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Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Learning Environments (PLE): A Natural Recipe for Engaged Learning
The document discusses personal learning environments (PLEs) as tools that enable students to take control of their learning by organizing and managing their own educational experiences. It emphasizes the role of social media and various technologies in supporting self-regulated learning and fostering engagement through a structured framework. PLEs serve as platforms for both formal and informal learning, allowing learners to personalize their educational paths and collaborate effectively.
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Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Learning Environments (PLE): A Natural Recipe for Engaged Learning
- 2. STRATEGICALLY DESIGNED PERSONAL LEARNING ENVIRONMENTS (PLE): A NATURAL RECIPE FOR ENGAGED LEARNING Nada Dabbagh, PhD George Mason University
- 5. • Personal LearningEnvironments (PLEs) – tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals • EDUCAUSE Learning Initiative (ELI) (2009)
- 6. PLEs are built bottom up by the student
- 9. • What isour role? – Provide conducive situations that allow students to engage in creating effective PLEs by organizing and managing their own learning experiences
- 10. • 21st CenturySkills: – Learning to learn – Metacognition – Ways of thinking – Ways of working – Tools for thinking – Tools for working
- 11. • Self-Regulated Learning: – Goal setting – Self-monitoring – Self-evaluating – Use of task strategies – Help seeking – Time planning and management
- 12. Personal Learning Environments Social Media Self- Regulated Learning Engaged Learning
- 13. Mobile Technologies Social Media Web 2.0 Web 1.0 Technologies ICT/IBT Broadcast Technologies
- 14. Broadcast Technologies Pedagogical Ecology SRR, PI, IPT, CAI Direct Instruction Isolated Curricular Units Drill & Practice
- 15. Internet Based Technologies ICT (Web 1.0) Pedagogical Ecology Constructivism Collaboration CoP, Knowledge Networks Exploration Distributed Learning Social negotiation
- 16. Social Media (Web2.0) Pedagogical Ecology Informal Learning Blogging, Microblogging PLEs, SLEs Social Tagging
- 17. Learning Technologies Pedagogical Ecology Learning Theories Learning Practices Pedagogical Models Social Interactions
- 18. Phases Social Computing Context Examples Thinking Machines Memex (Vannevar Bush) Pre-Internet Proto- Learning Networks oNLineSystem (NLS) (Englbart) Computer-based conferencing Galactic Network (Licklider) (pre 1969) Hypertext Xanadu (Nelson) ARPANET Computer-Mediated Communication USEnet Internet Networked Supported Collaboration Virtual Communities (The Well) Personal Computing Environment EIES (Electronic Information Exchange System) (1969-1992) Groupware (Groupware – 1977) CSCW (computer supported cooperative work) World Wide Web CSILE (Knowledge Forum) Web 1.0 Groupware-based social interaction CSCL Open source movement MUDs/MOOs (1992-2000) Communities of practice Knowledge Webs Wikipedia Social Software Platforms Virtual Worlds (Second Life) Web 2.0 Collective intelligence Experience & Resource sharing tools Network effect Folksonomies (post 2000) User-generated content Social Bookmarking Architecture of participation RSS/XML
- 19. • Social media – a set of networking tools premised on Web 2.0 technologies and enabling the design of Personal Learning Environments or Experiences (PLEs) and Social Learning Environments or Experiences (SLEs) in which learning activities that emphasize learning how to learn are supported, and opportunities for personalizing, contextualizing, globalizing, and socializing education are optimized
- 21. Level 3: Information Level 2: Aggregation Social and Interaction and Management Collaboration Level 1: Personal Information Management
- 22. • Grounded inthe pedagogical ecology (learning affordances) of social media • Applied, user- and use-oriented • Based on a continuum of social media use in which the user can activate the features of the tool to enable the degree of interaction and sharing desired and/or required for learning Dabbagh © 2009
- 25. 3-Level 3-Phase Model Framework of of SRL Social Media Use Personal Forethought information phase management Social Performance interaction and phase collaboration Information Self-reflection aggregation and phase management
- 26. Level 1 Level 2 Level 3 Manage private Communication, social Synthesize, aggregate information interaction, collaboration information Personal productivity Activate sharing or Greater control of the PLE Passive, personal use networking features of the Customizing and tool personalizing the PLE Self-generating content Informal learning around their learning goals Private learning space community Self-reflection Goal setting, planning Extending the PLE to a Self-evaluation social learning space Manage their own Self-monitoring, help- meaning making seeking, task strategies Adapting
- 27. Level 1 Level 2 Level 3 Students activate wiki A wiki could be used as a features turning the Use of wiki would involve private or personal online private space into a large numbers of learners workspace collaborative who participate by contributing Students can self manage Instructors can encourage content, commenting, or their documents online students to form participating as site independent groups using gardeners (weeding wikis to work on content), or even as They do not necessarily collaborative projects consumers only – thereby have to share their work contributing to the Collaborative space popularity of the site and naturally progresses to a the network effect higher level of experience sharing and content aggregation
- 28. • Testing thethree-level framework – N=87 – Participants did use social media progressively based on the levels of the framework • Blogs, microblogs, social bookmarking tools, heavily used in level 1 • Wikis, cloud based technologies, and SNS were heavily used in level 2 – Social media more useful in supporting goal setting, task strategies, self-monitoring, help-seeking – Not as useful in supporting time planning, self-reflection, and self- evaluation
- 29. • Social mediacan facilitate the creation of PLEs that help learners aggregate and share the results of learning achievements, participate in collective knowledge generation, and manage their own meaning making • PLEs can serve as platforms for both integrating formal and informal learning and fostering self-regulated learning in higher education contexts • PLEs empower students to take charge of their own learning prompting them to select tools and resources to create, organize and package learning content to learn effectively and efficiently • PLEs are inherently self-directed placing the responsibility for organizing learning on the individual
- 30. Engaged Learning PLE SRL Skills Student
- 31. • Thank you! •ndabbagh@gmu.edu
Editor's Notes
- #3 Today I am going to talk about PLEs and argue that strategically designed PLEs are a natural recipe for engaged learning and student success
- #4 We all have our personal learning spaces, personal learning environments, personal learning networks, whether they are virtual, physical or a combination, but the important principle that distinguishes PLEs from other similar constructs is that the person is at the center of this learning space
- #5 Student designed, self-organized, self-managed, NOT the same as personalized learning systems or adaptive learning systems, where the system or the instructor is what is doing the customizing or personalizing based on student behavior
- #6 Perhaps a counterpoint or a reaction to institutional learning platforms such as LMS or adaptive learning systems, PLE challenges the traditional LMS; the point is that the student does the organizing, managing, and customizing, not the system or the instructor; students choose their own tools,
- #7 PLEs are built bottom up, organic; social media is ideal for supporting PLEs, PLEs located at the crossroads of individual (personal) and group-level (shared) dimensions of learning
- #8 There is a growing interest in self-initiated and interest-driven learning environments outside formal education; evidence that students are increasingly using social media to actively engage in learning;
- #10 Our role is to provide students with the skills to build or design effective PLEs, or PLS, take ownership of the learning process, empower our learners to become proactive and control their own learning, manage and organize their own learning, teaching them to become independent learners, thinkers, and self regulated learners
- #11 21st century skills frameworks; creativity, innovation, critical thinking, problem solving, decision making, digital competence, personal social responsibility, cultural awareness, information seekers, analyzers, evaluators, publishers, producers, contributors, and responsible citizens
- #12 A subset of 21st century skills is SRL; view 21st century skills through the lens of SRL
- #13 So what I am proposing is that if we help students leverage the pedagogical affordances of social media to build PLEs/PLS and in the process gain SRL skills which are essential 21st century skills, then this a natural recipe for engaged learning - the time has never been more ripe to do this, why? Because of the affordances of social media
- #14 If we look at how learning technologies have evolved over the last 50 years, we will find that they have shaped our learning spaces and pedagogical practices
- #18 Recursive and transformative interaction between three components – help us understand the pedagogical ecology of learning technologies as they have evolved over the years
- #19 Tools for collaboration have dramatically changed offering possibilities for actively engaging the learner; Social software as evolutionary rather than revolutionary – not disruptive; social media has powerful learning affordances
- #23 Three level framework or taxonomy is based on a continuum of social media use
- #24 Moving from the personal, private, intimate to the social and collaborative, from passive to active, and from informal to formal
- #27 (level 1) Lowest level of social interactivityThe focus is on managing private information for personal productivity or e-learning tasks such as online bookmarks, multimedia archives, and personal journals and writing;Students do not activate any of the social sharing or networking features the tools provide; Students do not have an observable presence on the “grid”; Students may pull in other people’s content but the goal or purpose is not to share self-generated content with others; Usage at this level involves a passive or personal use of systems preferences and features;Instructors should encourage students to use social media such as blogs and wikis to create a PLE that enables them to engage in self-regulated learning processes of Zimmerman’s forethought phase such as goal setting and planning; The goal at this level is to guide students to create a personal or private learning space by self-generating content and managing this content for personal productivity or organizational e-learning tasks such as creating online bookmarks, media resources, and personal journals and calendars; localizing learning around a specific topic(level 2) The focus is on communication, social interaction, and collaboration; Students activate the social sharing and networking features of the tool; Students are using social media to foster informal learning communities surrounding the course topics thereby extending the PLE from a personal learning space to a social learning space; Social and collaborative activities engage students in the self-regulation processes of self-monitoring and help seeking prompting students to identify strategies needed to perform more formal learning tasks; This level of social media use in a PLE aligns with the performance phase of Zimmerman’s model (level 3) Students use social media to synthesize and aggregate information from level 1 and level 2 in order to reflect on their overall learning experience; Social media activities allow students to take greater control of their PLE, customizing it and personalizing it around their learning goals; This level of social media use in a PLE aligns with the final phase of Zimmerman’s model, self-reflectionEvaluation or self-reflection is then used by the student to influence the forethought phase of subsequent efforts
- #30 All of this equals engaged learning
- #31 Students need support, guidance, and pedagogical interventions to make the best possible use of social media to support their learning goalsPLEs require the development and application of self-regulated learning skills because PLEs are built bottom-up starting with personal goals, information management, and individual knowledge construction, and progressing to socially mediated knowledge and networked learning