First time building of a PLE in an ICT Post Graduation course: main functions and tools
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This document summarizes a study on students building personal learning environments (PLEs) for the first time in an online course. The study aimed to identify the main functions of PLEs, the tools students used, and what this revealed about their learning conceptions. Students used tools most for interacting, searching, and creating. Less common were tools for managing learning. The study was limited by this being students' first PLE attempt. Further research could explore tools' affordances and learners' experiences through interviews.
First time building of a PLE in an ICT Post Graduation course: main functions and tools
- 1. FIRST TIME BUILDING OF A PLE IN AN ICT POST GRADUATION COURSE: MAIN FUNCTIONS AND TOOLS João Paz Instituto Piaget - Universidade Aberta jpaz@almada.ipiaget.org
- 2. OVERVIEW • Context • Research objectives • Methods • Results • Conclusions THE PLECONFERENCE - AVEIRO 2012 João Paz 2
- 3. CONTEXT • ICT Post-Graduation course in Portuguese Higher Education institution (DE regime Moodle) • Curricular Unit: Virtual Learning Environments (50 H – 1 month) • Module: Learning in Networks: from Learning Management Systems (LMS) to Personal Learning Environments (PLE) – 1 week • Previous modules: closed institutional Moodle LMS THE PLECONFERENCE - AVEIRO 2012 João Paz 3
- 4. COURSE MODULE INSTRUCTIONAL DESIGN 1 week – 4 groups (one in teaching role) - 3 assignments 1. Propose and tag 5 tools in Diigo group PLE TOOLS 2. Debate LMS or/and PLE issues in Google+ 3. Design and publish their PLE (in a web 2.0 tool): http://bit.ly/o2MZIj Communication: Skype/Moodle forum/Twitter THE PLECONFERENCE - AVEIRO 2012 João Paz 4
- 5. STUDY OBJECTIVES 1. To develop a model of the main PLE functions and represent it in a graphical way. 2. To identify the most represented PLE functions and tools in the students' first time building of a PLE. 3. To infer about students' learning conceptions based on their tool choices. THE PLECONFERENCE - AVEIRO 2012 João Paz 5
- 6. METHODS • Literature review to develop a PLE Main Functions Model. • Content analysis of student’s PLEs representations using the PLE Main Functions Model categories. THE PLECONFERENCE - AVEIRO 2012 João Paz 6
- 7. DIFICULTIES PLE main functions? Generic PLE? Tools with multiple functions? THE PLECONFERENCE - AVEIRO 2012 João Paz 7
- 8. THE PLE MAIN FUNCTIONS - PROPOSALS Physiology of a PLE (S. Wheeler) http://steve- How do you manage your information?(G.Siemens) wheeler.blogspot.pt/2010/07/physiology-of- https://landing.athabascau.ca/pg/blog/read/19803/ho ple.html w-do-you-manage-your-information THE PLECONFERENCE - AVEIRO 2012 João Paz 8
- 9. THE PLE MAIN FUNCTIONS MODEL HTTP://DB.TT/WTDVK9A9 THE PLECONFERENCE - AVEIRO 2012 João Paz 9
- 10. RESULTS Most referred tools in students' PLEs (%) THE PLECONFERENCE - AVEIRO 2012 João Paz 12
- 11. RESULTS Students choices assuming only each tool main function PROJECT PLE interface MANAGEMENT ORGANIZING 4% COMMUNICATING/CO 1% 11% LLABORATING 36% SEARCHING 19% PUBLISHING/SHARIN CREATING G 20% 9% THE PLECONFERENCE - AVEIRO 2012 João Paz 13
- 12. RESULTS Students choices assuming multiple functions of the tools PLE interface PROJECT 2% MANAGEMENT ORGANIZING 3% COMMUNICATING/COL 14% LABORATING 30% SEARCHING 24% PUBLISHING/SHARING 20% CREATING 14% THE PLECONFERENCE - AVEIRO 2012 João Paz 14
- 13. RESULTS PLEs FUNCTIONS AND TOOLS THE BRAIN http://webbrain.com/u/139E THE PLECONFERENCE - AVEIRO 2012 João Paz 15
- 14. CONCLUSIONS • Most represented functions: interacting/searching/creating • Less represented functions: managing learning Study limitations • First time building of PLE • Difficult to infer from tools selection to their use Further research • Interviews or screencasts add in assignment • Tools affordances angle THE PLECONFERENCE - AVEIRO 2012 João Paz 16
- 15. THANK YOU! jpaz@almada.ipiaget.org Twitter: @jpaztwtr Google+: http://gplus.to/joaopaz THE PLECONFERENCE - AVEIRO 2012 João Paz 17