Post on 12-Nov-2014
description
The construction of knowledgein personal learning environments. A constructivist perspective.
Alexandra Saz, César Coll, Alfonso Bustos and Anna Engel
A pilot study
Aims to examine the suitability of thecno -pedagogical design in a specific instructional sequence.
Students following the instructional PBL methodology must personalize and use their personal working and learning environments (PWLEs)
Wider research
Subject of Education Psychology
Bàtxelor in Education Sciences
University of Andorra
Master of Psychology education
University of Barcelona
How students create, customize and use their PWLEs in the course of
specific learning activities
to analyze how students construct
and give meaning to their PWLEs
according to a specific task
to analyze how students articulate the different levels
of privacy and publicity in their
PWLEs
to analyze the reviews and
perceptions of students and
teachers about their PWLEs
Theoretical framework
Socio-cultural
constructivist
Learning ecology(Barron,
2005)
Research context
Subject Educational Psychology
University of Andorra
Techno -pedagogical design
Problem-based learning
(PBL)
Personal working and
learning environment
(PWLE)
Problem-based learning
4 problems scenario
role of school teachers
individually sought
information
working group
collaborative answer
Personal working and learning environments (PWLE)
Open source sofware
(David Tosch and Ben Werdmuller, 2004)
A platform for communication and learning
Virtual Learning Community
(VLC) Education
Psychology
PLWE student 1
PLWE student 2
PLWE student 3
PLWE student 4
PLWE student 5
PLWE student 6
PLWE student 7
PLWE student 8
PLWE student 9
PLWE student 10
PLWE student 11
PLWE teacher
Available 25 tools in PWLE
Activity
FavoritesDiscussions
Calendar
Photos
Videos
Pages
Files
Audio
Profile Progress
GroupMessages
RSS Feed
Latestphotos
Users online
SearchTags
Messenger
Tools available in Group Space
PagesCalendarVideos
Files
FavoritesDiscussions
Photos
Social cognitive processes
Access, selection and
organization of information
Creating, editing,
presenting and representing information
Interaction and communication
with others
Different privacy levels
private
friends group network public
Instruments for data collection
End second problem
Students questionnaire
Uses and attitudes of students regarding
their PWLE
Initial results
Blo
g
Gro
up
s
File
s
Activity
Vid
eo
s
Discu
ssion
s
Pa
ge
s
Ph
oto
Alb
um
s
Ta
gs
Fa
vou
rites
Frie
nd
s
Pro
file P
rog
ress
Me
ssag
es
Me
ssag
e B
oa
rd
La
test p
ho
tos
RS
S F
ee
d
Se
arch
Au
dio
Ta
g C
lou
d
Ca
len
da
r
Ch
at
On
line
use
rs
Tw
itSco
op
Tw
itter
Me
ssen
ge
r
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Which tools have been the most useful according to your learning process?
Tools
Mea
n
Frie
nd
s
Blo
g
File
s
Activity
Vid
eo
s
Pa
ge
s
Se
arch
Ch
at
Gro
up
s
Discu
ssion
s
Ph
oto
Alb
um
s
Me
ssag
es
Au
dio
Fa
vorite
s
Me
ssag
e B
oa
rd
Ca
len
da
r
Ta
gs
On
line
use
rs
Me
ssen
ge
r
La
tests p
ho
tos
Ta
g C
lou
d
Pro
file P
rog
ress
RS
S F
ee
d
Tw
itter
Tw
itSco
op
0
10
20
30
40
50
60
70
80
90
100
Which tools will be part of their PLE in the future?
Tools
Per
cen
tag
e %
stu
den
ts
carrying out individual tasks
presenting information
working BPL methodology
share information
doing group tasks
communicate
create new contents
connect with the teacher and receive help
acquisition of the contents of the subject
setting of their own learning timetable
organizing their own personal work space
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
The use of PWLE lets...
Mean
Priva
te
Gro
up
Frie
nd
s
Co
mm
un
ity
Pu
blic
0
10
20
30
40
50
60
70
80
90
100
Which access level did you select?
Never
Almost never
Sometimes
Often
Always
Levels
Per
cen
tag
e %
stu
den
ts
10%
40%
40%
10%
What is your assessment about your leaning by solving the problem?
Very high
High
Acceptable
Low
Teacher’s views
Duplication using Moodle and Elgg
revise the problem
statements to concretize
individual and group tasks
Interviews
PWLE would be appropriate in
virtual or blended learning processes
possibility of creating a virtual
learning community for the Bachelor in Education Sciences as a space to share
knowledge
Conclusions and suggestions
Interactions established in the
network are an important part of their present and
future PLE
The introduction of PWLE and VLC
would be appropriate in
virtual or blended learning processes
Elgg is appropriate
software to work through PBL methodology
Students have not thought of
individual work as private
It would be advisable in future editions…
to include a version that allows the
creation of tabs or sub windows where
students can organize their information
to avoid duplication and include all processes of
learning within a unique virtual community of
learning
References
Attwell, G. 2007. Personal learningenvironments-thefuture of eLearning?E-Learning Papers, vol 2, no. 1 January 2007 ISSN 1887-1542
Barron, B. 2005. Learning ecologies of DigitallyAdeptYouth: Implications for seedingthedevelopment of technologicalfluency for all. Presentation at the Power UsersConference in San Jose, Costa Rica. August, 2005. SponsoredbyEducationDevelopmentCenter (EDC).
Coll, C. 2004. Las comunidades de aprendizaje. Nuevos horizontes para la investigación y la intervención en psicología de la educación. Paper presented at IV Congreso Internacional de Psicología y Educación. Simposio: Nuevos horizontes en Psicología de la Educación. Almería, April 2004
Tosh, D. and Werdmuller, B. (2004). Creation of a learninglandscape: Weblogging and social networking in the context of e-portfolios.RetrievedJuly, 16, 2004.
Vigotsky, L. S. (1979). El desarrollo de los procesospsicológicos superiores. Madrid: Critica. (Published in english 1978)
Thanks you for your attention
Authors: Alexandra Saz. Grup de Recerca Interdisciplinari en Educació - GRIE. Universitat d’Andorra. (www.uda.ad). César Coll, Anna Engel and Alfons Bustos. Grup de Recerca sobre Interacció i Influència Educativa – GRINTIE. Universitat de Barcelona (http://www.psyed.edu.es/grintie).
Alexandra Sazhttp://www.alexandrasaz.comTwitter: @alexandrasaz