PLEs for Students of Pedagogy

Evolu&on of the construc&on of Personal Learning Environments for

students of pedagogy

Bárbara de Benito Alexandra Lizana Jesús Salinas

Universitat de les Illes Balears


Introduc&on

The present a study deals

with the adapta&on and evolu&on of last year pedagogy students’ PLE, as

part of a study to incorporate ins&tu&onal VLE in new

environments (social networks, e-‐porLolio, …)

Func&ons Func&ons considered in the knowledge management process

We use these func&ons as reference elements to iden&fy the func&ons that carry out the applica&on in students’ PLEs


Representa&on of PLE’ func&ons in a concept map


Aims of the study

The main objec&ve Get to know the organiza&on of final year students’ PLEs. •  Represent students' PLEs using concept maps •  Analyze how students’ PLEs evolve •  Find out which parts of the PLEs evolve aWer taking the course

in which the study has been applied.


Method

A descrip&ve methodology was employed, using semi-‐structured interviews.

Subjects: –  Final year Pedagogy students at the UIB –  A popula&on of 73 students –  A sample of 18 students was chosen who voluntarily agreed to par&cipate –  A total of 13 interviews were carried out

Data collec&on procedure: –  Data collec&on was carried out through two interviews –  Lasted about 25-‐30 minutes –  The representa&on of PLEs in concept maps


Taking part in the interview…

The interviewer

The student

DIGITAL SCREEN

The mapper


First interview


Second interview


1st interview results: Student 1


2nd interview results: Student 1


The enrollment in a course related with design, development and management of virtual learning environments has

contributed to more complex PLEs

1st interview -‐Google -‐Memory s&ck -‐Phone for calls -‐Dreamweaver -‐Photoshop -‐email

2nd interview -‐Tools -‐Func&ons -‐Mobile with internet access. -‐Picassa -‐Spo&fy -‐External disk -‐Dropbox -‐Databases -‐Blog

Complex PLE Good background for future professional development


Conclusions and reflec&ons Students’ PLEs have evolved considerably over these 6 months.

This is likely due to: ü  The personal experience and development. ü  The enrollment in a course has contributed to more complex PLEs. ü  The concerns raised in the first interview, have contributed to this greater

complexity.

As far as the specific results are concerned, we would like to point out: ü  The emergence and spread of some of the func&ons. ü  The incorpora&on of mobile devices into the PLE. ü  The development of some func&ons that are important for future professional

development.



[email protected] hgp://gte.uib.es/pape/gte/

PLEs for Students of Pedagogy

Education

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