected
society.
Exhibiting substantial variety, it was last recorded that 80,000 educational apps were
offered in Apple’s App Store (Nordrum, 2015). However, as educational apps are largely
unregulated, recent criticism has spurred debate regarding the apps’ ability to truly facilitate
learning through the mental and physical activities that result in knowledge acquisition. Argued
to be little more than glorified games (Nordrum, 2015), many educational apps available may not
provide the robustness or relevance to an educator’s instruction and/or strategies.
To circumvent these limitations while embracing the benefits of ubiquitous learning that
apps offer, educators may now develop their own apps to suit their needs. There are many
mobile app development tools available online nowadays. Most allow beginners without any
programming knowledge to develop their own app through drag and drop functions.
PLE-asy APP is one such example, as it was developed by the author who has no
programming knowledge via Apply Pie (for more resources visit the chapter’s Google Site). In
as little as an hour, educators can now create their own customized apps to support their
instruction and/or personal learning. Whether the app is designed for specific instructional
strategies, such as Connectivism and constructivist theories, or to encourage and foster more
learner interaction with peers and community, designing one’s own app affords the
customization and focus rarely available in mass-marketed apps.
Minimester Courses
Minimesters, or mini-semesters, are terms that follow a much shorter timeline than
traditional 16-week semesters, often lasting between 3 to 8 week sessions. Growing in
popularity, especially in distance learning graduate programs, universities have begun adopting
minimesters out of a growing demand to quickly educate adults in a short, highly intensive
format that delivers immediately applicable skills (Treckles, & Sims, 2013) along with higher
education’s aims to make schooling more available to non-traditional students (Kuzmar, 2013).
Other reasons for higher education’s embracing of accelerated online terms may be market-
driven, and seen as a response to budgetary restraints or low-enrollment (Kuzmar, 2013).
Like other course formats, minimester courses offer distinct advantages and
disadvantages. Just as traditional online courses are not simply face-to-face courses offered
Online, so too do online minimesters courses require specific instructional design strategies for
successful delivery. In an online environment, great attention must be paid to adequately

frontloading the accelerated
online course (Wick, 2014).
The speed of the course
makes it nearly impossible to
make changes during the
minimesters (Wick, 2014),
therefore, preparation is key
to a smooth, robust, and
pedagogically sound online
minimester course. Course
mapping is imperative, as
students need to have a clear
upfront understanding of
expectations, due dates, and
materials (Wick, 2014). In
accelerated courses, students
need structure. Therefore, consider eliminating material if it can’t be combined with an activity,
such as writing assignment. Also, as the speed of the course negates changes to the course, care
should be taken that all materials are highly organized, as well as technology know-how (Wick,
2014).

Discussion/Conclusion
1. Please follow this link to our Google Site Minimester page for your thoughts on
minimester advantages and disadvantages. This is your chance to list out what’s
important to you. Please see the self-reflection section.
2. Have you ever used Plickers? Can you see yourself using this in the classroom or
designing instruction using this? Please share your thoughts on Plickers with us here.
3. Regarding mobile app design, we encourage you to create your own app after
reading our chapter. Please join in the discussion in our Google Group. You get to it by
visiting our Google Site here.
Learning Activities/Assignments
Activity 1: QR Codes and Augmented Reality
❏ Identify an “environment” to be turned into augmented reality (e.g., a classroom, school
campus, photograph, and document).
❏ Identify 3-5 areas of this environment that can be enhanced by providing additional
information.
❏ Create QR codes for the areas to be augmented (those identified in step 2).
❏ Attach the QR codes to those areas either manually (in the case of a classroom or other
physical environment) or digitally (for documents or other non-physical environments).
ThingLink (https://www.thinglink.com/) is a useful tool for doing this digitally.
❏ Design a learning activity for students to use the augmented environment. Describe this
activity in a brief write-up.
Activity 2: Mobile App Design
❏ Research and explore mobile app design websites.
❏ Choose a mobile app design website to create your own PLE app. There are many
websites that accommodate varies levels of technological skills, so choose one that best
aligns with your needs and skills.
❏ Create your PLE app. Be sure to check out Google Site and PLE-asy APP for resources
and an example of a PLE App.
❏ Share with your app with your fellow learners via the chapter’s Google Site .

❏ Discuss your experience building the app with your classmates in the discussion board.
❏ Elaborate on the strengths and weakness of the process and/or your app, and whether you
find the app useful in digital lifelong learning. Respond to at least three post with
significant contributions that drive the conversation further.
Activity 3: Mobile Learning
❏ If you are not already familiar with Twitter and would like detailed instructions, please
review the following video to learn how to create and begin using your Twitter Account.
❏ Go to https://twitter.com and create a login.
❏ Using Your Android or iOS device, download the Twitter App from the Play or App
Store.
❏ Next find a mobile learning article that you find interesting and would like to share. You
can find this using Twitter or independent of Twitter on the web.
❏ Click on the Twitter icon on your smartphone, or other mobile device that you are using.
❏ Click on the write a tweet icon and paste the article link. Use #ETCMobileL so that we
can follow the string of tweets.
❏ 7. Follow this link to our Google Site where you can see the #ETCMobileL
conversation.
Activity 4: Minimester Online Courses
❏ Learning Activity Four: Minimester Online Courses
❏ After reading the chapter, visit the chapter’s Google Site to review in additional
minimester resources.
❏ Follow the Self-Reflection prompts to further explore the uses and impacts of accelerated
online courses, and discuss design elements on Twitter with your peers. Respond to at
least three Twitter posts in addition to your own contribution of experiences and design
techniques.
Rubrics
As learners progress through the chapter and complete the learning activities, rubrics are
used to assess learning. To access rubrics for the learning activities, visit the chapter’s Google
Site.

Readings
Required Readings
Accelerated Online Course. (2009). Retrieved from eLearning Services website
http://www.pgcconline.com/aboutOnlineLearning/acceleratedOnline.html
Hsu, Y., & Ching, Y. (2013). Mobile app design for teaching and learning: Educators’
experiences in an online graduate course. The International Review of Research in Open
and Distributed Learning, 14(4).
Lequerica, A. (2016, May 11). Harvard University will teach a MOOC in virtual reality. Class
Central. https://www.class-central.com/report/harvard-cs50-virtual-reality/
Mantas, C. (n.d.). Communities of Practice and Web 2.0.: Moving from the classical paradigm
to Virtual Communities of Practice. University of Leicester: Leicester, UK.
http://www.academia.edu/1658065/Virtual_communities_of_practice_and_WEB_2.0
Miller, A. (2011, December 5). Twelve ideas for teaching with QR codes. Edutopia.
https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller
Stevens, K. (2013, August 11). Teachers favored Web 2.0 tools. EdSurge News.
https://www.edsurge.com/news/2013-08-21-teachers-favored-web-2-0-tools
Optional/Suggested Readings
García-Peñalvo, F.J., & Conde. M.Á. (2015). The impact of a mobile personal learning
environment in different educational contexts. Universal Access in the Information Society,
14 (375). doi:10.1007/s10209-014-0366-z
Pappas, C. (2016, January 11). 6 mobile learning trends for 2016. eLearning Industry
https://elearningindustry.com/6-mobile-learning-trends-for-2016

Social Tagging Architecture: https://groups.diigo.com/group/etc655_nau_chapter3
Teaching Resources: Prezi Presentation
Chapter 3 Supplemental Resource: Google Site:
Chapter content visualization
This Tagul word art illustrates keywords that represent Web 2.0 technologies in PLE and ONLE.

References
2 billion consumers worldwide to get smartphones by 2016. (2014, December 11). Retrieved
from eMarketer website https://www.emarketer.com/Article/2-Billion-Consumers-Wo
rldwide-Smartphones-by-2016/1011694
6 Tips for Launching Successful Mobile Learning in Your District | Schoology. (n.d.). Retrieved
December 5, 2016 from: https://info.schoology.com/how-to-plan-mobile-
learning.html?utm_source=4 -
Mobile Learning eBook&utm_medium=email&utm_campaign=K-12 Nurture
forUSA&utm_content=Button&mkt_tok=3RkMMJWWfF9wsRojvajMZKXonjHpfsX56+
ksWKWxhYkz2EFye+LIHETpodcMScZmM6+TFAwTG5toziV8R7bFLc1jys0QXBfm
Ally, M. (2009). Mobile Learning: Transforming the Delivery of Education and Training.
Edmonton, Alberta: Athabasca University Press.
Brown, P. (2015, November 2). How to Transform Your Classroom With Augmented Reality
(EdSurge News). Retrieved from https://www.edsurge.com/news/2015-11-02-how-to-
transform-your-classroom-with-augmented-reality
Combs, N. (2014, December 2). 6 Easy Steps for Getting Started Using Free Plickers for
Assessment. Retrieved from http://www.emergingedtech.com/2014/12/getting-started-
using-free-plickers-for-assessment/
Cox, David (2015, Feb. 15). Twitter Tutorial For Beginners. Retrieved from:
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Chapter 4: Designs of PLE, ONLE, and the Linkage
Design Model
Melissa Tole and Michael Finley
Chapter Overview
In this chapter, we will learn about Personal Learning Environment, Open Network
Learning Environments, and the Linkage Design Model. Throughout this chapter you will take
the knowledge that you have gained and participate in several activities that will help to increase
your understanding.
This Tagul word art creates a visual piece of art that relates to the content this chapter.
The words Learn, Person, PLE, ONLE, Linkage, Create, and Line are the largest words
because they are the most relative to the main topics found in this chapter. As you read about
Linkage Design Mode you will begin to understand how it applies to a Personal Learning

Environment (PLE) and Open Network Learning Environment (ONLE). The words found in the
word art image connect to the main components of the chapter. You will discover the importance
of social networking and how to use various Web 2.0 tools to make an impact on your learning
in your own learning environment. Within the word art you will notice tools that can be used
within your ONLE and PLE, such as RSS, website, tags, infographic, and video.
Learning Objectives
● Learners will be able to define and distinguish
between a Personal Learning Environment
(PLE), Open Network Learning Environment
(ONLE), and the Linkage Design Model.
● Learners create their own Personal Learning
Environment on Symbaloo.
● Learners will link an RSS Feed to their PLE.
● Learners will create an infographic or other
information visualization.
● Learners will create a website.
● Learners will learn how to embed a PLE on a
website to create an ONLE.
Personal Learning Environment (PLE)
Just as digital cameras have disrupted the world of
photography, Web 2.0 Tools have disrupted the world of
online learning, providing learners with new tools for
collaboration, information sharing, information
remixing, and knowledge presentation. In recent years,
tools like YouTube, WordPress, Twitter, Snapchat, open
source textbooks, Prezi, and hundreds more have
become irrevocably part of a student’s online toolset.
With these tools comes a need for organization and that
is exactly what a personal learning environment aims to
do.
A personal learning environment is a digital
toolbox, a place where a person can collect and organize commonly accessed websites, RSS
feeds, community widgets, social networks, blogs used primarily to support student learning (See

Figure 4.1). While some consider a PLE a space, others like Ash (2013) describes it as “a
process that aims to visualize and organize the influx of information and resources that students
are confronted with daily.” Indeed, it can very likely be a process of selecting tools, replacing
tools, collecting source, etc.
Other benefits of the PLE include saved time searching the internet for various locations
and inputting usernames and passwords for these frequently checked resources and social sites.
Beyond a mere collection of websites, the personal learning environment provides the portal
through which online learners become “network” learners, a concept described in the following
section. Popular personal learning portals include iGoogle, Netvibes, Evernote, and
SymbalooEDU.
Watch this video to see an example of how to create a PLE on Symbaloo and answer the
embedded, critical questions: How to Create a PLE on Symbaloo
Figure 4.1
This is Michael Finley’s PLE spoke model. In this model, he categorized the learning
tools in the following way: creation tools, devices, networking, Google Drive, and
information. Note that the tools linked to each category are tools that support him in accessing

information (TedED, Google Scholar, Diigo), generating information (Prezi, Coggle, Google
Draw), and share information through social networks in a cognitive way (Twitter). The
networking tools and collaboration tools serve as “links” between the learner and community
of learners.
Open Network Learning Environment (ONLE)
An extension of the PLE, an Open Network Learning Environment is comprised of
networked learners who socially and collaboratively generate cognitive discourse and
representation. This means that learners write, discuss, create information visualizations, create
videos, and remix or mash up information sources. ONLE’s are based on online collaboration
and constructivist theories of learning. They maximize the use of open source materials and
Web 2.0 tools. Most importantly, an ONLE is generated by learners for learners. Although an
instructor may be an invited viewer and provide the impetus for its generation, students drive the
creation of, content, tool selection, and social
networks that link the ONLE together.
Rather than a space or place, an ONLE is a
concept made up of connections between users. For
instance, it may be initiated by users collaborating on
an open source textbook, linking that document to a
website, which is then shared on the World Wide
Web for other learners to consume. However, the
ONLE includes more than just that cognitive
collaboration on the work. It includes the social
networking tools used to discuss it and coordinate its completion, the tools used to generate
information visualizations for it, which are stored in each learner’s PLE’s and may also be shared
and made collaboratively.
Watch this video for an example of one way to create an ONLE and respond to the
embedded critical questions: Create an ONLE
Linkage Design Model
The Linkage Design Model supports ONLE’s and PLE’s. It is the glue that connects the
learners to the information, other learners, and to the world. Alex Miller (2016) described it best
by saying, “If compared to the metaphor of a house, the ONLE technology are all of the different
rooms of the house, the ONLE environment is the house itself, and the Open Network Linkage

Design Model is the system of floors, walls, and ceilings that keep the house in one piece.” In
his presentation to ICEM in 2010, Dr. Tu defined the linkages as those relating to the following
categories:
Customized Personal - This refers to the PLE, where the ONLE begins. In other words, it is
like creating a customized Webmix on Symbaloo, Netvibes, or iGoogle. Complete Activity One
for better understanding of this concept.
Portal Linkage - This refers to sharing a portal, which can be done by sharing the link to
your PLE with a fellow colleague or embedding a PLE on a website that will be shared with
colleagues. Complete Activity Two for better understanding of this concept.
Widget/Gadget/Embedded Script Linkage - This refers to embedding RSS feeds, widgets (a
miniature app with limited functionality) into a PLE or website that will aggregate information
from a variety of sources. Some common widgets include YouTube, weather, RSS Feeds, etc.
(Tu, 2010).
Social Tagging Linkage - This refers to using tagging architectures to socially share
resources on sites like de.li.cious or Diigo or YouTube. Tagging has also come to mean hashtags
(used on social media sites). For more understanding of this concept, complete Activity Five.
Social Network Linkage - This refers to the process of learners connecting on social
networks by “friending” or “following” each other. This is a voluntary and important process
that requires learners to engage in continuous and frequent interaction that is both social and
cognitive.
Mobile Apps Linkage - This refers to using the applications on a mobile device to support
ubiquitous learning. Many Web 2.0 tools have mobile apps that make sharing information easy.
For a greater understanding of this, complete activities 1 - 4 or participate in the interactive
questions embedded in the video link at the end of this section.
Information Visualization Linkage - This can refer to the sharing of infographics which can
be created either individually or collaboratively. For instance, some timeline makers, like
hstry.com, and chart creating tools, like Lucid Chart or Google Drawings or Coggle, allow for
collaborators to work on conceptual maps together, which utilizes online collaborative learning
theory. Furthermore, Information Visualization Linkage can refer the embedding or link sharing
of these products on a collaborative website, discussion board, or other learning product for the
purpose of clarifying an idea or assisting those with learning challenges. For more information
regarding Information Visualization Linkage complete Activities Three and Four.
Third party Linkage - This is the linkage that occurs behind the scenes. It involves the
connections made through other sites (Padlet, Wix, etc.)
Watch this video about how to embed an RSS Feed on a website and respond to the
embedded, critical questions: How to Embed an RSS Feed on a Website

Figure 4.2 This diagram of an ONLE was created by Mary Loder (2016).
Environment vs. System
An environment is an open, student-centered, flexible technology enriched space that
supports learning. Environments tend to be loosely structured and can change with the needs of
the learner. On the other hand, a system is a closed, teacher-controlled, inflexible technology
space that support learning. Systems are highly modular, linear in their delivery and changes
occur slowly.
To address the similarities, Davis (2016) and Pinner (2014) explained that “both offer
similar features, such as quiz, forms, and reports.” However, both attribute the collaborative
nature of the ONLE as the distinction between the two.

Self-Empowered Learning
Quantified self (also known as lifelogging) is when technology is incorporated into
acquiring data about a person’s daily life. This
can include food consumed, quality of
surrounding air, mood, blood oxygen levels,
performance, calories burned, steps taken, etc.
When we refer to the quantified self we are
talking about the technology use to track any
aspect of an individual's experience. When you
quantify yourself you are collecting data on
yourself.
Currently we have various fitness
trackers like a Fitbit.
It seems that the technology is moving in
the direction that perhaps a tracker could be
created that tracks a student's heart rate and
other biometric measures that could then give
an instructor feedback on the excitement and
interest levels during class in real time.
Finding a way to track learning is going to be
an invaluable resource.
Figure 4.3
This Venn diagram
illustrates some of the
similarities described by
Davis (2016) and Pinner
(2014) as well as main
differences.

Fitness trackers that are using data to quantify a person are also developing game aspects
for this data to motivate users to move more. Using this gamify idea and data collected to
measure learning could eventually be used to motivate students to stay more engaged in their
learning. Gaming has periodic rewards, ways to level up, receive badges or awards, and quests to
embark on. These concepts could be used to enhance and encourage learning through the data set
collected in quantified self.
Watch this video: The Quantified Self
●How do you see the education world using quantified self-data to enhance and push
learning to the next level?
●Post your answer on the Padlet and respond to 2 other people.
RSS Feed
Rich Site Summary or Really Simple
Syndication (RSS) is a real time feed from online
sources. From these feeds a learner can get real time
information and updates from the various sites they
want to get data or information. As a website
publishes content, the headings are pushed to the
RSS feed. This allows a user to see the headings and
choose what they want to read. Typically RSS feeds
come from new sites and blogs. Using this tool
allows users to get notifications from multiple
websites without logging into and visiting several
websites.
RSS feeds support learning because it allows
learners to stay in one place to gather large
quantities of information from a variety of sources.
Learners subscribe to the websites and journals they visit most often. As a result efficiency
improves by making it easier to access content. The learner can have these subscriptions
delivered to their PLE. The PLE is enhanced through providing automated updates of blogs, new
services, journals, discussion boards, and much more. Having all the information in one place
helps to keep the learner engaged anywhere anytime.
● Learn more about RSS by watching this video: RSS in Plain English
● Search your favorite sites and discover if they have RSS feeds.

● What are your favorite sites that have RSS feeds? How could these sites for your own
personal learning and your own PLE? How would they support your learning?
● Post your answer on this Padlet and respond to 2 other people.
Personalized Learning
Personalized learning is a customized learning experience created through instructional
strategies, technologies, and activities. Individual needs of a learner are the focus of personalized
learning; including the pace, space, tools, and sometimes the content. As technology continues to
change and become adaptive personalized learning becomes easier and easier. Personalized
learning helps educators meet the individual needs of their students. The technology that is being
developed helps to differentiate the learning for each student in a classroom.
Personalized learning can be enhanced through the creation of PLEs. As a learner we can
create an environment that best meets our learning needs, thus personalizing our learning. In a
PLE we can organize and engage with formal and informal learning tools and spaces. When
learning is personalized the learner is able to choose how to interact with content through
authentic activities designed for learning.
● For more information on Personalize Learning watch this video: What is Personalized
Learning?
● For more information on Personal Learning Environments watch this video: Personal
Learning Environment (PLE)

Personalized Learning Personal Learning Environment (PLE)
●Type of Learning
●Determined by the learner
●Technology based
●Changeable
●Formal & Informal learning
●An Environment
●Personalized by the learner
●A tool to organize your learning
Personalized learning and Personal Learning Environment are similar but different.
Personalized learning is designed for the individual needs of the learner, also referred to
differentiated learning. A PLE is the technology that a learner used access the personalized
learning.
● Watch these video: RSA Animate: Changing Education Paradigms & Bring on the
Learning Revolution
● After watching this video how are you inspired to personalize learning for your students
and their talents? How can personalized learning revolutionize Learning?
● Post your answers on this Padlet and respond to 2 other people.
Adaptive Technologies
Adaptive technologies are software and online platforms that adjust to individual students’
needs as they learn. These technologies customize the learning experience for each learner. A
one-size fits all does not meet the needs of all students. As a result adaptive technologies are
being developed. Adaptive technologies are one pathway for meeting the individual learning
needs of students. Adaptive technology is the tool that makes personalize learning possible.
These technologies allow for large scale implementation across large groups of people PLEs can
be used to access the tools of adaptive learning technology. Personal learning, PLEs, and
adaptive learning work together to enhance the learning of individual.
Question:
●What adaptive technologies do you know about? How effective are they? What would
you change about them?
●Post your answers on this Padlet and respond to 2 other people.

Conclusion/Discussion
1. How do you see yourself using PLE and ONLE to support your own personal learning?
2. In your own words define PLE, ONLE, and Linkage Design Model.
3. How does the Linkage Design Model support PLEs and ONLEs?

Learning activities/assignments
Activity 1: Create a Personal Portal
For this activity, you will create a Personal Portal on Symbaloo. This assignment contains
two linkage practices: 1) customized personal portal creation; 2) mobile apps linkage; 3) third
party linkage
Symbaloo
❏ If you wish to, review the video to learn how to create a Symbaloo PLE.
❏ Go to www.symbalooedu.com and create a login.
❏ Customize your dashboard by deleting tiles you don’t want and adding tiles you do want.
❏ Add at least 1 productivity tool (i.e., a tile for Lucid Charts, Google Slides, etc.).
❏ Add at least 1 social network link (i.e., a tile for Instagram, Twitter, Snapchat, etc.).
❏ Add at least 1 information tool (i.e., a library database site, YouTube, TedEd, etc.).
❏ Add at least 1 personal favorite website, picture gallery, etc. (i.e., ESPN, a picture of your
dog, etc.).
❏ Take a screenshot or use the snipping tool to capture a picture of your finished PLE.
❏ Post the picture of your PLE to this Padlet. Comment on two other screenshots.
Assignment 1 Target (8-10 points)
Proficient (7-5
points)
Needs Work (0-4
points)
Personal Learning
Environment
Created
The PLE has been created
with all required elements:
productivity, social
network, information, and
personal favorite website
The PLE may be
missing one
required element
Little or no attempt
was made to modify
the Webmix from
original settings.
Mobile Apps
Linkage
The picture successfully
posted and the user
commented on other
learners’ PLE’s.
The use
successfully
posted the
picture, but did
not engage in
communication
with other
learners.
Either the linkage
was unsuccessful or
no effort was placed
into sharing the
picture on Padlet.

Activity 2: Customization of PLE and RSS feed
For this activity, you will create customize a personal portal and link an RSS. This activity
utilizes RSS linkage.
1. Watch this video about how to link an RSS Feed to your Symbaloo PLE.
2. Change the background and customize your groups by changing labels, colors, etc.
3. Add an RSS Feed. An RSS Feed can be linked by using an RSS Feed URL.
Frequently, these are just a copy of the URL with an ending of /rss or /feed or /rss.feed.
Look up your favorite blogs, websites and look for the RSS symbol. If you don’t know where
the RSS feed is, you can often Google how to create an RSS feed for your favorite website. If
you don’t know of one to add, you can use the rss feed for this chapter’s Diigo group. Just copy
and paste the URL below:
https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-and-
onle/rss/2957745/4b8e7fa0631e4d52129132600028bcc2
4. When you are finished, use the snipping tool to screen shot the RSS feed and draw
arrows to the RSS feed and one customized choice.
5. Post the picture of your PLE to this Padlet. Comment on 2 other screenshots.
Assignment 2 Target (8-10 points) Proficient (7-5 points)
Needs Work (0-4
points)
Customized
Personal
Learning
Environment
The PLE has been
created with all
required elements: an
RSS feed has been
added and at least one
customization has been
made.
The PLE may be
missing one required
element
Little or no attempt
was made to
modify the
Webmix from
original settings.
Mobile
Apps Linkage
The picture
successfully posted and
the user commented on
other learners’ PLE’s.
The use successfully
posted the picture, but
did not engage in
communication with
other learners.
Either the linkage
was unsuccessful
or no effort was
placed into sharing
the picture on
Padlet.

Activity 3: Create an Infographic Using Canva.com
This activity uses ‘infovisualization’ linkage and social tagging linkage.
1. Create an account with canva.com. (This site is free. There are pay options, but are not
needed for this assignment.)
2. Watch this Canva Tutorial.
3. Create an infographic to represent your understanding of Linkage Design Model.
4. Bookmark your infographic in Diigo Group. Add tags ETC655, Chapter 4, ONLE, PLE
Designs. That will help your classmates easily locate your infographic to enhance their
learning.
5. Share your infographic assignment on the website you create in activity four.
Activity 4: Create a Website and Embed in Your PLE
Creating a website is just one way you can create links join an ONLE. In this activity, we
are practicing using a Web 2.0 Tool that will support the Linkage Design Model.
1. Go to Wix.com
2. Watch this video that explains the overview of Wix.com tutorial.
3. Choose a theme and a change the title to include your name.
4. Add an image box and upload the image of your infographic to it.
5. Now watch this video to learn how to embed your PLE on the website:
https://youtu.be/KL9HXIK1clk
❏ From Symbaloo, click share.
❏ Change settings to private.
❏ Click share my webmix.
❏ Copy and paste the embed code into an embed code html box on the website.
6. Watch this video that explains how to get feedback on your Wix Website.
7. Share the website link to this Padlet.
*** Note, it does not need to be published to be shared. Comment on 2 other screenshots.

Assignment
3 and 4
Target (8-10 points) Proficient (7-5 points)
Needs Work (0-4
points)
Created a
website
The PLE has been
created with all required
elements: infographic,
theme, name, and PLE
The PLE may be
missing one required
links
Little or no
attempt was made to
link Infoviz or PLE
Mobile Apps
Linkage
The picture of the
infographic, the PLE
and web link
successfully posted to
Padlet, and the user
commented on other
learners’ websites.
The use
successfully posted the
link, but did not
engage in
communication with
other learners.
Either the
linkage was
unsuccessful or no
effort was placed into
sharing the website
link to the Padlet
Infographic
The infographic
indicates a working
knowledge of
canva.com, and proof
that more than one
feature was used.
The infographic
indicates a basic
knowledge of
canva.com.
Little or no
effort was made to
create an infographic.
Knowledge/
Concepts
The infographic
shows understanding of
Linkage Design Model.
The graphic shows
connections when it is
appropriate to do so.
The infographic
shows basic
knowledge of Linkage
Design Model.
The infographic
shows little or no
understanding of
Linkage Design
Model.
Social
Tagging
The infographic is
bookmarked with
appropriate tags in the
Diigo Group and shared
with the instructor.
The infographic
was shared with the
instructor, but not with
the Diigo Group for
others to access.
Little or no
effort is done to share
the infographic with
others.

Readings:
Required readings
❏ Concepts of PLE & ONLE
❏ Gaming the Quantified Self
❏ The Fifty Best Web 2.0 Applications for Education in 2016
Optional/Suggested readings
❏ 25 of the Best RSS Feeds for Educators
❏ Seven Things You Should Know About… Personal Learning Environments
❏ Classroom Collaboration Using Social Bookmarking Service Diigo
Social Tagging: https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-and-onle
Teaching Resources: Chapter 4 Prezi

Web 2.0 Tools
 Tagul
 Google
 Netvibes
 Evernote
 SymbalooEDU
 Diigo
 YouTube
 hstry.com
 Lucid Chart
 Google Drawings
 Coggle
 Padlet
 Edpuzzle
 Canva

References
Arvan, L. (2009). Dis-integrating the LMS. EDUCAUSE Quarterly Magazine 32 (2). Retrieved
from: http://er.educause.edu/articles/2009/7/disintegrating-the-lms
Ash, K. (2016, April 30). 'Personal learning environments' focus on the individual. Retrieved
from http://www.edweek.org/ew/articles/2013/05/22/32el-personallearning.h32.html
Bates, T. (2015). What is a learning environment? Retrieved from
https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-learning-environment/
Bray, B. & McClaskey, K. (2014). Personalize your learning environment. Retrieved from
https://www.iste.org/explore/ArticleDetail?articleid=11
C. (2016, April 14). Personal Learning Environment (PLE). Retrieved December 06, 2016, from
https://www.youtube.com/watch?v=vlJjvqKlQac
E. (2016, April 04). What Is Personalized Learning? Retrieved December 06, 2016, from
https://www.youtube.com/watch?v=6oLNLCO0vfI
Gaming the Quantified Self | Whitson | Surveillance & Society. (n.d.). Retrieved December 04,
2016, from http://ojs.library.queensu.ca/index.php/surveillance-and-
society/article/view/gaming
Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A Study on Using Learning Management
System with Mobile App. In 2015 International Symposium on Educational Technology
(ISET). 168-172. Retrieved from
http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report:
2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved
from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf
Keppell, Mike (2014). Personalised Learning Strategies for Higher Education. Australian Digital
Futures Institute. Retrieved online at:
https://eprints.usq.edu.au/25679/1/Keppell_2014.pdf.
L. (2007, April 23). RSS in Plain English. Retrieved December 06, 2016, from
https://www.youtube.com/watch?v=0klgLsSxGsU
Loder, M. (2016). Onle & online strategies [Chart]. In ETC655 Nabble Discussion Board Fall
2016. Retrieved from http://etc655-discussion-board-fall-
2016.2360883.n4.nabble.com/L7-KEY-1-ONLE-Teaching-td660.html
Loder, M. (2016). Onle model [Chart]. In ETC655 Nabble Discussion Board Fall 2016.
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KEY-1-Open-Network-Linkage-Design-Model-td617.html
Miller, A. (2016). L5-Key-1-open network linkage design model. Retrieved from http://etc655-
discussion-board-fall-2016.2360883.n4.nabble.com/L5-KEY-1-Open-Network-Linkage-
Design-Model-td617.html
Mott, J. (2010). Envisioning the Post-LMS Era: The Open Learning Network. EDUCAUSE
Quarterly, 33(1), Retrieved from
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eric&AN=EJ890469&site=ehost-live&scope=site
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Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from
https://prezi.com/e-ueht3zr6mh/linkage-design-model/
Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0
learning environment. ABC-CLIO. Santa Barbara, CA.
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http://www.ted.com/talks/gary_wolf_the_quantified_self?language=en

Chapter 5: Development & Practices/Teaching for
ONLE
Daniel Cradic, JoAnn Lara, & Sharrie Lommen
Chapter Overview
Chapter five builds upon the concepts, methods, and instructional strategies of ONLEs
and PLEs discussed in the previous chapters. This chapter provides learners with the practical
knowledge and applied skills to begin designing learning environments that are collaborative and
interactive. The demonstrative examples of learning environments presented in this chapter can
be applied to both personal learning and larger online communities of learning. This integration
of learning environments is essential to the collaborative nature of global digital citizenship and
the continual learning necessary for digital lifelong learning.
Throughout this book, we have been actively involved in learning about integrating a
variety of different Web 2.0 tools in open network learning environments and for our personal
learning environments. One important way to support learners of all types is through visual
representation. Information visualization or InfoViz allows users to see, process, and understand
content. It can be used to manipulate data, identify patterns, and to simplify complex

information.
The word cloud displayed above contains a variety of words that identify what open
network learning environments and personal learning environments use. Each circle represents
instructional strategies that can be used to support ONLEs. As you can see each circle
highlights different words and allows each individual learner to process the meaning of the
words in their own way.
Word clouds can be used to support the learning and development of users. They provide
users with unique opportunities to analyze, design, develop, and implement solutions in an easy
to follow format. Incorporating word clouds into your class assignments can support reading,
writing, collaboration, assessment, and reflection.
Learning Objectives
● Learners will understand the unique characteristics of teaching in ONLE environment
● Learners will gain insight into the advantages applying Web 2.0 tools for PLE and ONLE
implementation
● Learners will design and create platforms for supporting online learning through online
portal linkages that integrates tools that emphasize web-based applications, collaboration,
and user-generated content.
Teaching with ONLEs and PLEs
Historically in education the teacher has been in charge; in charge of the curriculum, the
content of the lessons, the desired outcome, and the direction that they wish students to take.
The invention of the personal computer along with the creation of the internet and subsequent

technologies has changed all of that. Today education and learning can take place anytime or
anywhere in the world as long as there is an internet connection. The role of education has
changed and so has the role of the teacher.
ONLE, Open Network Learning Environments, and PLE, Personal Learning
Environments, are platforms that becoming more prevalent in education today. PLEs and
ONLEs are environments that encourage learners to take control and manage their learning
through various web 2.0 tools. Through the use of PLEs and ONLEs, learners are able to set
learning goals and manage the content and the process of learning that best fits their learning
style helping them become successful learners. These learning environments encourage students
to apply the learning they have gained through personal experiences to enhance their formal
learning. PLEs allow students to generate their own tools that assist them in their academic
learning. It is through the use of PLE and ONLEs that individuals can access numerous web
locations from one site.
Along with strengths, there are of course weaknesses with ONLEs. Many schools and
institutions of higher education (IHE) utilize a Learning Management System (LMS). A
particular prominent LMS is BlackBoard Learn. The systems provide a defined and structured
environment for faculty to distribute learning materials, track grades and participation, and
conduct other instructional administration tasks. The nature of the ONLE emphasizes learner
over administrative tasks. However, this does come with a trade-off, as an ONLE is not as
structured as a LMS. ONLEs are also unfamiliar to many, and a learning curve may be called for
with some users.
ONLE focuses on collaboration, connectivity, and the use of a wide array of technologies
to deliver content and instruction. The technologies used in ONLE instructional strategies
include the use and application of Web 2.0 tools such as aggregators, remixing, social content
sharing, and user-generated content. Along with technologies, ONLE strategies include
approaches such as Connectivism and community-community interaction. ONLE teaching does
have its challenges. Digital equity is among them. Do students have the access to participate in
ONLE teaching? What about digital literacy? A longer learning curve may be necessary for
ONLE teaching. Teachers applying ONLE strategies may also face concern from school
administrators and districts who are leery of utilizing systems and technologies not specifically
tied and connected to their systems.

Opportunities
There are a number of opportunities that an ONLE presents. These open systems can be used to
increase digital life-long learning and global digital citizenship. An ONLE can be utilized to
create learning communities across distances, schools, and even semesters.
Threats
One particular threat that an ONLE may face is from the very schools and institutes of
higher learning (IHE) that could very well benefit from an ONLE. Given the scope of liability of
public perception, schools and IHEs may feel weary of networks and systems not directly under
their control. Another potential threat may come from inaccurate or malicious editing. An ONLE
can provide a wealth of materials and open education resources. However, given the open nature
of an ONLE, there is the potential for unintentional or malicious harm from users.
An ONLE can utilize discussion boards to facilitate and archive communication amongst
members. The two more prominent formats of boards are threaded and flat. Each board format
has its own advantages and may take on unique characteristics. For many threaded boards help to
effectively organize the many ideas and thoughts that may otherwise be more difficult to connect
with a flat board. Threaded boards offer linear conversations between the original poster and
those that reply. However, threaded replies may go unnoticed if other individuals only focus on
original postings. However, the flat approach ensures that all posts are seen. Moving towards
other formats of boards may be difficult for many learners. The primary advantage of flat boards
is the ability to be more compatible with mobile technology. Flat boards also include abilities
that threaded boards do not, such as the addition of avatar icons, tags, and use of visual elements
such as pictures, figures, and diagrams. Regardless of which choice to use, as a modular and
open environment, an ONLE can take advantage of whichever format of board works well with
them.
Third Party Tools
Third Party tools can enhance the
capabilities of an ONLE. The network learning
environment utilizes linkages between third party
tools such as Web 2.0 tools to provide content and
enhance collaboration among users.
The suite of Google Apps is an increasingly popular and effective collection of web based
applications that can be linked to an ONLE. Google Docs is a collaborative tool that offers a

space for user generated content to be created and edited by multiple users in real-time. Google
Plus is another collaborative tool that
allows users to search for communities
that may interest them or create their own
community with specific focuses, similar
to an Online Community of Practice.
Diigo is another web based application
that can be utilized to provide a wealth of
resources and archived content within an
ONLE. This tool allows users to create
bookmarks, highlight specific sections of
web pages, and create tags. This social
tagging architecture allows multiple
users within an ONLE to quickly search
and access content previously tagged by other users.
Wearable Technology
The Educause Learning Initiative (2013) makes the distinction clear: “an Internet-
connected smart watch or pair of running shoes with sensors in them are ‘wearable technology,’
whereas a smartphone or a tablet is simply ‘mobile’” (para. 5). Wearable technology is used by
many to track personal data with devices like the Fitbit and the Apple iWatch. While personal
usage is great the potential of wearable technology in the classroom is even greater.
With wearable technology teachers would have the ability to differentiate curriculum for
students in their classrooms. Students could use devices like the Oculus Rift (a virtual reality
device) to “travel” to other places to learn languages, take virtual field trips or to conduct
research. Textbooks or class materials could be accessed online, allowing for differentiation and
student engagement. Students and teachers would be able to collaborate from anywhere to create
projects or share information.
Student records, class progress, search patterns, reading patterns, test scores could all be
accessed using wearable technology. Students who move from school to school would have
their records with them, instead of the new school having to wait days or weeks to get the
information.
There are concerns along with the excitement of this developing technology. Student privacy

laws and concerns are a major one. Also the training of teachers. There is a sharp learning curve
for teachers when faced with new technology and how to use it in the classroom. Teachers need
to have the skills and comfort level to use
technology effectively. Professional
developments, workshops and time to learn
would have to be available to make this an
effective process.
Formal and Informal Learning
Formal and informal learning in lifelong learning - Digital lifelong learning can be
achieved through formal and informal learning. Given the mobile capability of today’s
technologies we have a desire to learn about many different things, both in and out of the
classroom. Many informal experiences can take place within an ONLE. Through an ONLE a
blend of formal and informal learning occurs as learning comes from interacting with peers as
well as content. The OER materials of an ONLE are an effective and valuable blend of formal
and informal learning. While such materials may not be published by the big publishing houses,
they nonetheless have the potential for providing a wealth of information passed on from learner
to learner. This community-community interaction is significant whether introduced in formal or
informal learning.

Conclusion
Open Network Learning Environments (ONLE) and Personal Learning Environments
(PLE) are the direction that education is taking. Students are being asked, or allowed to take
control of their learning, formally and informally. As teachers our role in the classroom, virtual,
online or face to face is changing. We need to acknowledge this and change our mindset if we
are to be effective in the classroom. Learning to use ONLE and PLEs is one step on this journey
that we have undertaken. Teachers will always be needed by students, just in different ways and
on different platforms.

Learning activities/assignment
Activity 1: Google Docs
Google Docs is a Web2.0 application that is more than just a word processor. Docs can
act as a collaborative tool where multiple users can type and edit a document all in real-time.
This makes Doc a valuable tool for an ONLE where user-generated content is emphasized. Let’s
go beyond creating a simple document. Let’s strengthen the capabilities of our Google Docs and
share them with those in the community.
Adding an add-on to your Google Doc. A wealth of add-ons are provided for Docs. These
tools and resources can be implemented to add such capabilities as real-time collaboration
among users. Watch this quick video on how to insert an add-on into a Google Doc:
https://www.youtube.com/watch?v=lZqX6ocwHWU
Select the Education category in Add-Ons. What add-ons would be useful to a PLE or
ONLE? How can Add-Ons allow for greater real-time collaboration?
Figure 5.1 - Example of a Google Add-Ons. Users can research and integrate third-party
add-ons for Google Docs.

2. Publish your Google Doc
A significant component of Web 2.0 tools and ONLEs is user generated content. Docs allows
students to easily share their work with those in as class and the greater community. We can also
link to social media such as Facebook or to Google Plus.
Figure 1.2 - Example of a process for publish a Google Doc. Users can publish Google Docs to
the web using a link or embedding within another page. Publishing can also be completed
through Web 2.0 tools.
Activity 2: iGoogle Portal
Create your own PLE using iGoogle Portal

❏ Watch this video from Nicole Michel on how she uses her PLE on iGoogle Portal
PLN on iGoogle Portal
❏ Explore iGoogle Portal to set up your own pages and tabs
Figure 5.2 - Example of a iGoogle Portal Home Page.

Figure 5.3. Example of an iGoogle Portal personal Page

Figure 5.4. Example of an iGoogle Portal Social Following.
❏ Create your own iGoogle Portal to suit your interests and needs. Create at least 2 other
tabs besides the home tab.
❏ Add at least 4 gadgets to each new tab.
iGoogle Portal Assessment
Activity 3: Google Plus
Create your own social media page using Google+
❏ Go to https://plus.google.com/ and create your own Google+
account (sign in using your
Gmail account)
❏ Create your own home page that reflects your interests

5.5. Example of a Google+
Home Page.
Communities Page.

People I Follow Page.
● Do a search to discover different communities that you would like to join and create a
communities member page
● Do a search for people that you know and create a people page, or add people to different
circles on your people page
● Google+
Assessment

Readings:
Required readings:
Dowdy, M. & Martindale, T. (2010). Personal learning environments. In G. Veletsianos (Ed.),
Emerging technologies in distance education. (pp. 177-193). Alberta, CA: AU Press.
Mott, J. (2010). Envisioning the post-LMS era: The open learning network. Retrieved from
http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0
learning environment. ABC-CLIO. Santa Barbara, CA.
Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from
https://sites.google.com/site/etcnle/ple-nle-instructional-strategies
Optional/Suggested readings:
Tu, C., Blocher, M., & Gallagher, L. (2010). Asynchronous network discussions as
organizational scaffold learning: threaded vs. flat-structured discussion boards. Journal of
Educational Technology Development and Exchange, 3(1), 43-56.
Network learning resources
● https://www.diigo.com/user/etc655chapter5
Teaching resources
● How to set up Nabble
● Prezi
Discussion Forum
● Nabble

References
Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. The
International Review Of Research In Open And Distributed Learning, 12(3), 80.
http://dx.doi.org/10.19173/irrodl.v12i3.890
Attwell, G. (2007). The social impact of personal learning environments. Pontydysgu bridge to
learning. Retrieved from http://www.pontydysgu.org/2007/11/the-social-impact-of-
personal-learning-environments/
Avella, J. T., Kebritchi, M., Nunn, S. G., & Kanai, T. (2016). Learning analytics methods,
benefits, and challenges in
higher education: A systematic literature review. Online Learning, 20(2), 13-29.
Casey, G. & Evans, T. (2011). Designing for learning: Online social networks as a classroom
environment. Retrieved from
Clare, J. (2015). The Difference in cooperative learning & collaborative learning. Retrieved from
http://www.teacherswithapps.com/the-differences-in-cooperative-learning-collaborative-
learning/
Figlei, M. (2016)."Fun with words: Boost reading engagement with word clouds." Concordia
Portland Online. http://education.cu-portland.edu/blog/news/word-clouds-reading-
engagement
Fugle, M. (2015). Fun with words: Boost reading engagement with word clouds. Concordia
Portland Online. Retrieved from http://education.cu-portland.edu/blog/news/word-
clouds-reading-engagement/
Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A study on using learning management
system with mobile app. In 2015 International Symposium on Educational Technology
(ISET) (pp. 168-172). Retrieved from
http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report:
2015 Higher Education Edition. Austin, Texas: The New Media Consortium.
Morrison, D.(2013). "How to create a personal learning environment to stay relevant in
2013. "Online Learning Insights. 18 Nov. 2014..Retrieved from
https://onlinelearninginsights.wordpress.com/2013/01/05/how-to-create-a-
personal-learning-environment-to-stay-relevant-in-2013/

Mott, J. (2010). Envisioning the Post-LMS Era: The open learning network. EDUCAUSE
Quarterly, 33(1), Retrieved from
http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=eric&AN=EJ890469&site=ehost-live&scope=site
Resource-based learning; What is it?. (2016). Edu.pe.ca. Retrieved, from
http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx
Ribeiro, J. (2015). Wearable technology and the future of education. The Learning Bird Ednest.
Retrieved from https://blog.learningbird.com/wearable-technology-and-the-future-of-
education/
Schiffer, B. (2013). What is the difference between xMOOCs and cMOOCs?
Retrieved from http://blogs.onlineeducation.touro.edu/distinguishing-between-cmoocs-
and-xmoocs/
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning (1st ed.).
Edgbaston, Birmingham: Computers & Education 34 (2000) 177±193. Retrieved from
http://www.ingedewaard.net/papers/mobile/2000_Design_PersonalMobileTechnologies_f
or_LifeLongLearning_MikeSharples.pdf
Straley, C. (2016). Using-word-clouds-support-learning-development. Retrieved from
https://elearningindustry.com/using-word-clouds-support-learning-development
Stricklan, J. (2008). How google docs works. Retrieved from
http://computer.howstuffworks.com/internet/basics/google-docs1.htm
Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from
https://sites.google.com/site/etcnle/ple-nle-instructional-strategies
Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from
https://prezi.com/e-ueht3zr6mh/linkage-design-model/
Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of
personal learning environments & open network learning environments. Techtrends, 56(3),
13-19. Retrieved from http://dx.doi.org/10.1007/s11528-012-0571-7
Tumelty, S. (2015). 5 Ways to Use Word Clouds in the Classroom. Edudemic Connecting
Education And Technology.

Chapter 6: Conclusions and Wrap Up
Hoda Harati and Qi Liu
How to use this book as learners?
This book is a guide for the educational technology students and learners who would like to
adapt their learning based on the latest technological advancements. This guide helps the learners
to create their own PLE, know about the theory of the 21th
century, Web 2.0 technology, ONLE,
data visualization, application of different digital tools in personalized learning, wearable
technology, adaptive technology, linkage design, and open education, to name a few. There are
plenty of resources that help the learners internalized each concepts and evaluation her or himself
through various interactive and interesting activities provided at the end of each chapter.
How to use this book as educators?
As an educator, this guide would provide you with plenty of hot technological issues. It is a best
source that you can use as the teaching materials, curriculum and instructional design guide, and
online class management strategy. This is the ABC steps which is designed in a simple language
for different technological savvy people.
Conclusion
Over the past decades, our world and expectations have changed dramatically. The
learning skills, we as lifelong learners need to succeed are significantly different today from
what we had 10 years ago. To prepare our learners for success in the future, we need to rethink
learning and take advantage of all of the resources available to us. One important step in
transforming education is ensuring learners are ready to embrace and use technology. We have to
learn to apply online technology and online learning strategies to our lifelong learning, not
merely as a tool, a resource, or an add-on, but as an essential element in the process of teaching
and learning. It is the Digital Learning Era now!
As the editor, we hope that this book would entice you to use new and innovative ways of
teaching or learning in your life. We hope that this eBook would encourage you to reflect on
your current state of education and explore the world of possibility using new strategies and
technologies with regards to technology in education.

Glossary
Chapter One:
Personal Learning Environment: A fixed space online that collates many Web 2.0, bookmarks
and access points into one convenient online dashboard.
Open Educational Resources: Materials used for educational purposes that have a Creative
Commons license or are present in the public domain.
Open Network Learning Environment: Is a digital environment that allows learners to
participate in learning, networking and organization endeavors that us Web 2.0 tools to design
and implement a transparent and public experience.
Web 2.0 Tool: Is a second generation of Internet functionality that focuses on user collaboration,
sharing of user generated content and social networking.
Constructivism: The teacher is the facilitator and the students interact with each other to learn
and understand the concept.
Connectivism: the theory that learning is an active process in which learners construct new ideas
or concepts based upon their current/past knowledge.
Similar to constructivism except it makes connections by networking and using a variety of
resources to learn. Similar to constructivism except it makes connections by networking and
using a variety of resources to learn.
Chapter Two
Aggregator: A web site or computer program that aggregates a specific topic or information
from multiple online sources. An aggregator groups together similar pieces of information based
on their characteristics.
Data Visualization: Representation of data by placing it in a visual context. Data visualization
take abstract concepts and puts them into a visual representation.
Mobile Learning: Learning is education via the Internet or network using personal mobile
devices, such as tablets and smartphones to obtain learning materials through mobile apps.
Mobile learning allows students to access educational data from virtually anywhere at any time.

Network: A specific group of individuals that share common interests. In an educational setting
these networks can be created through shared knowledge and collaboration. Web 2.0 applications
such as social networking, blogs, and wiki’s help establish these networks of learning.
Online Learning Community: Is a public or private destination on the internet that address the
learning needs of its members by facilitating peer-to-peer learning, collaboration and assessment.
Open Educational Resources: Are freely accessible, openly licensed resources, media, and
software that are useful for teaching, learning, and research.
Open Education: Academic practices and implementation of learning environments that stretch
beyond the traditional classroom. Open education removes boundaries and creates a flexible
learning atmosphere that develops and integrates open educational resources.
Social Annotation: Annotation of web pages and resources. Social annotation allows multiple
users to interact via specialized collaborative software that allows users to leave comments on
web pages and web resources to highlight ideas, content and give direction.
Chapter Three
Augmented Reality: Augmented reality is the superimposition of digital or virtual elements
over the actual environment. Using mobile devices, users can access the enhanced reality of
augmented reality.
Course Mapping: A visual tool representing the organization and structure during the design
and/or redesign of a course
Minimester Course: An accelerated, intensive course that may be offered between one to eight
weeks.
QR Codes: QR codes are two-dimensional barcodes that can be used to convey large quantities
of information. Users access the information using QR code readers via mobile devices.
Virtual Reality: Virtual reality is a fully immersive, entirely synthetic environment. A user of
virtual reality should not have any awareness of reality outside of the virtual environment.

Chapter Four
Social Tagging: keywords generated by internet users on a platform that are used to describe
and categorize an object, concept, or idea.
Really Simple Syndication or Rich Site Summary (RSS): Uses a family of standard web feed
format to publish frequently updated information: blogs, journals, news, audio, video, etc.
Personal Learning Environments (PLE): Systems that help learners take control of and
manage their own learning.
Open Network Learning Environment (ONLE): personalized, communicative, interactive,
and collaborative network of learners in a digital environment. It is a network created by teachers
and students as an extension of personal learning environments, whereby students share their
self-generated infographics, documents, websites, research, etc. with one another in order to
generate new knowledge (Tu, 2014, p. 18). It involves social tagging, social networking,
cognitive sharing via social tagging, and sharing of networked sources via RSS feeds and other
widgets (Tu, 2014, p. 18).
Linkage: A connection or relationship between two or more things.
Adaptive Technologies: Software and online platforms that adjust to individual students’ needs
as they learn.
Chapter Five
Personal Learning Environment (PLE): A collection of digital tools and resources that allows
individual learners to control their learning interface by supporting the integration of multiple
tools and resources with an emphasis on Web 2.0 applications.
Learning Management System (LMS): A closed-system learning environment that provides a
structured system for administrative tasks of instruction.
Threaded Discussion Board Format: Discussion postings are displayed in a threaded or parent-
child text-based structure.
Flat Discussion Board Format: Discussion postings are displayed in a chronological order

within a single level as opposed to a threaded reply structure.
Wearable Technology: Devices that are worn on the body; watch, bracelet, necklaces, shoes,
backpack

2016-Fall-Creating Technology Learning Environment

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