engage 2013 at sxswedu, nada dabbagh phd, strategically designed personal learning environments...
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STRATEGICALLY DESIGNED PERSONAL LEARNING ENVIRONMENTS (PLE):
A NATURAL RECIPE FOR ENGAGED LEARNING
Nada Dabbagh, PhDGeorge Mason University
• Personal Learning Environments (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)
PLEs are built
bottom up by
the student
THE ACTIVE LEARNERHTTP://WWW.YOUTUBE.COM/WATCH?V=CZ5VY9BGSEY
• What is our role?
– Provide conducive situations that allow students to engage in creating effective PLEs by organizing and managing their own learning experiences
• 21st Century Skills:– Learning to learn– Metacognition– Ways of thinking – Ways of working– Tools for thinking – Tools for working
• Self-Regulated Learning: – Goal setting – Self-monitoring – Self-evaluating – Use of task strategies – Help seeking – Time planning and management
Engaged Learning
Self-Regulated Learning
Personal Learning
Environments
Social Media
Pedagogical Ecology
SRR, PI, IPT, CAI
Broadcast Technologies
Direct InstructionIsolated Curricular UnitsDrill & Practice
Pedagogical Ecology
ConstructivismCoP, Knowledge NetworksDistributed Learning
Internet Based TechnologiesICT (Web 1.0)
CollaborationExplorationSocial negotiation
Pedagogical Ecology
Informal LearningPLEs, SLEs
Social Media (Web 2.0)
Blogging, MicrobloggingSocial Tagging
Pedagogical Ecology
Learning Theories Pedagogical Models
Learning Technologies
Learning PracticesSocial Interactions
Phases Social Computing Context Examples
Pre-Internet
(pre 1969)
Thinking MachinesProto- Learning NetworksComputer-based conferencingHypertext
Memex (Vannevar Bush) oNLineSystem (NLS) (Englbart) Galactic Network (Licklider) Xanadu (Nelson)
Internet
(1969-1992)
Computer-Mediated CommunicationNetworked Supported CollaborationPersonal Computing EnvironmentGroupware
ARPANET USEnet Virtual Communities (The Well) EIES (Electronic Information Exchange System)
(Groupware – 1977) CSCW (computer supported cooperative work)
Web 1.0
(1992-2000)
World Wide WebGroupware-based social interactionOpen source movementCommunities of practice
CSILE (Knowledge Forum) CSCL MUDs/MOOs Knowledge Webs
Web 2.0
(post 2000)
Social Software PlatformsCollective intelligenceNetwork effectUser-generated contentArchitecture of participation
Wikipedia Virtual Worlds (Second Life) Experience & Resource sharing tools Folksonomies Social Bookmarking RSS/XML
• 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
Level 1: Personal Information Management
Level 2: Social Interaction and Collaboration
Level 3: Information Aggregation and Management
• Grounded in the 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
3-Level Framework of Social Media Use
Personal information management
Social interaction and collaboration
Information aggregation and management
Synthesize, aggregate
informationGreater control of
the PLECustomizing and
personalizing the PLE around their
learning goalsSelf-reflection
Self-evaluationManage their own
meaning makingAdapting
Level 3
Communication, social interaction,
collaborationActivate sharing or
networking features of the tool
Informal learning community
Extending the PLE to a social learning space
Self-monitoring, help-seeking, task
strategies
Level 2
Manage private information
Personal productivityPassive, personal use
Self-generating content
Private learning space
Goal setting, planning
Level 1
Level 3
Students activate wiki features turning the private
space into a collaborative
Instructors can encourage students to form
independent groups using wikis to work on
collaborative projects
Collaborative space naturally progresses to a higher level
of experience sharing and content aggregation
Level 2
Students can self manage their
documents online
They do not necessarily have to
share their work
Level 1
• Testing the three-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
• Social media can 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
Engaged Learning
• Thank you!• ndabbagh@gmu.edu
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