PLE-Centered Education: The Next Boundary. Perceptions and Realities Behind Students Personal...
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PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
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Group of Research in Educational Technology
University of Murciahttp://www.um.es/gite
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Population: 25.000 Sample: 1500 Spanish Senior Students
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The description and the prospective analysis, both technically and functional, of personal learning environments (PLEs) of the Spanish future professionals in all areas of knowledge.
CAPPLE Projecthttp://www.um.es/ple/?lang=en
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PLEPersonal Learning
Environment
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PLE -2001 NIMLE Project (Northem Ireland -JISC founded)
Technological termEvolution of LMS
Enphasizing on Technologies Web 2.0
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PLEPersonal Learning
ENVIRONMENT
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Just about the environment?
Is “where” the CRUCIAL question?
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A NEW approach for understanding
the learning process
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“A set of tools, mechanisms, data
sources, connections and activities (experiences)
that each person uses habitually to learn"
Adell & Castañeda, 2010
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PLEPersonal LEARNING
Environment
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We already got it?… so What else?
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PLE is the environment in which we learn using
efficiently the available technologies
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PLE
Research
Teaching
Education purpose
Basics of Learning:• Why• What• How• Whith whom
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PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
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Image: 'Classroom Sign: The Mess' http://www.flickr.com/photos/28430474@N05/6002252651
Nothing finished, some ideas to discuss…
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Defining PLE
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“A set of tools, mechanisms, data
sources, connections and activities (experiences)
that each person uses habitually to learn"
Adell & Castañeda, 2010
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Pers
onal Le
arn
ing E
nvir
onm
ent
PLE
Reading /Accessing to information
Tools: newletters, blogs, video channels, list of RSS, etc..
Mechanisms: searching, curiosity, initiative, etc..
Activities: lectures, reading, review of headlines, audiovisual viewing.
Doing / Reflecting
Tools: blogs, notebook, video channel, publishing site visual presentations,
website
Mechanisms: synthesis, reflection, organization, structure, etc..
Activities: creation of a working agenda, making a concept map, posting a video of their own, etc..
Sharing: Personal Learning Network (PLN)
Tools: social software, monitoring network activity, social network sites. In general all the tools underlyed by a
social network.
Mechanisms: assertiveness, consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums, discussions, conferences, etc.. PLE Components
Castañeda & Adell, 2013
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PLE Components Castañeda & Adell, 2013
Pers
on
al Le
arn
ing
Envir
on
men
tPLE
Reading /Accessing to information
Doing / Reflecting
Sharing: Personal Learning Network
(PLN)
Tools: social software, monitoring network activity, social network
sites. In general all the tools underlyed by a social network.
Mechanisms: assertiveness, consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums, discussions, conferences,
etc..
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Castañeda, L. y Adell, J. (eds.). (2013). Entornos personales de
aprendizaje: claves para el ecosistema educativo en red.
Alcoy: Marfil.
www.um.es/ple/libro
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PLEs in Action
First approachiCamp Project
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www.icamp.euCastañeda, L & Sánchez, M.M. (2009). Entornos e-learning para la enseñanza
superior: entre lo institucional y lo personalizado. In Pixel Bit 35, 175-191. ISSN:1133-8482. Retrieved From
http://www.sav.us.es/pixelbit/pixelbit/articulos/n35/14.pdf
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PLEs in Action
Patchworking PLEs
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Castañeda, L. & Soto, F.J. (2010). Building Personal Learning Environments by using and mixing ICT tools in a professional way. In Digital Educational Review 18, 9-25 Retrieved
From http://greav.ub.edu/der/index.php/der/article/view/163/302
Students appreciate new ways of developing their
tasks and their course work
Learning = acquiring information–
memorizing
Students, when arriving at university, NO ICT tools for
learning
Opportunities for Independency, collaboration
and self-importance
No Learning as complex, lack of learning understanding
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PLEs in Action
PLN as the core of PLELooking at twitter
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Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE
Conference 2011, 10th - 12th July 2011, Southampton, UK. Retrieved From http://journal.webscience.org/550/
more evidences of “social learning” than for “personal learning”
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Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE
Conference 2011, 10th - 12th July 2011, Southampton, UK. Retrieved From http://journal.webscience.org/550/
Social learning is supported by Personal Learning Networks as structures, crucial parts of PLEs
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PLEs in Action
Learning processes Behind PLEs
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Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal. ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440
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• Tech and Not Tech Supported
• Mutually complementary
• Pedagogical Approach
• Hard Tech Based
• Learning implies: First recover info –from an expert-, Do something and Finally you show it to others
• Metacognition is NOT perceived as a learning process
Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal. ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440
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PLEs in Action
Nowadays…
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PLEs in Action
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The description and the prospective analysis, both technically and functional, of personal learning environments (PLEs) of the Spanish future professionals in all areas of knowledge.
CAPPLE Projecthttp://www.um.es/ple/?lang=en
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PHASE 1. Design and validation of instruments for
collecting information on PLEs and clarifying of the data
collection strategy.
PHASE 2. Information collection and analysis of
data on PLEs. National sample of last year university'
students from all areas of knowledge.
PHASE 3. Creation and development of PLEs
diagrammer and descriptive and comparative analysis of
underlying PLEs models found in the data.
PHASE 4. Analysis and exploration of educational
and institutional implications of the results. Practical
proposals for institutional's pedagogical and
organizational developments.
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PLEPersonal Learning
Environment
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If the PLE involve learning to learn with technology, integrate PLEs in
education would contribute to develop essential skills in a
complex and changing world as ours…
Castañeda & Adell, 2013
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PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
Linda Castañeda<[email protected]>Grupo de Investigación de Tecnología EducativaUniversidad de Murcia<http://www.lindacastaneda.com>Twitter, Flickr, youtube, slideshare: lindacq