This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Personalised Learning; an answer to some of the educator’s COVID19 frustrationsCraig Hansen
With the sudden onset of COVID19, many schools and their teachers were forced to create
online classrooms, equip students and teachers with devices and quickly train both academic
and non-academic staff in digital citizenship, including online safety. For some, the transition
to teaching online for the entire day was smooth despite increased preparation time. For others,
it was and continues to be a nightmare (Kim et al., 2021) due to a lack of administrative
leadership, training, and resourcing.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Personalised Learning; an answer to some of the educator’s COVID19 frustrationsCraig Hansen
With the sudden onset of COVID19, many schools and their teachers were forced to create
online classrooms, equip students and teachers with devices and quickly train both academic
and non-academic staff in digital citizenship, including online safety. For some, the transition
to teaching online for the entire day was smooth despite increased preparation time. For others,
it was and continues to be a nightmare (Kim et al., 2021) due to a lack of administrative
leadership, training, and resourcing.
Scholarly discussions in response to 'alternative education and finding someo...Craig Hansen
Alternative education provides learners, teachers, schools, and communities with disengaged young people with a rare opportunity to rethink, reimagine and reform the way that learners can own and manage the ecosystem that leads to their success (context, process, time, and people - including themselves at the center). When educators make curriculum decisions it is beneficial to have a guiding set of pillars, as Tipu Whare does, to ensure the time and funding available is directed towards learning experiences that support the pillars of belonging, mastery, independence, and generosity. When schools and communities appoint teachers to work with disengaged young people, the educators must be passionate individuals who have a history of being crazy about their students, willing to be engaging and committed to a student-first perspective. This is not an easy path, but as demonstrated by Nga Tamaiti Rangatira (Children of Chiefs) it is a worthwhile endeavor.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Scholarly discussions in response to 'alternative education and finding someo...Craig Hansen
Alternative education provides learners, teachers, schools, and communities with disengaged young people with a rare opportunity to rethink, reimagine and reform the way that learners can own and manage the ecosystem that leads to their success (context, process, time, and people - including themselves at the center). When educators make curriculum decisions it is beneficial to have a guiding set of pillars, as Tipu Whare does, to ensure the time and funding available is directed towards learning experiences that support the pillars of belonging, mastery, independence, and generosity. When schools and communities appoint teachers to work with disengaged young people, the educators must be passionate individuals who have a history of being crazy about their students, willing to be engaging and committed to a student-first perspective. This is not an easy path, but as demonstrated by Nga Tamaiti Rangatira (Children of Chiefs) it is a worthwhile endeavor.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. BUILDING PERSONAL LEARNING ENVIRONMENTS for STUDENTS WITH SPECIAL NEEDs: LEVERAGING WEB BASED APPLICATIONS to ENCOURAGE SELF-DIRECTED and MOTIVATED LEARNERS By: Sharon A. Shaffer Bgsu,2011 Master of education: Learning Design Building Personal Learning Environments for Special Needs Students
2. Part One of the Problem Technology and social networking sites are offering more choices for individualizing curriculum and learning. The challenge is developing a strategy to combine the individual needs and goals of the special needs students with technology and social networking sites to create a personal learning environment (PLE).
3. Another side to the problem Another aspect of this challenge is to encourage educators to embrace the addition of technology and social networking in their classrooms.
4. Part Three of the Problem The third aspect of this challenge is that students have very little voice in the choices of activities, methods or instruction that is used for them. They are often reluctant learners faced with disabilities and challenges due to their conditions.
5. Introduction: Context of Problem Educators know some students struggle with content, curriculum, the delivery techniques of teachers, their own ability, the level of the learning platform, suffer from comprehension difficulties, distraction and attention issues and so much more.
6. Statement of Problem The problem of this study is to create two networked personal learning environments, one each for two different students, to better understand if using PLEs for special needs students can benefit both the student and the teacher(s) involved.
7. Significance of Study There are approximately 280,760 students with disabilities enrolled in Ohio public schools. (ODE, 2011, Data) ) Depending on what their specific areas of disability are, accommodations must be made and Individual Educational Plans written.
8. Significance of Study; continued Being able to create learning environments that can be personalized to the special needs population would give educators another tool in their arsenal to help mitigate overwhelming curriculum, achievement tests, distracted and uninterested students, not to mention time constraints.
9. Significance of Study 3 PLEs should offer another venue for cooperative learning. Students outside of the physical classroom can be members of the PLE, therefore, members of the cooperative education process.
10. Learning From Each Other “We live in societies, of course; but more fundamentally perhaps, it is our participation in social communities and cultural practices that provides the very materials out of which we construct who we are, give meaning to what we do, and understand what we know.” (Wenger, 1991, p. 2)
11. From Consumers to Creators “The PLE allows the learner not only to consume learning resources, but to produce them as well. Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge”. (Downes, 2006, p.15)
12. What the Heck is a PLE...? “What the heck is a PLE and why would I want one?” (Cann, 2011) He gives the following reason, along with many others: “(A PLE) helps learners take control of and manage their own learning.”
13. My Hypothesis If personal learning environments can be created using multi-media resources for special needs students, then their learning will be more motivated and self-directed. They will have a built in support and guidance system with the other members of the networked PLE.
14. To What End? With options for presentation, creation and sharing of material for which the students will be taking more responsibility, teachers should be able to step to the side to monitor and facilitate the learning rather than prescribe and drive it. The end result: higher achieving, academically successful students, with better self-efficacy.
15. Objectives The goal of this study is to provide answers to these questions: Can a PLE be created for special needs students that will increase achievement; make the student less reluctant and more involved while meeting the needs of the teachers without requiring excessive preparation time?
16. Objectives, continued Can a networked PLE meet the individual needs of the student as outlined in their IEP goals? Can students learn in such an environment and, along with other students of similar needs and abilities, become a “community of practice”?
17. Overview Students with special needs are required by law to be administered accommodations and modification of the curriculum and teaching methods specific to their particular disability and goals. A PLE will further support this plan and also allow the student to have input into the content, structure and administration of the plan. This researcher believes that a networked PLE must include traditional materials as well as social sites and web based educational sites.
18. Overview, Continued With this study there is the additional goal of educating special education teachers of the value of a PLE and that the implementation of the PLE is an asset to their classroom. Gaining the support of these professionals is essential to effective implementation and use of PLEs.
19. Background Researchers such as Downes, Wenger, Cann, van Harmelen, Wilson and Milligan, among others, offer definitions and models for PLEs as well as theories and evidence for the appropriateness of their use. “A PLE (personal learning environment) is: a system that helps learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning.” (Cann, 2011)
20. Stephen Downes “Through 2005 and 2006 in thinking about e-learning 2.0 the concept of the Personal Learning Environment (PLE) began to slowly take form in the educational technology community, coalescing with a 'Future VLE' diagram released by CETIS's Scott Wilson (Figure 1)”. (Downes, 2007, p. 3)
22. Research Says “Personal learning suggests learner autonomy and increased self regulation However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation.” (Atwell, 2007; Aviram et al., 2008)
23. Research Says Educause Learning Initiative, (May, 2009) explains, “While most discussions of PLEs focus on online environments, the term encompasses the entire set of resources that a learner uses to answer questions, provide context, and illustrate processes. As used here, the term refers not to a specific service or application but rather to an idea of how individuals approach the task of learning.”
24. Personalizing Education Personalized education will become the norm as technology becomes more prevalent, accessible and portable. Technology will not teach the material but will manage learning. Based on such educational models as programmed learning and constructivist learning, this personalized learning is driven by the student’s capabilities to access and comprehend the material. Students will proceed through the topics at a pace dictated by their need and abilities, as well as their interests.
25. Individualizing Education “Topics will be selected by student interest, student aptitude and educational level, and societal need. The menu of available topics presented to any given student will be determined by the student's demonstrated prior learning, by parent input and control, and by legislation governing education in that student's political jurisdiction. Selecting an educational topic, for a student, will be like selecting a channel on television. A student's daily menu will be varied and constantly changing, building on each day's achievement.” (Downes, 1998)
26. Communities of Practice Wenger observed businesses as they conducted their normal procedures and discovered that groups of people working together spontaneously formed communities of practice. “Through exchanging questions, meeting in hallways, telling stories, negotiating the meanings of events, inventing and sharing new ways of doing things, conspiring, debating, and recalling the past, they complement each other‘s information and together construct an understanding of their environment and work.” (Wenger, 1991, p. 2
27. Learning by Sharing By becoming a part of a group, department, club or class with a common function, job or goal one becomes a part of a community of practice. A natural outcome of belonging to this community is a process of sharing information and teaching and learning from each other.
28. Etienne Wenger Wenger’s learning theory based on communities of practice has many of the same elements that are adherent to a PLE: membership in a group with a same goal or interest, the sharing, contributing, discussing of information, constructing meaning from information, security to take risk and explore, support from the group members and an evolution of the process as well as the focus as information is understood and new content or methods are sought.
29. New Look at Old School So then why do we limit the interaction between students in schools? Doesn‘t it make sense to allow them to form communities of practice based on their interests and allow them to “exchange questions, meet in hallways, tell stories, negotiate the meanings of events, invent and share new ways of doing things, conspire, debate, and recall the past” (Wenger) to construct meaning, learn new concepts and invent new meaning?
30. Limited Research Based on the literature reviewed there is a wealth of information about development and benefits of PLEs in general. No specific research was found regarding the use of PLEs in regards to special needs students. There were articles on the use of technology and mixed media with this population.
31. PLE Creation There is abundant research on special needs students and how to teach them, curriculum models, learning theories and more. A survey of the information leads one to the conclusion that, the more individualized, the more one-on-one time, yet inclusion in the general population, the more successful the students.
32. The PLE To develop the PLE for each student the researcher will gather information from any teachers involved with the subjects, the documentation of their specific learning disabilities, standardized tests used to date, and their parents. Wendy Drexler (2008) offers an excellent example of “the networked student”. This will be used as a template for creating the PLEs for this case study.
34. Participants This researcher plans to create a separate PLE for each of two specific, special needs, identified students. Due to privacy issues, confidentiality laws and the need to keep these students from being exploited, the participants were chosen because of the relationship they and their parents have with the researcher. Because of this relationship, the parents and students were willing to participate in the study without reservations.
35. Research Method The method of research used in this study is “design research from a technology perspective”. Thomas C. Reeves outlines this approach in Education Design Research (van den Akker, et al. 2006). Reeves states, “It is proposed that progress in improving teaching and learning through technology may be accomplished using design research as an alternative model of inquiry.” This statement, among others, is the reason for choosing this method of research.
36. Summary This study seeks to challenge traditional teaching methods by creating an environment that is driven by student choices and facilitated by the classroom teacher. By reviewing the students’ IEP goals, examining their specific disabilities, their learning weaknesses and strengths, a PLE will be put together that will allow the student to have more input into the way they learn. If personal learning environments can be created using multi-media resources for special needs students, then their learning will be more motivated and self-directed. The end result: higher achieving and academically successful students.
37. References Attwell, Graham (2007). The Personal Learning Environments - the future of eLearning? eLearning Papers, vol. 2 no. 1. ISSN 1887-1542. Aviram, A., Ronen, Y., Somekh, S., Winer, A. & Sarid, A. (2008). Self-regulated personalized learning (SRPL): Developing iClass's pedagogical model. eLearning Papers, 9. http://www.elearningpapers.eu/index.php?page=doc&doc_id=11941&doclng=6
38. References Cann, A. J. (2010). What the heck is a PLE and why would I want one? Retrieved from http://www.microbiologybytes.com/tutorials/PLE/index.html. Downes, S. (1998). Online Journal of Distance Learning Administration, Volume I, Number 3, Fall 1998 State University of West Georgia, Distance Education Center
39. References Downes, S. (2006). Learning Networks and Connective Knowledge. From it.coe.uga.edu/itforum/paper92/paper92.html .14-18. Downes, S. (2007). Learning Networks in Practice. National Research Council of Canada. Originally published in Emerging Technologies for Learning (David Ley, ed). 2007. NRC 49275.
40. References Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy.Australasian Journal of Educational Technology. 2010, 26(3), 369-385. http://www.ascilite.org.au/ajet/ajet26/drexler.html Educause Learning Initiative. (2009) Seven things you should know about personal learning environments. May 2009. http://net.educause.edu/ir/library/pdf/ELI7049.pdf
41. References Ohio Department of Education. Enrollment Data. October 2010. Retrieved 8-9-2011. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=390&ContentID=12261&Content=104167
42. References Van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, N. Nieveen, R. M. Branch, K. L. Gustofson and T. Plomp (eds). Design methodology and Developmental Research in Education and Training (pp. 1-14). Dordrecht: Kluwer Academic Publishers. Wenger, E. (1991). Communities of practice: where learning happens. Institute for Research on Learning. http://www.ewenger.com/pub/pub_benchmark_wrd.doc