Forward
Justin Harding Jonathan Stanciu 1
Forward “The need to know the capital of Florida died when my phone learned the answer. The students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges, and innovate onthefly.” Anthony Chivetta, High School Student We welcome you to this eBook on Open Network Learning Environments (ONLE) and Personal Learning Environments (PLE), both very promising teaching and learning concepts based in connectivism and constructivism that are designed to expand, personalize, and promote one’s pursuit of learning through the power of technology. This eBook is designed and distributed to provide information and application for ONLE and PLE including instructional strategies, specific technology tools, process and concept models, development and practices for teaching with ONLE and PLE, and then finally emerging technologies in the realm. Our hope is that you will be able to identify and implement these teaching and learning approaches in your learning environment. The project was completed by educational technology (ETC) graduate students at Northern Arizona University as part of the Masters of Education program in the Fall 2015 session.
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Dedication: The students would like to recognize the exceptional support of Dr. ChihHsuing Tu, professor at Northern Arizona University for his guidance and support for this project and many others.
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Foundations and Theory of PLE and ONLE
Jennifer Summers Jessica Ybarra 4
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Chapter Overview Personal Learning Environments (PLEs) and Open Network Learning Environments (ONLEs) work simultaneously to facilitate learning through participation, community, and accessibility. Chapter 1 will define these emerging approaches to education and explain their evolving roles. Learning activities are provided to help readers create a PLE and engage with tools commonly used to support ONLEs. The combination of these two theories of education are poised to move educational technology into the future. Foundations and Theory of PLE and ONLEs
Visualizing Open Network Learning Environments and Personal Learning Environments requires a global lens which makes this Tagul an ideal representation of the concepts. Expanding learning opportunities beyond traditional classrooms and mainstream online platforms enables learners to engage in a learning community without borders. Personalizing learning by utilizing PLEs is an emerging concept in education that facilitates a connectivist approach. Individual preferences within a PLE create a studentcentric methodology for experiencing true open network learning. 6
As the terms open, flexible, adaptable, studentcentric, public, and access flow between contents, it is these terms that make learning communities possible. No longer are learning communities defined by socioeconomic or geographical factors. Learners are able to determine what information they access as well as with whom they interact. Learning Objectives ❏ Objective 1: Learners will be able to locate, organize, analyze, evaluate, synthesize, and apply information from a variety of online resources. ❏ Learners will create an Evernote account to save, organize and share online resources they find meaningful to their online learning experiences. ❏ Objective 2: Learners will be able to evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ❏ Learners will create a PLE account using Symbaloo or Netvibes to identify and categorize web tools and resources that enhance their online learning. ❏ Objective 3: Learners will be able to communicate information and ideas effectively to multiple audiences using a variety of media and formats. ❏ Learners will research new Web 2.0 tools and design a EduGlogster page to demonstrate how their selected Web 2.0 tool can benefit digital lifelong learners. Standards modified from ISTE students standards. http://www.iste.org/standards/istestandards/standardsforstudents Chapter Content Personal Learning Environment (PLE) Traditionally instructors were sole providers of content, guiding learners in a direction that had been determined before a course even began. With rapidly developing educational technology and exponentially growing online resources, the shift from instructor to facilitator is inevitable. Learners are increasingly moving toward creating a Personal Learning Environment (PLE) that puts them in control of their learning. A PLE by definition is a collection of technology tools and resources integrated into a single platform where they can be accessed, applied and mixed to facilitate learning for a specific individual. There is not one design for a PLE but a flexible platform that meets the needs of its owner. Creating and managing a PLE requires tools that allow learners to easily aggregate information. Several free services provide a place for learners to curate materials and organize their PLE: SymbalooEDU and NetVibes. PLEs support learning in a variety of ways: facility, interface, system, tools, knowledge network and social landscape (Buchem, 2010). In Learning Activity 2 of this chapter, information on 7
creating an interface and system are provided. Learning Activity 3 provides resources for Web 2.0 tools that can be added to your PLE platform. Once the interface and system are designed and tools are integrated, a PLE becomes a place that facilitates learning via the knowledge network and social landscape. While many educators may see PLEs as merely an online notebook, acceptance that PLEs facilitate learning has increased in recent years. In 2015, del BarrioGarcía, Arquero, and RomeroFrías concluded “The educational design is based on the idea of the personal learning environment (PLE 2.0), whose aim is to help students to develop academic and professional uses of services (such as blogs, wikis, social networks, etc.) that are generally employed for social purposes. By doing so, they could gain autonomy in their learning process and improve their competences for lifelong learning.” Personal Learning Environments will continue to gain momentum and may ultimately become the center of learning for all educational endeavors. Open Network Learning Environment (ONLE) Much like the rapid growth of PLEs, Open Network Learning Environments are on the verge of becoming a primary resource for education. In its infancy, online learning became a viable option for reducing costs and expanding a studentbase. Unfortunately, the application of online learning did not live up to expectations as “Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Under these circumstances, technology becomes part of the problem of rising costs rather than part of the solution” (Twigg. 2003). As online learning evolved, platforms such as Content Management Systems and Learning Management Systems began to emerge in order to facilitate design and instruction. This option helped online learning to move closer to its potential to reduce costs and expand student populations. However, as early as 2010, higher education began to see structured online learning via a CMS or LMS as “ a symbol of the status quo that supports administrative functions more effectively than teaching and learning activities” (Mott, 2010). As a result, K12 education is now feeling the pressure to prepare students to enter highereducation with the required technology skills. Enter ONLE As defined by Tu (2014), an Open Network Learning Environment “is a digital environment that empowers learners to participate in creative endeavors, conduct social networking, organize and reorganize social contents, and manage social acts by connecting people, resources, and tools by integrating Web 2.0 tools to design environments that are totally transparent, or open to public view; the same architecture can be used to design the degree of openness users feel is necessary to the situation.” 8
Key ideas within this definition center around the openness and the flexibility inherent to this approach. Learners are participating in the environment by building information instead of consuming information provided to them (Tu, 2014). ONLE surpasses the expectations of online learning by operating at substantially lower costs than a CMS/LMS platform and expanding student populations globally. Although the CMS and LMS delivery systems are pervasive in the online learning arena, the potential exists for ONLEs to surpass them. The challenges are to build the skills necessary for learners to use the technology required as well as the intrinsic motivation to participate in a studentcentric model for learning and to shift traditional education paradigms to support learning in ONLEs. Network Learning Activities Activity 1: Creating an Evernote Account Evernote is a digital notebook tool that allows learners to capture and save any resources, such as articles, videos, blogs, web 2.0 tools, or online books, and then store or share these resources in an organized way using the features of folders, tags, and notes on the Evernote website. Any online learner can create a free Evernote account by visiting Evernote.com, and also download the Evernote mobile app and web clipper tool to make saving, organizing and sharing information easy and accessible from anywhere at anytime. 1. Read David Andrade’s blog Evernote for Education to gain a better understanding of how and why Evernote can impact your daily online learning experiences. 2. Visit Evernote.com to create a free account.
3. Watch at least 2 videos from the list below. ● What is Evernote? ● How to Use Evernote Effectively 9
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The 11 Amazing Features That Make Using Evernote So Freaking Awesome How to use Evernote Web Clipper
4. Using Google, or your prefered search engine, search the topic “personal learning environments for online learners”. From your search locate an online resource (video, article, blog post, ebook) that interests you about Personal Learning Environments (PLEs). 5. Save the online resource you located from your Google search on “personal learning environments for online learners” to one of your Evernote folders. You can copy and paste the link of your PLE resource into one of your Evernote folders or use the web clipper tool to clip the resource directly from the resource website page to save it directly to a folder on Evernote. 6. Open your saved or clipped PLE resource from your Evernote folder and click the share button at the top right of the screen. Then click the link tab to get a link that can be shared for others to have access to the same PLE resource. 7. Share this link on our class Padlet page so that your peers and instructor can also benefit from the resource on PLEs you located during your Google search. 8. You may also leave comments on your peers posts of resources on the Padlet page to share your learning from interacting with these online resources. 9. Visit our Nabble discussion board topic Evernote for Online Learning and answer the discussion questions posted on this topic. Read your peers submissions to these discussion questions and respond to at least 3 posts with your insights about their responses. Activity 2: Creating a Personal Learning Environment (PLE) According to the authors of Educause Learning Initiative, “The term personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals” (2009). With the vast amount of resources and web tools that inspire our daily learning, online learners can enhance their online learning experiences by creating a PLE that will support their individualized learning needs and continue to grow as their everyday formal and informal learning becomes more advanced over time. 1. Creating a PLE account. You may use Symbaloo or Netvibes to create your PLE account. 2. If you have chosen Symbaloo for your PLE account watch these introductory videos: ● Symbaloo Tutorial ● Using Symbaloo in Education If you have chosen Netvibes for your PLE account watch these introductory videos: ● What is Netvibes? ● Video Tour of Netvibes 3. Think about how creating your PLE will enhance your daily online learning and support your 10
future online learning by reflecting on Jeremy Hiebert’s model for Personalized Learning Environments (2006).
When creating and sustaining our personalized learning environments we should also keep in mind how our PLE can connect us with other online learners to broaden our sharing and receiving of knowledge. Here are 4 activities that Jeremy Hiebert suggests make a strong and inspiring PLE for online learners: ● Collecting: aggregating, storing, organizing and filtering contacts, artifacts and information ● Reflecting: reviewing, connecting concepts, synthesizing, blogging, working in private/public groups ● Connecting: people and information, groupforming, shared goals and interests (and information) ● Publishing: select, modify, combine and publish; eportfolios, blogs, etc. To read more about PLE models such as Jeremy Hiebert’s visit Models for Designing Your Personal Learning Environment by Connie Malamed. 11
4. Adding tiles or widgets to your PLE. Now that you have your PLE account you will begin adding tiles/widgets to your dashboard that will support and enhance your learning goals and provide outlets for connecting with other online learners. First add these required tiles/widgets to your PLE: ● Gmail, YahooMail, or other prefered email account ● At least 1 social networking site (Facebook, Twitter, Instagram) ● Our Nabble Discussion Board ● Your Evernote account ● Google Calendar/Agenda ● At least 2 web 2.0 tools (EduGlogster, Prezi, EduBlog, Padlet) Need some ideas? Here are 101 Web 2.0 Teaching Tools available to online learners. 5. After you add the required tiles/widgets above continue personalizing your PLE for your individual learning needs by adding at least 3 more to your PLE dashboard. Examples of optional online tools to add to your PLE: ● Top 15 Most Popular News Websites ● Online Dictionary or Thesaurus ● Your Google Drive account ● YouTube or TeacherTube ● Online ebooks ● Favorite Blog pages Here is an example of my PLE using Symbaloo. As I continue as an online learner and my knowledge and online network connections grow, my PLE will also continue to grow, change, and adapt to my personal learning needs.
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6. Now that you have added multiple tiles/widgets to your PLE you will need to organize these online tools into categories or in a way that makes it easy for you to locate within your PLE dashboard. You may choose to organize your tiles/widgets in any way that makes the most sense to your learning goals and daily learning needs. 7. Take a screenshot of your PLE dashboard, like my screenshot above, and post the image on our Nabble discussion board Organizing Your PLE to answer and communicate with others about the following questions: ● What tiles/widgets will benefit your current online learning the most, why? ● How did you choose to organize your PLE? How will this setup of your PLE support your learning needs? ● Thinking about your current PLE, and how it may change over time, how do you think your PLE will encourage you to be a digital lifelong learner? ● Do you have any questions or troubleshooting issues that we can communicate about? 8. Use this Rubric to determine if you successfully completed the tasks for Activity 2. Activity 3: Exploring Web 2.0 Tools That Enhance ONLE Experiences Applying Web 2.0 tools to your online learning experiences will inspire you to build upon your skills of online communication, collaboration, creativity, and your contribution to producing online content. Web 2.0 tools allow learners to locate, produce, and share online content in the forms of video, text, audio and images, making it possible for any learner to find online tools that meet their every learning need. In this activity you will explore various Web 2.0 tools that can benefit your learning goals and challenge you in participating in ONLEs as a lifelong digital 13
learner. 1. Explore new Web 2.0 Tools by visiting the webpage links listed below. Make sure you try out the web tools that look most interesting to you and create accounts (most web 2.0 accounts are free) for each tool that you find meaningful to your online learning needs. By creating accounts for the Web 2.0 tools you have an interest in you will be able to explore each tool on a deeper level and test out how it’s features work and how each tool may benefit you as a lifelong learner. Webpages for discovering new Web 2.0 tools: ● http://www.kidsdiscover.com/teacherresources/web20toolsclassroom/ ● http://www.livebinders.com/play/play?id=130510 ● http://www.emergingedtech.com/2014/05/20excellentfreetoolsforinteractivecollabora tionexperiencesintheclassroom/ ● https://21centuryedtech.wordpress.com/2012/01/31/tensitessupportingdigitalclassroo mcollaborationinprojectbasedlearning/ 2. From the Web 2.0 tools you explore select one tool that you find most valuable to your current online learning goals. Make sure that you have created an account with the tool you select so that you gain experience with using the features that this tool provides, and that you have an understanding of how it works. Spend time researching this tool so that you are knowledgeable about how it can impact online education in ONLEs. Think about how this tool connects learners on the web and how those network connects enhance personal learning experiences. It would be beneficial to locate articles, videos and examples of how other learners have applied this Web 2.0 tool to their educational needs. 3. You will create a Glog page using EduGlogster.com that teaches other learners about the Web 2.0 tool you selected in step 2. If you are a new user to EduGlogster here is a Glogster presentation tutorial of how to create a free account and an overview of the tools needed to create your Glog page. Visit our Glogster for Education Glog page if you would like to view a completed Glog for inspiration. Your Glog page should have: ● A description of the Web 2.0 tool you have selected ● A video tutorial or images of the features provided by your Web 2.0 tool ● At least 2 resources links to other web pages, videos, blogs of how other online learners implement this Web 2.0 tool for their learning needs. ● A description of why this tool will benefit online learners and enhance their ONLE experiences. Here is an example of a Glog page that introduces the Web 2.0 tool Glogster to other online users. If you prefer you may locate a premade Glog page from the Glogpedia Library for templates that you can remix with your own information about the web 2.0 tool you have selected to create your Glog page about. 4. Share your completed Glog page link on our Nabble discussion board Web 2.0 Tools That Support ONLEs. Along with submitting your link answer the following questions on the discussion page: ● How does your Web 2.0 tool inspire ONLE instructional strategies? 14
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What features of this Web 2.0 tool make it valuable for digital lifelong learners?
5. Visit at least 3 of the Glog pages submitted on the discussion board by other learners and provide feedback about your learning or questions from the information on each Glog. Make sure to try your best to support the learning of others by answering their questions or locating resources that can help guide them to an answer. Readings ○ Required Readings ○ Chapter 2: Concepts of PLE & ONLE
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○ Open For Learning: The CMS and the Open Learning Network Optional/Suggested readings ○ Personal Learning Environments Acceptance Model: The Role of Need for Cognition, eLearning Satisfaction and Students' Perceptions
Teaching Resources ○
Academic Identity and the PLE
Discussion Questions Please think about, answer, and communicate about the following discussion questions on our Chapter 1 Discussion Questions Nabble board. ○ How can applying web tools like Evernote to your ONLEs enhance your personal online learning experiences and your online collaboration with other learners? ○
What are 3 of the web tools/resources in you PLE that will inspire collaboration with your online peers?
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How can sustaining your PLE support your lifelong learning goals?
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How can your PLE support your ONLE experiences?
Network Learning Resources & References ○
To view all the resources used in this chapter please visit JYDelicious and JSDelicious pages and search for the tags listed below. ○
ETC655, ch1foundations/theories textbook, PLE, ONLE, online learning, Web 2.0, EduGlogster, Symbaloo, Netvibes, Evernote, Personal Learning Environment, Open Network Learning Environment, PLE, ONLE, ETC655, Chapter1 15
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Glossary ○
Personal Learning Environment (PLE): a collection of technology tools and resources integrated into a single platform where they can be accessed, applied and mixed to facilitate learning for a specific individual
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Open Network Learning Environment (ONLE): An online learning network open to all online users that involves the communication and collaboration of learners using web tools to gain and share knowledge.
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Tiles/Widgets: Buttons or tools with embedded codes that you can add into your web pages that link to interactive multimedia tools.
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Connectivism: the integration of principles explored by chaos, network, and complexity and selforganization theories Online Learning Community: In an online learning community, people share knowledge via textual discussion (synchronous or asynchronous), audio, video, or other Internetsupported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.
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References 101 Web 2.0 teaching tools. (2013). Retrieved December 14, 2015, from http://oedb.org/ilibrarian/101web20teachingtools/ Andrade, David. (n.d.). Evernote for education. Educational technology guy. Retrieved December 14, 2015, from http://educationaltechnologyguy.blogspot.com/p/evernoteforeducation.html Ash, Katie. (2013). Personal learning environments focus on the individual. Education Week. Retrieved from http://www.edweek.org/ew/articles/2013/05/22/32elpersonallearning.h32.html Buchem, Ilona. (2010). Definitions of personal learning environment. Retrieved from http://www.slideshare.net/ibuchem/definitionsofpersonallearningenvironmentple40292 77 Dabbs, Lisa. (2012). Using web 2.0 tools in the classroom. Retrieved December 14, 2015, from http://www.kidsdiscover.com/teacherresources/web20toolsclassroom/ del BarrioGarcía, S., Arquero, J. L., & RomeroFrías, E. (2015). Personal Learning Environments Acceptance Model: The Role of Need for Cognition, eLearning Satisfaction and Students' Perceptions. Journal Of Educational Technology & Society,18(3), 129141. https://drive.google.com/file/d/0BzTChYwsocrPSFNfTjYyQXdqeHc/view?usp=sharin g DiscoverBusiness.us. (2015). How to use evernote effectively: top 5 things you'll want to know. Retrieved December 14, 2015, from https://youtu.be/djQr5STdIxs Educause Learning Initiative. (2009). 7 things you should know about personal learning Environments. Retrieved December 14, 2015, from 16
http://www.educause.edu/library/resources/7thingsyoushouldknowaboutperso nallearningenvironments Evernote. (2013). How to use evernote web clipper. Retrieved December 14, 2015, from https://youtu.be/Io0gDpTWc Evernote Scott. (2012). Evernote tips: the 11 amazing features that make using evernote so freaking awesome. Retrieved December 14, 2015, from https://youtu.be/Ce2_gWZHBIs Glogpedia. Retrieved December 14, 2015, from http://edu.glogster.com/glogpedia Glogster. Retrieved December 14, 2015, from http://wikade.edu.glogster.com/glogster/?=glogpediasource Good, Robin. (2006). What are web widgets? (1/5). Retrieved December 15, 2015, from https://youtu.be/HRAmQ_m2asg Gorman, Mike. (2012). Ten sites supporting digital classroom collaboration in project based learning. (2012). Retrieved December 14, 2015, from https://21centuryedtech.wordpress.com/2012/01/31/tensitessupportingdigitalcla ssroomcollaborationinprojectbasedlearning/ Greer, Michael. (2013). Video tour of netvibes: a power tool for selfdirected learning & research. Retrieved December 14, 2015, from https://youtu.be/moVpU4_JSbA Hall, Lynda. (2012). Symbaloo tutorial. Retrieved December 14, 2015, from https://youtu.be/HORV4obuyV0 How to create a personal learning environment to stay relevant in 2013. (2013). Retrieved December 14, 2015, from https://onlinelearninginsights.wordpress.com/2013/01/05/howtocreateapersonal learningenvironmenttostayrelevantin2013/ ISTE Standards for Students. (2007). International standards for technology education. Retrieved December 15, 2015, from http://www.iste.org/standards/istestandards/standardsforstudents Malamed, Connie. (n.d.). Models for designing your personal learning environment. The elearning coach. Retrieved December 14, 2015, from http://theelearningcoach.com/elearning20/designingpersonallearningenvironme nt/ Marshall, D. Academic Identity and the PLE. [Prezi]. Retrieved from https://prezi.com/9bjzaqbouwjl/academicidentityandtheple/ Mims, Lisa. (n.d.). Edudemic's best web 2.0 classroom tools chosen by you. Retrieved December 14, 2015, from http://www.livebinders.com/play/play?id=130510 Mott, Jon. (2010, March 3). Envisioning the postLMS era: the open learning network. Educause. Retrieved from http://er.educause.edu/ Mott, J. and Wiley, D. (2009). Open for learning: the CMS and the open learning network. in education. 15.2. Retrieved from http://ineducation.ca/ineducation/article/view/53/529 Ms. Computer Teacher. (2013). Using symbaloo (a bookmarking service) in education. Retrieved December 14, 2015, from https://youtu.be/Kbp2CSS7cnk Netvibes. (2011). What is netvibes? Retrieved December 14, 2015, from https://youtu.be/eM2FVoniHcc Siemens, George. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2.1. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm 17
Think Switch. (2013). What is evernote? (Animated Infographic). Retrieved December 14, 2015, from https://youtu.be/1p_7snQhdLI Top 15 most popular news websites. (2015). Alexa. Retrieved December 14, 2015, from http://www.ebizmba.com/articles/newswebsites Twigg, Carol A. (2003). New models for online learning. Educausereview. Retrieved from http://net.educause.edu/ir/library/pdf/ERM0352.pdf Tu, C. H., SujoMontes, L., Yen, C. J., Chan, J.Y., & Blocher, M. (2012) The integration of personal learning environments & open network learning environments. TechTrends 56(3), 1319. Retrieved December 15, 2015, from https://www.researchgate.net/publication/257692991_the_integration_of_personal_ learning_environments_open_network_learning_environments Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABCCLIO. Retrieved from https://drive.google.com/file/d/0B02hmofyxKPkOEdHTXJsNmMxTjQ/view?usp=sharin g Walsh, Kelly. (2014). Awesome free ed tech resources ebook. Retrieved December 14, 2015, from http://www.emergingedtech.com/2014/05/20excellentfreetoolsforinteractivecoll aborationexperiencesintheclassroom/ Ybarra, Jessica & Summers, Jennifer. (2015). Glogster for education. Retrieved December 14, 2015, from http://msjey.edu.glogster.com/glogsterforeducation/
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Instructional Strategies for PLE and ONLE
Scott Icenogle Gretchen Roberts 20
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About this Chapter This chapter is designed to introduce the concept of Personal Learning Environment (PLE) and Online Networked Learning Environment (ONLE) Instructional Strategies to the reader. A clear understanding of how and when to use PLE and ONLE strategies is essential for success in the virtual classroom environment. In this chapter, we will explore PLE, ONLE, and their strategies to help current and future instructors to improve and enhance learners’ academic well being. This chapter contains three exercises that will help the learner become familiar with operating outside of a Learning Management System. In these exercises, teachers will exeperience the creation of a PLE and will utilize digital tools that will support two of the sixteen ONLE Instructional Strategies. Learners will explore different ONLE strategies in order to see how they relate to learning strategies. Various tools and techniques will be used to gauge understanding with this new teaching and learning environment. Learning Objectives ❏ Learners will be able to describe PLE and ONLE Strategies. ❏ Learners will be able to state how PLE and ONLE relate to Online Learning. ❏ Learners will be able to select a strategy for use in the classroom.
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Instructional Strategies for PLE and ONLE There are many different instructional strategies that can be used to enhance Personal Learning Environments (PLEs) and Online Networked Learning Environments (ONLEs), all of which involve the use of computers and most of which require connection to the World Wide Web or other networks. As seen in Fig. 1, all of these theories, methodologies, technologies, etc. come together to form virtual learning environments. PLE is essentially a space that is custom designed by a learner to suit their own learning needs and interests. This environment, often in a dashboard form, may include a variety of tools, resources, and databases, either embedded or linked. Some examples of tools might be calculators, calendars, graphics generating software, document production software, and more. Resources might be any variety of Web 2.0 and cloudbased applications that support the learning process; indeed, the sheer volume of resources available today is so vast that listing them would be impossible. These resources continue to be developed, published, and used every day. A dashboard, itself, is a resource since it is a platform by which all of the learning tools, resources, and data feeds can be linked and accessed. Google Docs could be considered to be both a tool and a resource, and the same is true of Wikis. In fact, Wikis can also be a data base as 23
well. Social networks can also be considered tools, resources, and databases/feeds, depending on the way the learner uses them. Perhaps the PLE we are most familiar with is the Desktop of our personal computers. We place links to all of those items we use most frequently for our computer use, but desktops are limited in their linkage to online resources. PLEs can also be found in online courses, where all the links and tools necessary to function in a course are linked or embedded in the Learning Management System (LMS); however, LMSs are most often designed by an instructor who has decided what the students will need to perform in the class, rather than allowing the student to design this personal learning space as he or she deems best. ONLEs, in contrast, are open to multiple learners simultaneously and develop from the needs and interests of the entire community rather than strictly the individuals. These environments are highly dynamic, changing constantly as the system develops. Many of the same tools, resources, and databases can be found in ONLEs as you might find in PLEs. What is significantly different between ONLEs and PLEs is that ONLEs serve an entire community, whereas PLEs are primarily centered around individual needs and interests. So, we can find that many PLEs will link to these ONLEs such that a vast web of interrelations is created. ONLEs can be established through social networks like Myspace, Facebook, LinkedIn, Twitter, etc. or they may be created in spaces like Google Sites where learners with common interests might use Google Hangouts or something similar (i.e. Skype, Collaborate, Adobe Connect, etc.). Furthermore, ONLEs can, and often do, build up through and utilize several networks at the same time. Those who “Friend” someone on Facebook might also “Follow” that same person on Twitter. When common interests lead to common goals, these following friends might also decide to create a more exclusive private network in Google Hangouts that meets every Wednesday at 4:00 pm for more detailed and focused conversation and collaboration. ONLEs are often informal learning environments that rely more on common interests and goals than on a structured environment. This is not to say that these environments cannot be formally structured, but a formal structure can be limiting to the synergistic nature of networked community based learning where the interests may shift over time. Structuring a course in an ONLE with very specific learning objectives that are asserted in a formal way are limited to the hierarchical structure of a formal course whether the instructor is essentially the governor. However, it is possible for an instructor to play the role of a coach rather than instructor, moderating and facilitating rather than dictating. This opens a space for learners to become more actively engaged in the learning process rather than passively opening their heads for the instructor to poor knowledge in.
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Content Instructional strategies are techniques that teachers use to promote self regulated learning (Alberta Learning, 2002). We also know that students learn best when they have opportunities to explore, debate, discuss, examine, defend, and experiment (DeCartes, 2015). Chapter one provided an introduction to PLE and ONLE. In this chapter, we provide an introduction to the Instructional Strategies that are available to enhance thee learning of students. Learning Interactions How leaners interact in the learning environment is an important part of an PLE and ONLE. The following figure displays the connection between the various interactions in the learning process.
The instructional strategies we would like to introduce are the following: ❏ Learning and Cognitive Theories: Instructional strategies based how information is absorbed, processed, and retained. These include the following substrategies. ❏ Situated Cognition ❏ Constructivism ❏ Information Processing 25
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❏ Connectivism ❏ Social Constructivism Learnercentered Theories: A shift in focus where the leaner takes responsibility/ active role in learning. ❏ Adult Learning ❏ Creativity ❏ Affective Domain ❏ Multiple Intelligences and Learning Styles ❏ Motivation Inquirybased Strategies: Strategy that begins with asking questions, or posing problems and scenerios; rather than just presenting information. ❏ Casebased ❏ Ibased ❏ Problembased Instruction ❏ Constructionism ❏ Transformative Learning ❏ Conceptual Change Socialcentered Theories ❏ Learning Communities ❏ Cooperative Learning Directed Instruction Strategies: Teaching strategy that uses straighforeward methods to teach a particular lesson. ❏ Reading Recovery ❏ Reciprocal Teaching
Conclusion In this chapter you have learned about instructional strategies that can be used in PLE and ONLE. These included Learning and Cognitive Theories, Learnercentered Theories, Inquirybased Strategies, SocialCentered Theories, and Direct Instruction Theories. The strategies can be used alone or in combination with one another. It is important to use Instructional Strategies, so that the learner meets the learning goals. Learning Activities Network Learning Activity 1: Creating an sample PLE Network learning activity using” PLE, RRS Feed, 3rd party linkage, Mobile Learning, LearnerInterface Interaction. Platform Used: Netvibes This activity supports: 26
Objective 3: Learners will be able to select a strategy for use in the classroom. Objective: Learners will be able to create a PLE, that supports ONLE Philosophy, and can be used for demonstration purposes for future audiences. Task 1: Research, identify, and select a PLE that you will use as a demonstration for your future learners.
Task 1.1 Add tools and strategies Once you have selected you PLE, select five(5) Web 2.0 tools to add to your PLE. ● Add the Web 2.0 tools to your PLE ● Identify which 16 ONLE Strategies relates to your tools. Task 1.2 Discussion and Evaluation Use the Rubric to do the following: ● Share a screen shot of your PLE and Web 2..0 tools in the discussion area. ● Provide a brief description as to why you choose your selected PLE. ● Provide a description of your Web 2.0 tools, and indicate which ONLE Strategy they relate to. ● Respond to at least two postings from others in the class. 27
Network Learning Activity 2: Using a Web 2.0 Tool Networking learning activity using “Checking for Understanding”exit ticket, active learning, student interaction, and mobile learning. Platform used: Poll Everywhere This activity supports: 2. Learners will be able to state how PLE and ONLE relate to Online Learning. 3. Learners will be able to select a strategy for use in the classroom. Objective: Learners will be able to support the ONLE Philosophy by creating an exit ticket using a web 2.0 tool. Task 1: In this activity, you will be creating an Exit ticket. Consider what you have learned so far in this chapter. When you select your question(s), consider the format of how you would like students to respond. In other words, do you want them to respond to “Open Ended”, Closed, or provide details. With this activity, Poll everywhere is a great tools that has mobile capabilities. However learners may select a Web 2.0 tool of their choosing.
Task 2.1 After selecting a Web 2.0 tool of your choice create an Exit Ticket. ● Add your question(s) to the tool. ● Generate the Exit Ticket ● Optional: Have a fellow leaner try your exit ticket out 28
Task 2.2 Discussion and Evaluation Use the Rubric to do the following: Share a screen shot of your Exit Ticket in the discussion area. Provide a brief description as to why you choose your selected Web 2.0 tool. Provide a description of your Web 2.0 tool, and indicate which ONLE Strategy they relate to. Respond to at least two postings from others in the class Network Learning Activity 3: Using a Mobile Video Tool Networking learning activity using Mobile Learning, Video Production, Social Networking, LearnerLearner Interaction. Platform used: Periscope This activity supports: Objective 1: Learners will be able to describe PLE and ONLE Strategies. Objective 2: Learners will be able to state how PLE and ONLE relate to Online Learning. Objective 3: Learners will be able to select a strategy for use in the classroom. Objective: Learners will explore and demonstrate their understanding of the ONLE Philosophy by creating and sharing a video. Task 3: In this activity you will create and share a video that you record through your mobile device. When selecting what you will record, consider how it will enhance students understanding of the lessons presented in class, and how it will help their understanding and participation in being good digital citizens.
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Task 3.1 After selecting a mobile tool for recording and sharing video do the following: ● Download the application on your device ● Select what you want to record ● Record and save your video Task 3.2 After recording and saving your video do the following: ● Select a social networking site. Consider using a site that your students will have access to. Perhaps you already have a class site/page. ● Post your video. Task 3.3 Discussion and Evaluation Use the Rubric and do the following: ● Share a link to your video post in the discussion area. ● Provide a brief description as to why you choose your selected Mobile Video Tool. ● Provide a description of your Mobile Video Tool and indicate which ONLE Strategy they relate to. ● Respond to at least two postings from others in the class. Chapter Assessment Rubrics 30
Readings Exit Tickets Teach Like a Champion How to use Periscope How to use Netvibes The Role of Teachers in Personal Learning Environments, by ZA Shaikh Instructional Design Models and Theories: The Cognitive Flexability Theory Five Characterisics of Leaner Centered Teaching What is Inquiry Based Learning Direct Instruction Teaching Method: Definition, Examples, and Strategies Teaching Resources Presentation Instructional Strategies for PLE and ONLE Teach Like a Champion, by Lemov, D.—great resource for teachers. Can be bought at Amazon. Turn Your Classroom Into a Personal Learning Environment ISTE Standards for Teachers ISTE Standards for Students FollowUp Discussion Questions 1. What did you find most interesting in creating your PLE? 2. Did you find the Mobile Video Activity engaging? Did you enjoy its capabilities? 3. What instructional strategy fit best with your activities? 4. Do see the potential power in creating Exit Tickets? Glossary PLE: Personal Learning Environment. Digital tool that enables learners to develop and expand on their learning content. Web 2.0 Tool: Digital Tool that allows learners to connect their learning in interactive ways. ONLE: Open Network Learning Environment Exit Ticket: A strategy by which teachers can check to see if their students understood the lesson, concept, or term. 31
Video: Visual medium that often records subjects in action. Mobile Device: A device that can travel anywhere. Includes Smartphones, Laptops, and Wearable tech. Resources and References Social Tagging Delicious: Chapter 2 ETC 655 Icenogle Roberts References Direct Instruction Teaching Method: Definition, Examples & Strategies Video & Lesson Transcript | Study.com. (n.d.). Retrieved December 17, 2015, from http://study.com/academy/lesson/directinstructionteachingmethoddefinitionexamples strategies.html Ellis, W. Retrieved December 17, 2015, from https://sites.google.com/a/nau.edu/educationallearningtheories/home/sociallearningthoe ry Inquirybased Learning: Explanation. (n.d.). Retrieved December 17, 2015, from http://www.thirteen.org/edonline/concept2class/inquiry/ Instructional Design Models And Theories: The Cognitive Flexibility Theory eLearning Industry. (2015, May 30). Retrieved December 17, 2015, from http://elearningindustry.com/cognitiveflexibilitytheory Instructional Strategies. (2014, June 24). Retrieved December 17, 2015, from http://www.fortheteachers.org/instructional_strategies/ Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: JosseyBass Inc Pub (n.d.). Retrieved December 17, 2015, from https://creativitytheories.wikispaces.com/Creativity+Theories (n.d.). Retrieved December 17, 2015, from http://edutechwiki.unige.ch/en/Casebased_learning (n.d.). Retrieved December 17, 2015, from https://education.alberta.ca/media/352984/is.pdf (n.d.). Retrieved December 17, 2015, from http://innovativelearning.com/educational_psychology/motivation/index.htm (n.d.). (2013). Retrieved December 17, 2015, from http://www.edutopia.org/multipleintelligencesresearch (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Conceptual_change (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Constructionism_(learning_theory) (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Cooperative_learning (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Learning_community (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Learning_theory_(education) (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Reading_Recovery 32
(n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Reciprocal_teaching (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Social_constructivism (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Studentcentred_learning (n.d.). Retrieved December 17, 2015, from https://en.wikipedia.org/wiki/Transformative_learning (n.d.). Retrieved December 17, 2015, from http://serc.carleton.edu/NAGTWorkshops/affective/intro.html (n.d.). Retrieved December 17, 2015, from http://web.cortland.edu/frieda/id/IDtheories/46.html (n.d.). Retrieved December 17, 2015, from http://www.etsu.edu/fsi/learning/infoprocessing.aspx (n.d.). Retrieved December 17, 2015, from http://www.learningtheories.com/connectivismsiemensdownes.html (n.d.). Retrieved December 17, 2015, from http://www.learningtheories.com/constructivism.html (n.d.). Retrieved December 17, 2015, from http://www.learningtheories.com/situatedcognitionbrowncollinsduguid.html Pappas, C. Retrieved December 17, 2015, from http://elearningindustry.com/theadultlearningtheoryandragogyofmalcolmknowles 33
3 Web 2.0 Technologies in PLE and ONLE
Amy Faull Eileen Geronimo Janice Hoyt 34
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Chapter Overview “Web2.0technology integration requires a high level of learnercentered skills to create a Personal Learning Environment (PLE) and Open Network Learning Environments(ONLE). This is a new dilemma that educators and students face because Web 2.0 integration requires a shift from a more teacher and institution centered mindset to a more distributed, personalized efforts and collaboration. To resolve potential negative learning impacts by Web 2.0 integrations, educators should create an effective ONLE and invite students to build their own PLEs to achieve effective open network communication, interaction,and collaboration.”
Web 2.0 Technologies in PLE and ONLE
*The Tagul image above depicts some of the most essential and effective Web 2.0 technologies used in conjunction with ONLE and PLE. 36
❏ Objective 1 Demonstrate how web 2.0 tools can be utilized in a PLE ❏ Objective 2 Evaluate web 2.0 tools that can be applied to their own PLE ❏ Objective 3 Illustrate how web 2.0 in PLE can enhance the learning environment Introduce Web 2.0 and PLE What is Web 2.0? Web 2.0 is a change in how users interact with information found on the web. Internet users no longer have a 1 dimensional interactions with content but have taken the role of generating content by sharing and collaborating through various network communities. In Web 2.0, there is an increase in the use and development of various social media applications, social networking websites (Facebook, Twitter, & Instagram, etc.), and content sharing sites (YouTube, Dropbox, & Google Drive, etc.) (Stern, J., n.d. para 2). In education, technology tools and resources have become more integrated to help create an enhance learning environment. More specifically, the application of the learning model constructivism have increased in education and shifted the way learners interact with the content and their peers in online learning. Learners have taken a larger role in enhancing their learning environment by either creating or contributing content and resources in network communities. But how can learners create an interactive, organized, and effective learning environment? Personal Learning Environment provides a method that users can apply to help them create an environment where information is meaningful and useful. PLE creates an environment online that is individually customized. In other words, learners or any online users can create a PLE that can be changed and manipulated in any way that can assist in creating a learning environment that is effective for themselves. Learners can enhance their learning environment by integrating Web 2.0 tools such wikis, discussion boards, blogs, RSS feeds, social networking medias, social bookmarking tools, etc. But how can a learner design a PLE that fits them best with the use of Web 2.0 tools? Objective 1: Demonstrate how Web 2.0 tools can be utilized in a Personal Learning Environment (PLE).
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Personal Learning Environments, such as Symbaloo, allow learners (be them fullor parttime students or informal lifelong learners to create a personalized, webbased home page to collect resources,tools, and communities that the individual utilizes in daily life and learning. Once you create and use a PLE such as Symbaloo, you will wonder how you lived and learned without it! To create your own PLE in Symbaloo: Create a Symbaloo account, simply click on “Create an Account” (If you choose to signin automatically by using your Google account, you can login with one click in the future).
. Add, delete, and organize your page. As you develop your PLE, you will continue to add, delete, and rearrange your Symbaloo PLE and webmixes Symbaloo Tutorial on YouTube Try organizing your tiles according to how you use these tools and resources in your life. Some possibilities include social media accounts like Twitter and Facebook, Pinterest and Delicious, Linkedin or YouTube, Google apps like Gmail, Google Docs, Google Sheets, and Google Calendar. CMS links like BbLearn, Canvas, or Moodle. Users can add RSS feeds, workrelated websites and tools like www.nau.edu or Quality Matters.
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Activity: Students will create their own Symbaloo account and begin to build their PLE, using the YouTube tutorial. Learners will share their Web 2.0 tools, resources, and communities with others by adding at least three stickies to the Symbaloo Collaboration Padlet. Rubric to Assess PLE Objective 2: Evaluate web 2.0 tools that can be applied to their own PLE Personal Learning Environment (PLE) and Open Network Learning Environment (ONLE) are concepts that allow students to customize their online learning environments through evaluating which resources, Web 2.0 tools, widgets, and people they want to include. These concepts are derived from the learning theory, Connectivism. Connectivist learners seek out the most current information related to their learning, through maintaining connections to people and resources within their networks. How do instructors/students evaluate 39
which tools they would like to include in their PLE? The best way to evaluate a Web 2.0 tool comes from: “the old adage “trial and error.”” There are many ONLE technologies. Are they all effective and appropriate to support ONLE and PLE? Remember to apply Connectivism theory to assist us to analyze Web 2.0 technologies. Do not forget we need think from "environment" level. Activity: Select 3 Web 2.0 tools using the information in the following links. In Google docs write a paragraph for each tool stating why you selected it and how you would use it. Explain how these tools can be beneficial to your Personal Learning Environment (PLE)? http://www.slideshare.net/janehart/top100toolsforlearning201552992784/3028_YammerMi crosofts_Enterprise_Social_Networkingplatform Here are the Top 100 Tools for Learning 2015 classified in 30 categories under 4 main headings
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http://c4lpt.co.uk/directory/top100tools/bestofbreedtools2015/
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http://ww2.kqed.org/mindshift/2015/07/29/teacherrecommended50favoriteteachingapps/
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Technology Integration Matrix
Objective 3 Illustrate how web 2.0 in PLE can enhance the learning environment Personal Learning Environment application extends beyond from personal use but can also be utilized professionally and academically. In education, PLE and Web 2.0 tools can be utilized to help increase student performance and comprehension by providing an online environment that is relevant to their learning. But how can you apply PLE using Web 2.0 tools in teaching online? Activity: Demonstrate and explain how you can use a Personal Learning Environment with Web 2.0 tools by providing lessons, strategies, or ideas that can help with enhancing student learning. In addition, provide evidence that can be used to show students’ academic growth through use of a PLE and Web 2.0 tools.
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In the provided Google SIte, Choose a “Teacher” tab and insert your lesson or strategies. The lesson should include specific instructions on how students use a PLE and Web 2.0 tools to help them achieve the learning objectives in their class.
Educational App Evaluation Rubric iEvaluate App for Students with Special Needs Teaching resources 11 Ways to Use Symbaloo in the Classroom Pinterest Board: Symbaloo Tutorials Symbaloo Webmixes for Teachers by Grade/Subject PLE and ONLE Instructional Strategies Rubrics, Rubrics, Rubrics! (Thank you, Kathy Schrock) Web 2.0 Tools on Pinterest Discussion questions 1. What tools and resources did you add to your “first incarnation” of your PLE? 2. How has your PLE changed over time? 3. Are there Web 2.0 tools that each learner has in common with several other students? 4. Are you connected with your classmates in that environment? 41
5. After this class is over, how will you stay informed on new innovations of WEB 2.0 tools? Glossary Web 2.0 An umbrella term for the second wave of the World Wide Web, which was coined in a
conference on the subject in 2004 by O'Reilly Media and CMP Media (later taking its parent name of United Business Media). Sometimes called the "New Internet" as well as "Internet 2.0," Web 2.0 is not a specific technology; rather, it refers to two major paradigm shifts. The one most often touted is "user-generated content," which relates more to individuals. The second, which is equally significant, but more related to business, is "cloud computing."
Connectivism: Connectivism is based upon the idea that knowledge is occurs through a network of connections and knowledge is not acquired, but is formed through the set of connections through actions and experience. Constructivism: a student centered theory of learning asserting that learners construct knowledge and meaning through their experience. Personal Learning Environment (PLE): An organizational system that helps learners control their own learning by setting their own goals, managing their content and learning strategies and communicating and collaborating with others. Open Network Learning Environment (ONLE): Students independently locate and utilize their own resources and are actively involved in the establishment of the learning context and learning activities utilizing a range of Web 2.0 technologies. ONLE Instructional Strategies Open Network Learning Environment Instructional Strategies is an environment that promotes students to expand their learning through many Web 2.0 technologies that are linked to one area. References 6 Possible Roles For Teachers In A Personalized Learning Environment. (2012, December 23). Retrieved December 14, 2015, from http://www.teachthought.com/uncategorized/6possiblerolesforteachersinapersonali zedlearningenvironment/ 42
7 Things You Should Know About Personal Learning Environments. (2009, May 1). Retrieved December 12, 2015, from https://net.educause.edu/ir/library/pdf/eli7049.pdf Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personallearningenvironmentsandvygotsky/ Bart, M. (2008, November 17). Technology Trends in Higher Education: How Web 2.0 Tools are Transforming Learning Faculty Focus. Retrieved December 15, 2015, from http://www.facultyfocus.com/articles/teachingandlearning/technologytrendsinhighere ducationhowweb20toolsaretransforminglearning/ Buchem, I. (2012).Psychological Ownership and Personal Learning Environments: Do sense of ownership and control really matter?. Proceedings of the 3th PLE Conference, Aveiro, Portugal. Retrieved from:http://revistas.ua.pt/index.php/ple/article/view/1437/1323: Buchem, I., Attwell, G., Torres, R.: Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. Proceedings of the The PLE Conference 2011 (pp. 133), 1012 July 2011, Southampton, UK (2011) Comparing Symbaloo and Netvibes as Information Dashboards and PLEs. (2011, March 18). Retrieved December 17, 2015, from https://theunquietlibrarian.wordpress.com/2011/03/18/comparingsymbalooandnetvibes asinformationdashboardsandples/ Deya, H., & Ken, P. (2012, April 1). Designing an effective online learning environment. Retrieved December 17, 2015, from http://www.seenmagazine.us/articles/articledetail/articleid/2000/designinganeffectiveo nlinelearningenvironment.aspx Downes, S. (2006). Learning Networks and Collective Knowledge. Instructional Technology Forum, available: Retrieved from: http://itforum.coe.uga.edu/paper92/DownesPaper92.pdf Downes, S. (2007). Learning networks in practice. Emerging Technologies for Learning, 2, 1927. Retrieved from: http://www.downes.ca/files/Learning_Networks_In_Practice.pdf Fuegen, S. (2012). The impact of mobile technologies on distance education. Techtrends: Linking Research & Practice To Improve Learning, 56(6), 4953. Kompen, R., Edirisingha, P., & Mobbs, R. (2008, October 1). BUILDING WEB 2.0BASED PERSONAL LEARNING ENVIRONMENTS – A CONCEPTUAL FRAMEWORK. Retrieved December 16, 2015, from https://lra.le.ac.uk/bitstream/2381/4398/1/EDEN ResWksp 2008 Torres Kompen et al Web 2.0 PLE paper.pdf Malamed, C. (n.d.). The eLearning Coach. Retrieved December 16, 2015, from http://theelearningcoach.com/elearning20/designingpersonallearningenvironment/
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McLoughlin, C., & Lee, M. J. (2007, December). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 (pp. 664675). Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed). Hoboken, NJ: John Wiley & Sons, Inc. Oliveira, L., & Moreira, F. (n.d.). Personal Learning Environments: Integration of Web 2.0 Applications and Content Management Systems. Retrieved December 15, 2015, from http://www.linooliveira.com/publicacoes/lo_eckm2010.pdf Rahimi, E., Berg, J., & Veen, W. (2014). A Pedagogydriven Framework for Integrating Web 2.0 tools into Educational Practices and Building Personal Learning Environments. Journal of Literacy and Technology, 15(2). Retrieved December 14, 2015, from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/er_2.pdf Reigeluth, C. M. (1999). What is instructionaldesign theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructionaldesign theories and models: A new paradigm of instructional theory (Volume II) (pp. 529). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Sclater, N. (2008, June 28). Web 2.0, Personal Learning Environment, and the Future of Learning Management Systems. Retrieved December 16, 2015, from https://net.educause.edu/ir/library/pdf/ERB0813.pdf Siemens, G. (2005) ‘Connectivism: A Learning Theory for the Digital Age.’ International Journal of Instructional Technology, 2(1). Retrieved from Connectivism: A Learning Theory for the Digital Age Solomon, G., & Schrum, L. (2007). New World, New Web, New Schools. In Web 2.0: New tools, new schools. Eugene, Or.: International Society for Technology in Education. Stern Ph.D, J. (n.d.). Introduction to Web 2.0 Technology. Retrieved December 16, 2015, from http://www.wlac.edu/online/documents/Web_2.0 v.02.pdf Tu, C. H. (2013). Strategies for building a Web 2.0 learning environment. ABCCLIO. Santa Barbara, CA. Tu, C., Blocher, M., SujoMontes, L., Yen, C., & Chan, J. (n.d.). The Integration of Personal Learning Environments & Open Network Learning Environments. Tech Trends, 56(3), 1319.
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Tu, C. H. (n.d.). Concepts of PLE & ONLE. In Tu, C. H., Strategies for building a web 2.0 learning environment (chapter 2). Retrieved from https://docs.google.com/a/nau.edu/file/d/0B02hmofyxKPkOEdHTXJsNmMxTjQ/edit Tschofen, C. & Mackness, J. (2012). Connectivism and dimensions of individual experience. The International Review of Research in Open and Distance Learning, 13(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1143/2086 Valtonen, T., Hacklin, S., Dillon, P., Vesisenaho, M., Kukkonen, J., & Hietanen, A. (2012). Perspectives on personal learning environments held by vocational students. Computers & Education, 58(2), 732739. Väljataga, T., & Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277 291. Veletsianos, G. (Ed.) (2010). Emerging Technologies in Distance Education (2nd ed.). Athabasca, AB, Canada: AU Press. Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2009). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of eLearning and Knowledge SocietyEnglish Version, 3(2).
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4
Designs of PLE, ONLE, and Linkage Design Model
Jeanine Walashek Sheryl Wells 46
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Chapter Overview In this chapter, you will learn about Personal Learning Environments, Open Network Learning Environments, and Linkage Design Model. Along with reading the chapter, you will be asked to explore and create using tools introduced to you. We also ask that you take time to reflect on your learning and answer the online discussion questions to share your thoughts with others. Designs of PLE, ONLE, and Linkage Design Model
As you can see in the Tagul image, our main focus in this chapter will be how using a PLE, an ONLE, and Linkage tools assist individuals in being active participants and learners on the web. These environments and tools help connect individuals to content as well as other people from across the globe. Networking formally and informally by accessing web 2.0 tools will expand the learner's knowledge base and broaden their exposure to their personal learning. Personalization of learning takes place alongside social interactions in this type of environment which makes the interactions more meaningful. Students are more vested in this type of learning and seek to gain more information within their learning social circle. They are also more willing to share their knowledge base with others throughout the world. View this video on The
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Future of Learning Environments by Educause for an overview on what the future holds for learning. Chapter 4 Learning Objectives ❏ Explain what a Personal Learning Environment (PLE), Open Network Learning Environment (ONLE), and Linkage Design Model is. ❏ Create a Personal Portal for a Personal Learning Environment and/or Open Network Learning Environment. ❏ Explain how a Personal Learning Environment, an Open Network Learning Environment, and Linkage Design Model can work together. Open Network Learning Environment (ONLE) An open network learning environment (ONLE) is a collaborative learner centered method, different from the traditional learning environment where the learning is teacher lead, an ONLE is learnercentered. ONLE follows more of a distributed collaboration with personalized efforts accessed via the internet. An ONLE is a free digital environment that combines web 2.0 tools, social networking, resources, and an opportunity to work on creative activities with like minded people with the same interests. This environment can be accessed by anyone at any time and is open to the public. This “new learning should move away from a centralized learning system to a more distributed personal learning environment that allows these separate tools to be easily aggregated in one place.” (Tu, 2014, p.24) Learners in an ONLE can participate and take away as much or as little information from their experience as they need with no specific timeline to abide by to obtain the information. Personal Learning Environment (PLE) A Personal Learning Environment (PLE) is a learning concept that allows individuals to personalize, control, and manage tools and resources associated with their learning goals. No two PLEs will be exactly the same. EDUCAUSE (2009) defines a PLE as “the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals” (p. 1). Most PLEs include tools that allow learners to communicate with others and easily access content from a variety of sources. Personal portals are used to collect and manage all of the Web 2.0 tools chosen by an individual to include in their PLE. The PLE concept is a contrast to a more formal and rigid learning management system (LMS). In this short lighthearted video, Patricio Bustamante will help you understand how PLEs are different than a traditional eLearning experience. Linkage Design Model The Linkage Design Model connects the user to resources, PLE’s, web 2.0 tools, other learners and instructors. This is accomplished by using widgets, RSS feeds, social tagging, personal 49
portals, social networks, and information visualization. Learners develop personal learning environments (PLE) and online network learning environments (ONLE) with this model that assists in learning and making needed connections. (Tu, 2014, p.56) Personal Portal Linkage A Personal Portal Linkage is a tool used to personally customize and link to web 2.0 tools in one location for the user. A personal portal linkage tool such as iGoogle allows learners to organize their own learning content, email portal, and information tools to manage their learning. This environment is always evolving and as the learner’s needs change, updates to their personal portal linkage web 2.0 tools are necessary to meet these ever changing needs. Widget Linkage Widgets are standalone tools that allow users to access their Web 2.0 resources in a quick and efficient manner. Most personal portals include features that allow the user to add widget linkages in order to embed tools such as calendar, weather, RSS feeds, videos, quick links to other websites, news, webmail, calculators, maps, and more. In order to embed a widget on a page, blog, wiki, etc you will need to have rights of authorship. By using widget linkage, learners and instructors, can access preferred network resources with a single click of needing to visit each tool site (Tu, 2014, p.78). Some widgets allow for display of the tool automatically when the page is accessed. The user is in control of how and where they wish to display and use their widget linkages. RSS Linkage A RSS (Rich Site Summary or Really Simple Syndication) Linkage is a tool that learners can use to get updated summaries to the selected RSS feeds by subscribing to each RSS feed pertinent to their learning environment. Learners can get updated information from news headlines, blog entries, and websites that they are linked to. Once the learner signs up for the selected RSS feeds, regular live updates will be sent to the learner.(Tu, 2014, p.89) This tool helps learners receive notifications without having to log on and visit multiple websites and a way to access this information in a less time consuming manner. Third Party Linkage “Third Party Linkage can support learners and instructors in better social network content management and organization” (Tu, 2014, p. 8). This type of linkage allows users to post using one tool, such as Twitter, and have the same message go out to their contacts on other sites such as Facebook. Of course, this is just one example of what is possible with third party linkage. There are several applications that can be utilized to create linkages between third party Web 2.0 tools. IFTTT (If This, Then That), allows for customized linkages/connections between the applications and websites you use. You choose which content and/or resources you want to stream between tools. Zapier is another third party linkage service that works on the premise of using triggers and actions to create connections between the applications that you use on a regular basis. Both IFTTT and Zapier use event based automation to help their 50
users avoid repetitive posts and tasks. These are just two of the services available. Some applications, such as Twitter, offer their users ways to create third party linkages within their own site. Social Tagging Linkage Social Tagging Linkage is a way to link learners to network resources. This is done by attaching tags or keywords/phrases to content so that it is easily searchable by other learners, communities, and people interested in that subject. This structure allows learners to share information relevant to a particular topic that have an interest. An example of this type of structure is how Twitter is searchable by attaching a hashtag (#) to a word/phrase or tag in order to categorize that topic (Tu, 2014, p.9). Social Network Linkage Social Network Linkages are used for both formal and informal communications and connections. Most adults and many young people, in our digital age, are a member of at least one social network whether it be Twitter, Facebook, LinkedIn, Flickr, Instagram, Vine, Pinterest, or one of the many others. As members of a social network, individuals are able to share information and resources with others, view others’ information and resources, and search for individuals with similar interests, viewpoints, hobbies, careers, etc. Members can friend, fan, or follow others in order to build their social network. Members of social networks use them for varying reasons and purposes. These may include: keeping up with or reconnecting with acquaintances, meeting with a group of people online, keeping up to date with news and research, creating learning communities, share opinions, share nonprofit activities, share visual content, and make professional connections (Wolf, 2015). Whatever the reason, social network linkages help keep individuals around the world connected and learning from each other. Mobile Linkage Mobile Linkage refers to using a mobile device such as an iPhone, iPad, smartphone, or tablet to access web 2.0 tools. This has transformed how students acquire information by connecting learners to information from any device at any time, by having the ability to access content via the internet (Tu, 2014, p.1112). Information Visualization (InfoViz) Information Visualization (InfoViz), or infographics, is a way for information to be designed in the form of pictures, words, symbols, and/or colors in order to represent relationships or illustrate ideas and concepts to assist the viewer to gain understanding (Tu, 2014, p.5). In a video produced by Lemonly, an infographic is defined as a “graphic visual representation of information data or knowledge intended to present complex information quickly and clearly” (Farris, 2013). The visual of the Earth provided at the beginning of in each of the chapters in this book is an example of how a word cloud image can be used as a information visualization. 51
Providing InfoViz linkages on webpages or in lessons can give visual learners another tool in understanding what is being presented orally or in writing. Network learning activities/assignments Assignment 1—creating a personal portal using iGoogle Step 1: go to iGoogle click on the “Login” button and log in using your existing gmail account. Step 2: watch the following tutorials: iGoogle Online Tutorial part 1 and iGoogle Online Tutorial part 2
Step 3: After viewing these videos, customize your own personal portal in iGoogle using sites and information that interest you.
(example of an iGoogle Personal Portal)
Assignment 1 Rubric
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Assignment 2 Third Party Linkage Step 1: Create an account in either IFTTT or Zapier. Step 2: Create at least one third party linkage that will make your life just a little easier. Step 3: Share the linkage that you created, and your reasoning behind the linkage, with someone else in your online course and someone in your broader ONLE. Step 4: Ask the individuals you share with what linkages they would most like to have and why. Step 5: Create one more third party linkage based on your discussions, interests, and needs. Step 6: Share your linkages and reflections regarding this assignment with your instructor through the Nabble discussion, email, chat, blog, or other preferred communication mode. (Example of third party linkage. Favorited Tweets can be saved in Evernote)
Assignment 2 Rubric
Assignment 3 Infographic
Step 1: Choose a chapter from this book. It could be chapter 4 or any other chapter you
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have read. Step 2: Choose a Web 2.0 tool to assist you in creating the infographic. Some tools to choose from that offer free accounts include: Canva, Wordle, Tagul, and Piktochart. Step 3: Create an infographic to represent the most important concepts covered in the chapter you chose. Step 4: Bookmark your infographic in Delicious and tag it with the word Chapter and the number of the chapter (example: Chapter4). Add any other relevant tags that will help your classmates more easily locate it for their learning purposes. Step 5: Share your infographic and reflections regarding this assignment with your instructor through the Nabble discussion, email, chat, blog, or other preferred communication mode. Assignment 3 Rubric
Readings Required readings ○
PLE, ONLE, and Linkage Design ModelConcepts of PLE & ONLE
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Choose one of the PLE articles from the list from the 2012 PLE Conference in Melbourne.
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PLE Article from the 2012 PLE Conference in Melbourne: Designing and Implementing PLEs in a Secondary School Using Web2.0 Tools
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Personal Learning EnvironmentsThe Future of ELearning
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Building an Online Learning Community 54
Optional/Suggested readings and videos ○
Online Learning Communities: from Personal to Social Learning Environments
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Developing Work Based Personal Learning Environments in Small and Medium Enterprises
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Information Visualization Tools
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Using SymbalooEDU as a PLE Organizer in Higher Education
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3 Ideas About Future Learning
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7 Things You Should Know About Personal Learning Environments
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A Study of the Predictive Relationship Between Online Social Presence and ONLE Interaction
Teaching resources The Prezis shared below were created by a professor who teaches ETC 655 and other educational technology courses that focus on online learning and social media. Linkage Design Model Prezi by ChihHsiungTu and Michael Blocher ONLE & PLE Prezi by ChihHsiung Tu PLE Prezi by ChihHsiung Tu, Michael Blocher, and CherngJyh Yen Discussion questions 1. Explain how your personal portal that you created in iGoogle will benefit you personally and professionally. 2. Which network linkage tools do you use in order to stay connected in your PLE and ONLE? Why did you choose these linkages? Have you used any third party linkages in order to make connections between any of these tools? How do these connections improve your PLE and/or ONLE? 3. How can information visualization, also known as infographics, assist online learners? Please share the infographic you created for assignment 3 and what you learned while creating it. Discussion Rubric: 55
Network Learning Resources & References Chapter 4 Delicious Resources Social Tagging Architecture: Personal Learning Environment, PLE, Open Network Learning Environment, ONLE, ETC655, Chapter4, Linkage Design Model, InfoViz Glossary Linkage A linkage is a connection or relationship between two or more things. Open Network Learning Environment (ONLE) An Open Network Learning Environment is a digital environment that empowers learners to participate in creative endeavors, conduct social networking, organize and reorganize social contents, and manage social acts by connecting people, resources, and tools by integrating Web 2.0 tools to design environments that are totally transparent, or open to public view. Personal Learning Environment (PLE) A Personal Learning Environment is a selfdirected and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests. Really Simple Syndication (RSS) RSS (Rich Site Summary; originally RDF Site Summary; often called Really Simple Syndication), uses a family of standard web feed format to publish frequently
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updated information: blog entries, news headlines, audio, video. An RSS document includes full
or summarized text, and metadata, like publishing date and author's name. Tag In information systems, a tag is a nonhierarchical keyword or term assigned to a piece of information (such as an Internet bookmark, digital image, or computer file). This kind of metadata helps describe an item and allows it to be found again by browsing or searching. Tags are generally chosen informally and personally by the item's creator or by its viewer, depending on the system. Widget In computing, a web widget is a software widget for the web. It's a small application with limited functionality that can be installed and executed within a web page by an end user. A widget has the role of a transient or auxiliary application, meaning that it just occupies a portion of a webpage and does something useful with information fetched from other websites and displayed in place. Other terms used to describe web widgets include: portlet, web part, gadget, badge, module, snippet and flake. Widgets are typically created in DHTML or Adobe Flash. References Attwell, G. (2007). Personal Learning Environmentsthe future of eLearning?. Elearning papers, 2(1), 18.
EDUCAUSE. (2009). 7 things you should know about personal learning environments.
Retrieved from https://net.educause.edu/ir/library/pdf/eli7049.pdf
Linkage. (n.d.) Retrieved December 8, 2015 from MeriamWebster: http://beta.merriam webster.com/dictionary/linkage Malamed, C. ( 2014). Models for designing your personal learning environment. Retrieved from http://theelearningcoach.com/elearning20/designingpersonallearningenvironment/ RSS. (n.d.) Retrieved December 8, 2015 from RSS Wiki: https://en.wikipedia.org/wiki/RSS Tag (metadata). (n.d.) Retrieved December 8, 2015 from Tag Wiki: https://en.wikipedia.org /wiki/Tag_(metadata) Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABCCLIO. Santa Barbara, CA. Tu, C.H., Yen, C.J., Blocher, M., & Chan, J.Y. (2012). A study of the predictive relationship between online social presence & ONLE interaction. International Journal of Distance Education Technologies, 10( 3), 5366. 57
Web widget. (n.d.) Retrieved December 8, 2015 from Web widget Wiki: https://en.wikipedia.org/ wiki/Web_widget Wolf, D. (2015, April 27). Reasons why social networking is good for our society. Retrieved from http://technofaq.org/posts/2015/04/7reasonswhysocialnetworkingisgoodforoursoci ety/ 58
5 PLE and ONLE: Development & Teaching Practices
Kevin Castillo Elizabeth Ismail
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Chapter Overview Leading up to this chapter, we hope that you have an understanding of what PLEs and ONLE are. The opportunity to use the internet in a way that allows users to create custom learning environments, that fit their educational and/or professional needs, and the “openness” of ONLE have changed the landscape of online learning. In this chapter, we will go into discussion about the development and practices/teaching for PLE and ONLE usage and how to successfully implement strategies and techniques which will focus on creating an interactive learning environment for your students.
PLE and ONLE: Development & Teaching Practices
Learning Objectives ❏ Understanding how PLEs and ONLE can affect classroom environments for the better
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❏ Explore and discover the benefits of WEB 2.0 tools for PLE and ONLE implementation ❏ Educators will understand their roles in shift of instructor to content facilitator Technological Capabilities of Today In today’s world of technological greatness, we are privileged to have the means to be able to use computer devices, from desktop to mobile, that are able to connect with perhaps the greatest information source known, the internet. This was not always the case, as I am sure most of us have experienced life without these capabilities in one way or another. Back when the internet and computers were relatively new, and expensive to own, individuals had to use others ways of information finding in order to successfully complete necessary educational or other work. This perhaps meant trips to the local library, where books were the main information source one could rely on.
Fast forward to today, and take a look around your surroundings to see what technology based on internet connectivity is being utilized. Keep in mind though, even though a piece of technology equipment may not fit in the palm of your hand, doesn’t mean it is not receiving and transmitting data and loads of information. Let’s list a few of the items that you may see: computer, smart phone, bluetooth device, television, gaming console, tablets, etc. What we have come accustomed to has not always been available, or even some not invented yet, but that has changed with the widespread availability of the internet. What users are able to do today is remarkable when compared to 20, or even 10, years ago. The explosion in popularity of devices that have internet connectivity has been felt all over the world, but focusing on the United States soar in connectivity is astounding. “Today, 68% of U.S. adults have a smartphone, up from 35% in 2011, and tablet computer ownership has 62
edged up to 45% among adults” (Anderson, 2015). As you can see, users are seeking the easy, and now relatively cheap, alternative to the classic desktop/laptop computer in devices that can fit in your hand and pocket, is easy to transport, and offers technological capabilities that could have been easily been written off as “science fiction” years ago. PLE Development and Practices / Teaching The Professional Learning Environment (PLE) is a user created technology interface which can be used with many formats. In short, think of it as a starting point and even ending point where WEB 2.0 tools are utilized in order to accomplish extensive, or even simple, tasks that are required for students or professional to perform. As mentioned, there are many formats and webrelated content pages that offer users the ability to custom create a desirable workplace. Later on in this chapter, you will be given the opportunity to explore these resources and experience what millions of other users have already had the opportunity to realize, that there are tools out there that are specifically designed with lifelong learners in mind. “The Personal Learning Environment (PLE) is defined as a set of applications and tools, social media that provide a natural connection between formal and informal learning” (Dabbagh & Kitsantas, 2012). Using the PLEs for creating educational instruction for a classroom can seem like a large burden to the always working instructor. What we must not do is overlook the value that something so simple to create and use can have an enormous impact on how students in a classroom regulate their own learning desires with the WEB 2.0 tools that they may already be familiar with using. In order to successfully implement the PLE for student use and success, we must make sure that the purpose of it is intended to help organize, connect, and utilize the ever expanding development of WEB 2.0 tools. What instructors need to realize, if they haven’t done so already, is to understand that every student that they work with is equipped with their own way about going about succeeding in their educational agenda. When instructing students to create their own PLE, it’s wise to set minimal requirements for PLE tools to be shown, in that we want the users to use what they are and have been comfortable sing in the past, but to also tell them that it is a benefit to look beyond their comfort zone and try new programs and applications which can either help them with their work or at least let them know that something new that they tried is not the right fight for them and to continue looking for something new that that can place in their arsenal of learning opportunities. As the instructor, whether utilizing formal or informal teaching, it is of utmost importance to allow the students to sense a feeling of creating and using a PLE as a benefit. It would be a waste of time for the student to be asked to create a valuable tool and not allow them the opportunity to “test drive” it with engaging learning activities. With such activities in place, so that they may expand their willingness to add more and more tools to their PLE belt. Engage students to expand in the area of their current specialty, if they have one. “In each specialty, the students add some components directly related to their area of specialization” (Gallego & Gamiz, 2014). As mentioned before, students usually, but not always, come to any classroom 63
environment with predetermined expectations of what they plan on using when it comes to the tools available online, but there must be solutions generated by instructor or even fellow peer students on what programs and apps can benefit the students best, technologically speaking. “PLE solutions should provide facilities for empowering learners in using this kind of technology” (Mödritscher, F., & Krumay, B., 2011). ONLE Development and Practices / Teaching Open Network Learning Environments (ONLE) are networks that allow users the opportunity to explore the outofthebox thinking and workings that instructors are asking their students to perform with their learning opportunities. As mentioned before when discussing PLEs, there is a need for the students to enhance their skills with the WEB 2.0 tools they are familiar with already, expand on them, but to also look for other avenues that they might not be familiar with when given a task to perform. With ONLE, instructors act more similar to guides, in that they point their students in the right direction when given an assignment or task, and ask them to go about their own way in creating the work necessary to complete and satisfy the requirements of the lesson. When this type of student engagement is set into place, the students are then provided the opportunity to become creative masters and conductors in their own learning. With all of this freedom given back to the students, it’s imperative for instructors to create engaging, effective, and of course, knowledge expanding, assignments and activities. There must be an understanding that “network learners in ONLE do not consume learning content solely; they create and edit learning content collaboratively with other network learners” (Tu & Yen, 2012). The collaboration piece of ONLE stems from the opportunity to use tools established in the learner’s PLE, ranging from social media sites to instant messaging on mobile and computer devices. Working with fellow peers allows students the opportunity to express their ideas in their specialized field with others who are in the same or similar fields themselves. Content is then created, analyzed, and shared within the class for others to read, or use if programs and/or apps are created, to enhance learning about the material. To put it ONLE into perspective, think of it being a sandbox. You may be told to build a sand castle, or even perhaps multiple castles, but you are given the opportunity to bring in your own tools in order to connect, create, and share any new learning that you have come across on how to become an expert in building sand castles. The instructor lays out the base, or starting point, for the work expected to be done and then lets the students play with the WEB 2.0 tools in their PLE that they have used before or are willing to try new ones. The whole network is wide open to explore and establish new content and present it in a way that really exemplifies what an open network, seen perhaps as an open opportunity, has to offer. Conclusion We have just discussed PLEs and the benefits that it can provide to those who take the chance to get out, but not to far, of their comfort zone and explore the amazing WEB 2.0 tools that are found in abundance on the internet. In all, I like to vision a PLE as a menu, offering 64
different types tools and gadgets that can be ordered, used, and also combined together to create great tasting content. When instructors and students are involved in an ONLE, there must be great care taken by both sides to ensure that there is clear understanding of expectations of all participants. As mentioned before, the instructor is guiding the students, no longer holding their hands all through the class assignments and projects. This is a giant step for anyone to take when it comes to learning and it must be taken seriously, or there is great risk of not being able to complete work needed. The tools from the PLE are there to use, and they should be employed to ensure new discovered or expanded finding in content are shared and presented correctly.
Chapter 5 Learning Assignment Rubric Learning Activity 1: Investigating the Impact of PLE & ONLE A. Individually, explore Diigo and Delicious Social Tagging Architecture. ● Diigo: ○ Diigo Video Library
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Delicious: ○ About Delicious
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B. Set up a preferred account. You do not need to have an account for both tools; simply choose one that you are more comfortable working with. ● Diigo ● Delicious C. Using your chosen Social Tagging Architecture and the tags “PLE, ONLE, Activity1, Resources, ETC655”, bookmark 57 resources that help to understand PLE & ONLE and their capabilities. D. Using your preferred platform, explore at least 2 other bookmarked resources with the same tags (“PLE, ONLE, Activity1, Resources, ETC655”). Learning Activity 2: Creating Your Own PLE A. Research Symbaloo and Netvibes ● Watch these videos to get a better idea of each tool ○ Symbaloo Introduction ○ Netvibes Introduction ● Explore both websites: ○ Symbaloo
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Netvibes
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B. Create an account of your preference, either Symbaloo or Netvibes. C. Add the following tiles or widgets to your PLE: ● Email (i.e., Gmail, Outlook, etc.) ● Social Networking tools (i.e., Twitter, Facebook, etc.) ● An RSS feed (i.e., Nabble Discussion, blog, etc.) ● A tool you use for informal learning (i.e., YouTube, TED, etc.) Learning Activity 3: Creating Your Own ONLE A. Explore the TEDEd website and create an account B. Watch the lesson on how to create a flipped video lesson with TEDEd ● You will be marked on whether or not you engage in this lesson; it is a required component of this activity.
C. Based on your informed understanding of PLE and ONLE, create your own TEDEd lesson to teach others about the strengths and weaknesses of PLE and ONLE. ● You can use an existing video or create your own. ● Be sure to involve all 5 components of the lesson: ○ Watch ○ Think ○ Dig Deeper ○ Discuss ○ …And Finally ● Your Dig Deeper section should incorporate a link to your chosen Social Bookmarking tool (i.e., diigo or Delicious) as well as any other resources used throughout each activity. ● Publish your lesson, ensure it is public, and share it via at least one Social Networking platform. ● The standard of your lesson should be comparable to the example lesson about creating a flipped video lesson with TEDEd 67
Readings Required Readings Dabbagh, N., & Kitsantas, A., Personal Learning Environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning, Internet and Higher Education (2011), doi:10.1016/j.iheduc.2011.06.002 Gallego, M., & Gamiz, V. (2015). Personal Learning Environments (PLE) in the Academic Achievement of University Students. Australian Educational Computing, 29( 2). Macallan, M. (2012). Issues of ONLE & PLE's in learning design. Musings by Mo. Mott, J. (2010). Envisioning the postLMS era: The open learning network. Educause Quarterly, 33(1), 19. Saadatmand, M., & Kumpulainen, K. (2012). Emerging Technologies and New Learning Ecologies: Learners’ Perceptions of Learning in Open and Networked Environments. In Proc. of the 8th Int. Conf. on Networked Learning (pp. 266275). Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABCCLIO. Santa Barbara, CA. (Read p. 14) Book Optional/Suggested Readings Mott, J., & Wiley, D. (2013). Open for learning: The CMS and the open learning network. in education, 15(2). Tu, C. H., Blocher, M., & Gallagher, L. (2010). Asynchronous network discussions as organizational scaffold learning: threaded vs. flatstructured discussion boards. Journal of Educational Technology Development and Exchange, 3( 1), 4356. Tu, C.H., Yen, C.J., Blocher, J.M. & Chan, J.Y. (2012). A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction. International Journal of Distance Education Technologies. 10 (3), pp. 5366.
Resources & References Technology Device Ownership: 2015 A Study of the Predictive Relationship Between Online Social Presence and ONLE Interaction Putting the PLE into PLD: Virtual Professional Learning and Development An Investigation into Social Learning Activities by Practitioners in Open Educational Practices 68
Teaching Resources Prezi Presentation Social Tagging: https://delicious.com/kevin.castillo/Chapter5
Discussion Questions 1) How can educators and students employ PLE to enhance their overall learning experience? Be sure to acknowledge how PLE can impact both teacher and learner. 2) How do ONLE support educators and students in the pursuit and exchange of information? Again, be sure to examine this question from the perspective of both a teacher and a student. What features distinguish this approach to learning from FacetoFace environments? 3) Given your experience working with PLE and ONLE, what kind of strengths and weaknesses can you identify? Do you believe that PLE/ONLE provide more assistance to the educator experience or the learner experience? If so, please give your reasoning. 4) Consider how you might further develop PLE and ONLE. What features do you consider necessary for the continued enhancement of PLE/ONLE as global connectedness becomes more ubiquitous?
Glossary CommunityCommunity Interaction – Communitycommunity interaction extends beyond
the reach of a single semester; in fact, communitycommunity interactions are essentially not bound by space or time. Within an ONLE, these types of interactions can be observed across semesters, schools, communities, etc. This notion generally excludes the idea of interactions occurring within the same course. Open Network Learning Environment (ONLE) – Learning environment design that is
delivered in an online format within which the learner engages with with peers, resources, and Web 2.0 tools Personal Learning Environment (PLE) – Designed to keep pace with continuous knowledge
development, a PLE is a system that allows learners to control their learning interface by supporting the integration of multiple tools and resources 69
Social Bookmarking/Tagging – a usergenerated catalog for bookmarks whereby users tag
resources to organize their information and content. Social bookmarking can be used to build a user's PLE. Web 2.0 – World Wide Web sites that embody an active upgrade to its static character;
this is characterized by supporting usergenerated content, the integration of social media, and dynamic operability. References: Dabbagh, N., &Kitsantas, A. (2012). Personal learning environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 38. doi:10.1016/j.iheduc.2011.06.002
Gallego, M., & Gamiz, V. (2014). Personal Learning Environments (PLE) in the Academic Achievement of University Students. 29(2). Retrieved December 16, 2015, from http://journal.acce.edu.au/index.php/AEC/article/view/30/PDF Mödritscher, F., & Krumay, B. (2011, December 1). May I Suggest? Comparing Three PLE Recommender Strategies. Retrieved December 18, 2015, from http://www.editlib.org/p/55231/ "Technology Device Ownership: 2015." Pew Research Center Internet Science Tech RSS. 29 Oct. 2015. Web. 18 Dec. 2015. Tu, C.H., Yen, C.J., Blocher, J.M. & Chan, J.Y. (2012). A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction. International Journal of Distance Education Technologies. 10 (3), pp. 5366. "Web 2.0 vs. Web 3.0 What Really Is the Difference?" Randy Matusky Digital Portfolio. 03 Apr. 2015. Web. 15 Dec. 2015. 70
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Emerging Technologies for PLE & ONLE
Nola Czarnik Dominique Henry 71
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Chapter Overview: New technologies have changed the educational landscape (Kop & Fournier, 2010) so much that students expect elearning to be part of the learning experience (Newland & Byles, 2014). Emerging technologies create a new form of learning which requires different pedagogical approaches such as collaborative learning and the social construction of knowledge (Newland & Byles, 2014).
Emerging Technologies for PLE & ONLE: This chapter will explore how emerging technologies are influencing open network learning environments and personal learning environments. With emerging technologies being defined as technology that is still being developed that are expected to significantly impact social, business, and educational environments we currently know, we are just beginning to really understand the true impact that it will have on PLEs and ONLEs. The data visualization, or Tagul of some of the terms introduced in this chapter will guide your understanding as you begin to explore further into emerging technologies. The Tagul for this chapter emphasizes on ONLE and PLE as they are the environments in which learning is occurring. ONLE enhances the the learning experience, while PLE’s aide in the management of online resources. There is a constant emergence of technology that it can be overwhelming to 73
maintain, this is where Linkage Design Model can assist with the evaluation of resources to implement within a learner’s PLE. Learning Objectives Upon completion of this chapter, learners will be able to: ❏ Define PLE and ONLE. ❏ List at least two ways to use PLE and ONLE. ❏ Identify three types of emerging technologies. ❏ Discuss potential benefits, challenges, and implementation strategies of PLE and ONLE. ❏ Create a representation of each of the three emerging technologies.
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What is a personal learning environments (PLE)? Personal Learning Environments or PLE’s allow individual learners to personalize their learning by managing digital resources through personalized portals. These portals allow the learner to control their own learning process and provides support of their learning goals, allows them to manage their learning, and allows learners to communicate with others (Tu, SujoMontes, Yen, Chan, & Blocher, 2012) . As the learner progresses, their PLE can also progress and change as necessary. Symbaloo is an example of a personal portal.
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What is an Open Network Learning Environment (ONLE)? ONLE shifts the learning atmosphere from a teachercentered environment to a learnercentered environment. These digital environments allow learners to collaborate through social networking, cloud sharing, discussion boards, as well as to have the creative license to share and adapt online resources. No cost Web 2.0 tools can be integrated to further enhance collaborative and participatory learning. Overall, the theory of constructivism encompases ONLE. The primary benefit of constructivism is its closer match to how people really learn—through direct engagement with their worlds, generally leading to more meaningful learning outcomes (Reiser & Dempsey, 2011). The available resources within an ONLE can be overwhelming. Using the Linkage Design Model helps organize web resources by evaluating which tools are most useful to the overall learning objectives. ○
Linkage Design Model helps link several digital web tools. ■
Customized Personal Portal Linkage
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Widget/Gadget/Embedded Scripts Linkages
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RSS Linkage
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Third Party Linkage
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Social Tagging Linkage
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Social Networking Linkage
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Mobile Apps Linkage
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Information Visualization Linkage
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Emerging Technologies Like any environment, the learning landscape continually changes. These changes can influence the way we use existing technology. A few emerging technologies within ONLE are Information visualization, massive open online course (MOOC), and mobile learning. Information Visualization is the display of information and/or data through a visual representations such as pictures, graphs, maps, etc. This tool is not only used to help students interpret data, but to also give learners another way to understand the content you have provided them. As stated in Data Visualization; What it is and why it is important, ‘Visualizations convey information in a universal manner and make it simple to share ideas with others’. With this said, using Information Visualization through a digital learning medium would allow all participants, no matter their background, to understand the content being shared and discussed.
Retrieved from http://www.sci.utah.edu/research/infovis.html?cat=InfoVis
Massive Open Online Courses (MOOCs) are free webbased learning environments that are designated for large quantities of participants from all over the world. This environment is not only used to facilitate structured coursework, but it also enables the general public to participate to enhance their lifelong learning.
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Retrieved from http://whyleadnow.com/tag/mooc/
Mobile Learning is a method of obtaining information via handheld electronic devices including mobile phones, tablets, handheld computers, or any other means of mobile technology. This alleviates the constraint of having to be in a classroom or in front of a computer to learn. Mobile Learning can take place at any place or time as students are now able to obtain the materials necessary to participate and complete tasks at a time convenient for their busy schedule. Rather than being its’ own learning method, Mobile Learning is more of an added component of the learning taking place.
Retrieved from http://www.learndash.com/7randommobilelearningstats/
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Conclusion
To meet the ever demanding needs of today’s digital learners, instructors must be well versed in the many technologies emerging from Open Network Learning Environments. The role of 77
emerging technologies in education is to create environments conducive to learners of various skill sets in a creative and meaningful way. Continual professional growth in this field will provide instructors with the tools they need to meet the needs of online learners. As we have examined three emerging technologies within this chapter, it is pertinent to understand that this is not intended to be an extensive list of emerging tools, but more of a glimpse of what is becoming available to online educators. Not all emerging technology will be appropriate to every learner or situation, however with all of the tools becoming available, educators can now create effective, differentiated, and extensive online courses. Network learning activities/assignments Activity 1: Information Visualization Activity Use what you have learned and extra research to create an activity using InfoViz. ●
Participants will review 50 Great Examples of Data Visualization found in the Required Readings section of this chapter. Use the resources and examples from your reading to help guide your creation of an example of Information Visualization.
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Choose one of the sites listed in the reading to create a visual representation of a topic of your choice.
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Participants will now post their unique visual to the discussion board with an explanation of which tools were used and what the data represents.
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Comment on at least two other InfoViz representations.
Element
Approach, 0-79%
Target, 80-100%
Information Visualization creation
Did not use in text resources to create an InfoViz or did not attempt to create an InfoViz
Successfully utilized in text resources to create an InfoViz.
Posted InfoViz with an explanation
Posted InfoViz without an explanation or did not post InfoViz at all.
Successfully posted completed InfoViz to the discussion board with clear explanation.
Commented on other InfoViz
Commented on less that two InfoViz postings.
Commented on two or more InfoVi zpostings.
Activity 2: MOOC Activity Explore various MOOC providers and compare them via Google Docs. 78
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Participants will watch a one minute video about MOOC.
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Participants will visit http://oli.cmu.edu/learnwitholi/seeourfreeopencourses/ and explore the site.
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On this page, participants will choose one of the courses under the Open+Free tab in the center of the page.
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Participants will then choose Enter Course under Enter Without an Account.
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Participants are now free to browse through the various modules throughout the course they have chosen.
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Once participants are familiar with the course, they will share their likes and dislikes of the format of the site and/or class that they chose to explore.
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Participants will then research another MOOC provider to compare to the previous one.
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Participants will use Google Docs to create a chart comparing and contrasting the two courses/providers they explored. This Google Doc will be shared via Delicious Tags of this book, chapter name, and activity number.
Element
Approach, 0-79%
Target, 80-100%
Upload document to Delicious.
Document not uploaded properly.
Participants successfully upload google document to Delicious
Tags
Document is not tagged correctly.
Document is correctly tagged in Delicious.
Compare and Contrast of sites
Document compare and contrast is not clearly written.
Document clearly and strongly compares and contrasts the two courses.
Activity 3: Submit a scenario or create a mindmap of how to implement Mobile Learning ●
Participants will use what they have learned as well as any additional research needed.
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Participants will use a tool of their choice to display a list or explanation of how mobile learning can be used in Elementary, Secondary, and Postsecondary learning environments. Include at least two learning theories and/or strategies in your explanation.
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Participants will add a link to their mindmap or scenario in delicious and tag it with the book and chapter names.
Element
Approach, 0-79%
Target, 80-100%
Mindmap
Mindmap created, but do not discuss all target topics.
Successful creation of a mindmap discussion all target toppics.
Explanation
Explanation for mobile learning implementation not clearly discussed. Less that two learning theories and/or strategies are discussed.
Explanation for mobile learning implementation is clearly given, discussing two or more learning theories and/or strategies.
Tags
Link is not properly tagged in Delicious.
Links are properly tagged in Delicious.
Readings: Required readings
● Personal Learning Environments (PLEs): Visions and Concepts ● Tech Tools of the Flipped Classroom ●
50 Great Examples of Data Visualization
Optional/Suggested readings
● Case Study 2: Designing PLE for Higher Education ● Characterisation of a Personal Learning Environment as a Lifelong Learning Tool ● ●
Emerging Technologies: Mobile Apps for Language Learners Emerging Technologies: Personal Learning Environments
Teaching Resources From ELearning to Open Network Learning A Presentation for Singapore Institute of Technology by ChihHsiung Tu. Discussion questions 1. What distinguishes PLE from ONLE?
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2. How does connectivism contribute to learning? How do these contributions support ONLE and PLE? 3. Do you think ONLE provides a comparable learning experience as a facetoface learning environment does? Glossary ●
Mobile Learning
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Personalized Portal
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Pedagogy
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Cloud Sharing
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PLE (Personal Learning Environment)
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ONLE (Open Network Learning Environment)
Network Learning Resources & References: Social Tagging via Delicious https://delicious.com/nczarnik/chapter6 https://delicious.com/dbh46/Chapter6 References Kop, R. & Fournier, H. (2010). New dimensions to selfdirected learning in an open networked learning environment. International Journal of SelfDirected Learning, 7( 2),2. Retrieved from http://sdlglobal.com/IJSDL/IJSDL7.22010.pdf#page=6&sref=https://delicious.com/dbh46 Newland, B., & Byles, L. (2014). Changing academic teaching with Web 2.0 technologies.Innovations In Education & Teaching International, 51(3), 315325. doi:10.1080/14703297.2013.796727. Retrieved from http://eds.a.ebscohost.com.libproxy.nau.edu/ehost/pdfviewer/pdfviewer?sid=ab67488d9 c6c4da7a888c4cc44767a7d%40sessionmgr4003&vid=4&hid=4105 Reiser, R., Dempsey, J., (2011). Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 50). Pearson HE, Inc.. Kindle Edition. Retrieved from http://sdlglobal.com/IJSDL/IJSDL7.22010.pdf#page=6&sref=https://delicious.com/dbh4 Tu, C., SujoMontes, L., Yen, C., Chan, J., & Blocher, M. (2012). The Integration of Personal Learning Environments & Open Network Learning Environments. Techtrends: Linking Research & Practice To Improve Learning, 56(3),1319. doi:10.1007/s1152801205717 81
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Conclusion
From the Editors Justin Harding and Jonathan Stanciu 82
Concluding Thoughts Similar to how the steam engine is widely regarded as the proponent for the industrial revolution, could it be that technology will be the disruptor for the educational or learning revolution? The answer appears to be twofold; First, digital technology and the internet have produced tools and products that are exceptional in the power to produce and access content. Yet, as the saying goes, technology is the means and not the ends. Therefore, using technology we must apply established and emerging learning strategies to empower, personalize, and promote learning throughout all stages of a student’s life. When connectivsm and constructivist learning theories are cross referenced with technology that produces the Open Network Learning Environment and Personalized Learning Environment models. These new learning models are based in the ideas that learning can occur outside of the traditional classroom through peer to peer interactions and also in allowing learners to create their own path through learning. We hope that in this eBook you have found the ability to synthesize the theories of ONLE and PLE for usage in your toolset in teaching and learning with technology and that you were introduced to a new strategy or specific tool along with a plan for application and usage.
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