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Edited by Hoda Harati & Qi Liu
Northern Arizona University Fall 2016
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Foreword "As a function of the environment, the learner forages for knowledge when and where it is needed. Real life, not theory, drives this learning type. As an ongoing, natural process, learners and organizations are apt to devalue or deemphasize accretion learning. Accretion learning is the constant activity of our work and life. We gain new insights from conversations, from a workshop, or an article. We gain experience through our reflection on failed (or successful) projects. We connect and bring together numerous elements and activities, constantly shaping and creating our understanding and knowledge." George Siemens We encourage the educators, practitioners, teachers, faculty members, and the students in the field of “Educational Technology” to read this eBook under the title of “Creating Technology Learning Environment”. This eBook supports the stakeholders in this field to learn about the most promising and new teaching & learning concepts mostly based on the Connectivism and Constructivism theories. This eBook is designed in 6 chapters including diverse and interesting topics such as foundation and theory of Connectivism, ONLE, PLE, instructional design, emerging technologies, Linkage Design Model, and Web 2.0 technologies. The aim of this eBook is to gather useful information regarding the hot educational topics in the recent years to the publishing date of this book. The language of this book is simple and understandable with any kind of technological expertise. This eBook also tries to provide information regarding the application of ONLE and PLE in the real learning environments. Therefore, it is called a “Handbook” since it can be used as the manual by the teachers or practitioners to apply the tools, technologies, instructional strategies, and sample activities mentioned in this eBook in the formal, non-formal, or informal learning enviros. This eBook is completed by the endeavor of Educational Technology Master's and Doctorate students in the Fall 2016 at the Northern Arizona University. However, this eBook is like a drop in the oceans of information, our hope is to help the colleagues in this field to learn more about the concepts introduced here. Editors, Hoda Harati Doctorate Student Curriculum and Instructional Design Educational Technology Department Northern Arizona University
[email protected] December 2016
Qi Liu Doctorate Student Curriculum and Instructional Design Educational Technology Department Northern Arizona University
[email protected]
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Acknowledgment This eBook is dedicated to Dr. Chih-Hsiung Tu, Ph.D. our mentor and professor at the Northern Arizona University for his dedicated consecutive attempts to help the ESP scholars and students at NAU.
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Table of Contents Chapter 1: Foundation and Theory of PLE and ONLE ................................................................ 1 What is a PLE?.............................................................................................................................................. 2 What is ONLE? ............................................................................................................................................. 3 How to set up a PLE?.................................................................................................................................... 4 Connectivism relationship with ONLE ......................................................................................................... 8 Conclusion .................................................................................................................................................... 9 Learning activities/assignments .......................................................................................................... 10 Readings.............................................................................................................................................. 12 References ........................................................................................................................................... 13 Chapter 2: Instructional strategies for PLE & ONLE ..................................................................14 What is the instructional strategy in the digital age? .........................................................................15 PLE and ONLE Instructional Strategies .........................................................................................15 Online Constructivist Instructional Strategies: .................................................................................17 Conclusion .................................................................................................................................................. 17 Learning Activities/assignments ......................................................................................................... 19 Readings.............................................................................................................................................. 22 References ........................................................................................................................................... 23 Chapter 3: Web 2.0 Technologies in PLE & ONLE .....................................................................25 What is Web 2.0 technology? ..................................................................................................................... 25 Why integrate Web 2.0 technologies to support teaching and learning? .................................................... 27 What is mobile learning and its application in higher education? .............................................................. 28 Augmented Reality and Virtual Reality ...................................................................................................... 29 Quick Response Codes ............................................................................................................................... 30 Mobile App Design ..................................................................................................................................... 31 Minimester Courses .................................................................................................................................... 32 Discussion/Conclusion ................................................................................................................................ 34 Learning Activities/Assignments ........................................................................................................ 34 Readings.............................................................................................................................................. 36 References ........................................................................................................................................... 38 Chapter 4: Designs of PLE, ONLE, and the Linkage Design Model..............................................41
2 Personal Learning Environment (PLE) ....................................................................................................... 42 Open Network Learning Environment (ONLE) ......................................................................................... 44 Linkage Design Model ................................................................................................................................ 44 Self-Empowered Learning .......................................................................................................................... 47 RSS Feed..................................................................................................................................................... 48 Personalized Learning ................................................................................................................................. 49 Adaptive Technologies ............................................................................................................................... 50 Conclusion/Discussion ................................................................................................................................ 51 Learning activities/assignments .......................................................................................................... 52 Readings:............................................................................................................................................. 56 References ........................................................................................................................................... 58 Chapter 5: Development & Practices/Teaching for ONLE ...........................................................61 Teaching with ONLEs and PLEs ................................................................................................................ 62 Third Party Tools ........................................................................................................................................ 64 Wearable Technology ................................................................................................................................. 65 Formal and Informal Learning .................................................................................................................... 66 Conclusion .................................................................................................................................................. 67 Learning activities/assignment ............................................................................................................ 68 Readings:............................................................................................................................................. 75 References ........................................................................................................................................... 76 Chapter 6: Conclusions and Wrap Up ........................................................................................78 How to use this book as learners? ............................................................................................................... 78 How to use this book as educators? ............................................................................................................ 78 Conclusion .................................................................................................................................................. 78 Glossary .....................................................................................................................................79
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Chapter 1: Foundation and Theory of PLE and ONLE Robert Davis, Shera Gilmore, & Mary Loder
Chapter Overview Personal Learning Environments (PLE) and Open Network Learning Environment (ONLE) use the principles of Connectivism to utilize Web 2.0 tools, open networks and resources to build lifelong learners. In chapter one, we will define an ONLE and PLE, exploring and discussing, how they are inter-related. The chapter will continue by providing suggestions on how to set up the PLE, suggested uses, and examples; in addition, you will be encouraged to set up your own PLE. The chapter will define Connectivism and how Connectivism relates to PLE and ONLE. Finally, this chapter will apply these concepts to several practical lessons and activities so the reader can achieve a complete understanding of the topics. Keywords: Personal Learning Environment (PLE), Open Networked Learning Environment (ONLE), Connectivism, adult education, Web 2.0, Collaboration, e-Learning. Learning Objectives ● Define a personal learning environment ● Define an open network learning environment ● Understand the interrelationship of a PLE and ONLE ● How to create and maintain a PLE
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Understand how Connectivism connects to online learning theories
What is a PLE? A personal learning environment (PLE) is described as a collection of Web 2.0 tools and services that are personalized, usually with a common technology interface platform like Netvibes, Symbaloo or Google Chrome that helps people manage formal and informal learning. This PLE platform thrives under the notion of openness, interoperability of technology, and learner control (Tu, 2014, p14). The technology that facilitates a PLE allows learners to create their environment to control learning, networks, and materials with a centralized group of tools rather than a traditional instructor. Learners set and manage their learning goals by deciding what tools to include and how to use these tools to communicate with others (Atwell, 2007).
Figure 1.1 - Example of a PLE user interface, Google Chrome Apps & Extensions in the toolbar area at the top. Users can monitor their sources of learning in one view.
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Figure 1.2 PLE example 2: Close up of left side of tool bar showing some PLE Apps. A successful PLE is developed using technologies that the learner finds useful or relevant. Breaking away from traditional Learning Management Systems (LMS) or Course Management Systems (CMS) and utilizing Open Educational Resources (OER) and the learner’s personal learning network, the PLE can create learning that is more useful and engaging. (Saadatmand & Kumpulainen, 2012, p. 266)
Figure 1.3: Tools and Processes in a PLE (Saadatmand & Kumpulainen, 2012)
What is ONLE? Open Network Learning Environment (ONLE) is a digital environment that, “empowers learners to participate in creative endeavors, conduct social networking, organize and reorganize social content, 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.”(Tu et al., 2012, p. 14). Unlike Learning Management Systems (LMS) or Course Management Systems
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(CMS), ONLE is not restricted to learners enrolled in a class by proprietary limits or institutional rules. ONLEs offer modalities that allow learners and educators to interchange tools to cater to learning needs (Mott, 2010). ONLEs allow learners to learn from others with similar interests in a formal or informal setting. Furthermore, ONLE permits the learner to transition their learning outside of the rigid structure of academia and utilize the Open Network to create self-directed lifelong learning that benefits from collaboration among their peers. Inter-relationship between PLE and ONLE ONLE bridges the gap between the formal learning of LMS or CMS and the flexibility and customization of a PLE. PLE and ONLE work together to engage network learners to transform information. PLEs link Web 2.0 tools and processes into one platform which then can be used to support ONLE. Indesign, a PLE can be utilized as linkage for ONLE to monitor, organize, construct, share and grow knowledge with others. Tu (2014) refers to this as the Open Network Linkage Model. Within this Network Linkage design model, there are eight linkages: ● Personal Portal Linkage - Links multiple Web 2.0 tools in one location. ● Widget - An app that can be embedded into another tool or Web 2.0 tool. ● RSS linkage - Allows live feeds to receive updates from Web tools or services. ● Third Party Linkage - Use of other application to link multiple Web 2.0 tools. ● Social Tagging Linkage - Tags that link relevant content, networked friends/fans and community to a PLE or user service. ● Social Network Linkage - Linked to others by connecting to their social media platform. ● Mobile Linkage - Use of mobile technology and apps to link to Web 2.0 Tools or services. ● InfoViz Linkage - Information that is conveyed using pictures, symbols, colors and words to communicate ideas, illustrate information or express relationships. Through the Open Network Linkage Model, PLEs appropriate the tools necessary to support the ONLE. By combining this Open Network Linkage Model with capable linkage skills and knowledge, learners and instructors can evaluate and select appropriate tools for their learning and teaching, design and develop their PLE and ONLE, and analyze their existing PLE and ONLE as to improve them (Tu, 2014, p. 17).
How to set up a PLE? Personal learning environments (PLE) help organize the chaos of not only learning in an open and networked environment, but can also be leveraged to organize the chaos of our lives (Tu, 2014). Before building your own personal learning environment, please view one YouTube video and the site tutorials on the following personal portal tools;
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Netvibes
Symbaloo
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Google Chrome Apps/Extensions
These 3 personal portal tools host unique differences in the visual appeal and performance offered in personal learning environments. Netvibes could be considered a life organizer in addition to a personal learning environment portal. However, the limited apps and confusing potion programming can limit utilization. Symbaloo is a stand-alone site, like Netvibes; whereas Google Chrome apps and extensions are saved and organized on a Gmail account, connecting them to Google Drive and other commonly used collaborative and innovative Web 2.0 tools. Regardless of which portal you choose to use, you will need to reflect on your desired connections to the web and your mobile accessibility via apps before you build your PLE. Figure 1.4: PLE layout model and available apps/widgets in Google Chrome
This figure was arranged in reference to how one person organizes their life and resources. As seen in the figure, social media access is a primary concern. Another area of access organization could be dividing and visually arranging tiles/widgets based on work, personal, and school tools and connections, as viewed in the figure above. You could also separate them by formal and informal learning connections. Or, as shown in Figure 1.5, your resources could be split by types of learning activity; social, formal and informal.
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Figure 1.5: PLE model of resources arranged by type of learning activity; social, formal and informal resources. Dabbagh and Kitsantas (2012) suggest building a PLE based on 3 phases: forethought, performance, and self-reflection. The forethought phase focuses on personal information management and gathering your resources; such as, email, calendars, YouTube, RSS feeds, preferred bookmarks and other ways the learner receives and organizes information. The performance phase is based on social interactions and collaborations between the learner and other learners or resources; such as Twitter, Facebook, LinkedIn, DropBox, Diigo and other web 2.0 tools. The final phase, self-reflection, is important for properly assessing, using, and refining your PLE based on your needs. This phase also involves the access to aggregate and remix information. Utilizing reflection activities ensures the PLE will work for the user, as intended; and ensures the PLE is current and useful to address positive life-long learning habits and goals. Phase 1: Resource Gathering and Forethought. Phase one of our PLE creation will be a reflection on our everyday habits online. The sites you frequent each day should be in your primary list. Please complete this reflection prior to reaching the activities section listed at the end of this chapter. Some of your daily sites may overlap with phase 2, performance based interactions. Phase 2: Web 2.0 Tools and Performance Links. Web 2.0 tools are collaborative tools available in an online environment. These tools assist in creating opportunities to connect online. Collaboration apps, blogs, wikis, social network systems (sns), video platforms, such as YouTube, all make up Web 2.0 tools. Please
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review these Web 2.0 tools and sign up for a free account with Diigo and twitter prior to reaching our activities section. Diigo
A social networking tool that stores resources, allowing PDF uploads and annotations. Tagging structures assist organizing your content.
Twitter
A social networking tool connecting users to each other and new information in our field
Evernote
A social collaboration and personal organization tool, with a web clipper for easy online research
Drop Box
An online storage and sharing site with access to your files from any computer and mobile device via their app.
Performance tools can be links to discussion boards, links to a LMS or CMS, links to preferred research databases and other classroom specific tools that assist with information distribution and actions to increase ease of access for formal and informal learning opportunities. Phase 3: Self- Reflection and Aggregation of Learned Material. This phase can be completed when you complete your PLE set-up. A reflection on your work will assist in defining the proper links in your PLE, reducing clutter and increasing the efficacy of your learning space. Additionally, using tools such as Google Drive, Evernote and other Web 2.0 tools will assist with the reflection, creating user generated content via blogs or using other web 2.0 tools to build an Infoviz. InfoViz are visual models of information learned; they can be mind-maps, process flows, info graphics, graphs, etc. They can be made using tools such as Lucidcharts or MindMeister in Google Drive compatible apps. Using tools in your PLE to assist with your own reflection on the content of your learning and within your learning space will increase its efficacy and ensure your PLE stays relevant to your current search for information. Reviewing your PLE, every semester or bi-annually, will create a renewed and consistent application of your PLE deepening your learning and keeping current on your preferred sites and links online. In the next section we will discuss how a PLE works to create a connected feel to a chaotic learning environment online. Mobile apps, such as Netvibes mobile interface app, make our PLEs accessible anywhere, connecting learners to their contacts and resources. Connectivism will address the engagement issue so often seen when moving learning online. At the end of this chapter you will create a PLE to engage with the material you just learned. Continue to reflect on how you “connect” online to ensure your PLE reflects how you engage with the internet and its vast resources.
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Connectivism: Learning theory of the digital age The most popular learning theories in education are behaviorism, cognitivism, and constructivism. However, society has changed since the creation of these theories, the advent of the internet being one of the largest changes, and so have the needs and demands of learners. With the invention of technology, people can engage with information in completely new ways. This means new learning theories need to be created to accommodate for the change in learning with technology. George Siemens and Stephen Downes developed a theory to incorporate learning with technology called “Connectivism”. Connectivism is best described as “social learning that is networked” (Duke, Harper & Johnston, 2013). In more detail, Connectivism is another avenue to learn, but is not limited to one way of teaching, as we are used to in the classroom. Connectivism uses well designed communities of practice to share knowledge. The teacher’s role is to “model and demonstrate” (Downes, 2009), which means the teacher is to be a facilitator to the discussion, helping the students engage in the discussion and the lesson in diverse ways; providing additional engagement in student practice, reflection and feedback. The student’s overall role is to “practice and reflect” (Downes, 2009). This can be done by encouraging students to create or join a community of practice, group, and class to deepen their learning. They also engage in the group discussion boards; engaging as facilitators and participants, linking their understanding with what others post, commenting and making additional connections, bring the knowledge transference to the next level. An example of how this can be used in the classroom is in an open course, an instructor can facilitate Connectivism theory in their course. They can do this by suggesting a topic or a branch of the topic, and allow the students to be able to follow that path with minimal direction, a scaffolding approach, seeing where it leads the student and what they can learn from it.
Connectivism relationship with ONLE The concept of Connectivism is the network strands can go anywhere, connecting the learner to a million things at once. Due to this chaos in access, some guidance is needed to be able to be a successful learner in an ONLE. The PLE assists in organizing the students preferred connections. In a PLE a student is able to follow one set of connections to a blog, or another to a community of learning that shares the same interest as them, or an open course that will help facilitate their knowledge by giving some guidance. This is what is important to Connectivism, following as many paths as possible, connecting learners to content, other learners, the facilitator and expert information easily and impactfully.
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Another way ONLE helps focus Connectivism is it helps narrow down the focus on all the types of technology used, like social media, wikispaces, LMS, blogs, etc. It helps by using RSS feeds on important blogs or news articles on the focus topic. PLEs can also help incorporate social media networks into one place and create connections with experts or other interest parties. By being exposed to different mediums associated with ONLE, it helps a student of Connectivism narrow their focus and find the best way to approach their topic.
Conclusion In conclusion, the theory of Connectivism is the basis of using PLE and ONLE together for networked digital online learning. Connectivism benefits from the freedom and flexibility that PLE and ONLE allow their users. PLE and ONLE help facilitate open learning by allowing students to go beyond the instructors suggested materials and find other resources from social networks and Web 2.0 tools. ONLE uses PLE to collect, organize and display the resources need for facilitation of these Web 2.0 tools and networks. By properly creating a PLE, ONLE will facilitate and personalize the student’s learning and creating a lifelong digital learner.
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Learning activities/assignments Activity 1: Set-up Your PLE and InfoViz This activity walks users through building a personal learning environment using three distinct phase of construction. The activity also incorporates the creation of an InfoViz activity, wherein users reflect on the choices and formatting of their PLE. Using Google Docs, participants are encouraged to email their InfoViz to fellow participants and the instructor to reflect and comment upon choices in the visual organization and resources choices within their PLE. The activity has an included rubric at the end. Click here to access PLE activity Activity 2: Reflection of a PLE After any activity, it is important to get a sense of where the students are and their thoughts about the activity, especially if they are allowed to have their personal opinion incorporated into the design. A reflection activity is the best way to get more insight on what the students are thinking. Here are some sample questions that can be asked to the students. 1. What platform did you use to create a PLE? Explain why you choose that platform. 2. List the type of applications you added to your PLE. Explain your application choose. 3. What type of categories did you notice arise from your PLE model? Explain what pattern you notice. 4. Would you use your PLE in the future? Explain your reasoning. 5. Can and would you use your PLE on a mobile device? Explain your reasoning. Here is a sample reflection activity, using Google Forms, that can be used to help the students think upon their reflection and choices made when creating a PLE. Here is a suggested grading rubric. After this activity, a suggested follow up activities would be to share a screenshot of their PLE to an online discussion, and explain key features and elements from it. Possibly explain why they chose specific applications, and comment or create InfoViz on the categories or organization they saw arise from their PLE.
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Activity 3: Build an Open Network Learning Community (ONLE) using Google Plus Activity Objective: Participating in this lesson will help develop an understanding of ONLE and how to build a basic online tool to facilitate an ONLE experience. Learners will accomplish this objective by building a basic ONLE in the Communities of Google Plus. PLE and ONLE instructional strategies that apply to this lesson include: ● Participatory Web, where learners are engaged in contributing online content and/or Web pages, etc. ● UGC - User Generated Content : Students are empowered to create learning content for peers rather than instructors ● Community-Community Interactions where learning goes beyond a semester and is a tool for learners to continue to develop new ideas and expand on existing knowledge. ● CC: Cloud Computing: Learners utilize distant network servers for web applications, data storage and management rather than on a local computer. ● Connectivism: This lesson links utilizes connectivism by enabling learners using online technology to network with other learners to expand knowledge and ideas. Activity 4: Building a ONLE Click Here to access Building an ONLE activity Click Here to link to a sample Google+ Community for this lesson: Here is a suggested grading rubric for Activity 4.
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Readings Required readings Tu, C. H. (2014). Chapter 2: Concepts of PLE & ONLE. Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. 13 - 16. Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm Optional/suggested readings Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education. 15 (1), p. 3-8. Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory. Retrieved from https://www.hetl.org/wpcontent/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf Network learning resources Social Tagging: ETC655, Chapter1, PLE, ONLE, connectivism, adult education, Web 2.0. You can search through our resources on the ETC655 Diigo Group Page. Teaching resources Prezi Presentation of the Chapter Discussion Questions 1. How can you use a PLE to organize your learning? 2. Why is a LMS or CMS not the same as an ONLE? 3. How does ONLE use a PLE to enhance learning? 4. What are the similarities and differences from Connectivism and ONLE? 5. What is another example on how Connectivism can be modelled in the classroom?
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References Anderson, T., & Dron, T. (2011). Three generations of distance education pedagogy. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663 Attwell, Graham (2007). The Personal Learning Environments - the future of eLearning?eLearning Papers, 2 (1). Retrieved from http://somece2015.unam.mx/recursos/ACC/PLE_future_of_eLearning%20.pdf Dabbagh, N., Kitsantas, A. (2012). Personal learning environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education. 15 (1), p. 3-8. Downes, S. (2009). Connectivist learning and personal learning environment. Retrieved from http://www.slideshare.net/Downes/connectivist-learning-and-the-personal-learningenvironment Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory. Retrieved from https://www.hetl.org/wpcontent/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf Heick, T. (2013). The difference between instructivism, constructivism, and connectivism. Retrieved from http://www.teachthought.com/uncategorized/the-difference-betweeninstructivism-constructivism-and-connectivism/ Mott, J (2010). Envisioning the post-LMS era: the open learning network. Educause Quarterly. Retrieved from http://www.educause.edu/ero/article/envisioning-post-lms-era-openlearning-network Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm Saadatmand, M. & Kumpulainen, K. (2012) Emerging technologies and new learning ecologies: learners’ perceptions of learning in open and networked environments. Retrieved From: http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/saadatmand. pdf Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). Linking research and practice to improve learning.TechTrends. 56 (3), 13-19. Weller, Martin (2009). Using learning environments as a metaphor for educational change. On the Horizon 17(3), 181-189. Retrieved from http://nogoodreason.typepad.co.uk/no_good_reason/ple/
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Chapter 2: Instructional strategies for PLE & ONLE Brad Olson, Emily Ruiz, Kimberly Keseloff
Overview In this chapter readers will be introduced to the instructional strategies for integrating Personal Learning Environments (PLE) and Online Networked Learning Environments (ONLE). Understanding the concepts and strategies behind PLE and ONLE is a crucial step in creating successful virtual learning environments. In this chapter we will explore PLE and ONLE strategies that can enhance and connect students with online learning. In this chapter we will examine many different instructional strategies and how they integrate with online learning. We will also cover PLE and ONLE instructional strategies and participate in three learning activities that will further investigate these strategies. Learning Objectives ● Learners will be able to identify and describe PLE and ONLE strategies. ● Learners will be able to describe how PLE and ONLE strategies enhance and integrate into online learning, ● Learners will be able to assess various ONLE strategies for uses in instruction. ● Learners will be able to integrate PLE into online learning.
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Online learning has many unique strategies to enhance the learning experience and create exceptional learners. Personal Learning Environments (PLEs) and Online Networked Learning Environments (ONLEs) utilize web 2.0 tools to create a personalized and connected educational experience. This begs us to answer this question:
What is the instructional strategy in the digital age? The following serve as instructional techniques in ONLE and PLE instructional strategies.
PLE and ONLE Instructional Strategies Participatory Web - The ability for students to share resources utilizing web 2.0 technologies. These technologies can include wiki pages, blogs, and social networking tools to create and share the content with other users. This content is created, shared and users contribute to this networked resource. User Generated Content (UGC) - User generated content is the content generated by users that voluntarily contribute data, information, or media that then appears before others in a useful, or educational way. Community-Community Interaction (article) - In a community such as an online learning environment interaction, collaboration and communication happen within that community. The
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learners within the community create connections that allow the community to create, share and analyze various resources. This can be accomplished through class discussion, presentations and group projects.
Aggregation /Aggregator - Aggregator allow for the sharing and gathering of learning resources. This can be accomplished via a specialized piece of computer software or website that collects and gather information based on a specific topic or category. PLE and ONLE strategies can use these aggregators to college and display relevant data on a particular learning topic.
Mashup - Mashup is the use of multiple web technologies for users to create their own learning environment and content. Mashup allows for online collaboration and online learning communities. Examples of mashup technologies include Diigo and Delicious.
Social Content Sharing - Social content sharing encompasses the sharing of content using web 2.0 technologies such as blogs, wikis, etc. Content that is shared via the web is published within a learning community. This type of online interaction and social sharing allows for networked collaboration and peer review.
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Remix - Remix is a strategy based on using current instructional technologies and repurposing them to create a personalized learning experience. Remix, also allows students the ability to mix and combine various tools to create personalized learning resources. RSS - RSS stands for Rich Site Summary or in some cases Really Simple Syndication. RSS is a web format that is used for delivering regularly changing web content. Updating content can include news publications, blogs, or other sites that have many updated topics. RSS is great for getting information fast and not having to visit a large number of webpages to get the information. RSS feeds can be integrated in PLE environments for personalized updates on specific topics. InfoViz- InfoViz or Information Visualization is the use of digital tools to demonstrate thoughts and ideas or to demonstrate a subject through creation of a visual representation. Information Visualization supports visual learning strategies. A visual tool can create connections through images or word associations to represent an abstract idea.
Online Constructivist Instructional Strategies: Open Network Learning Environments (ONLEs) have paved the way for learners to control their own Personal Learning Environments (PLEs). Using a plethora of Web 2.0 tools available, learners can construct their own path to knowledge that suits their particular learning style. Online instructional strategies make use of technology that allows learners to discover and share information across social platforms and communities of practice. The following paragraphs present some PLE instructional strategies in line with the Constructivist approach to learning in the online environment. Interactive Learning Activity: Click here to explore the connections between ONLE Instructional Strategies and Online Learning Constructivist Instructional Strategies. Conclusion Sense of community is an important aspect of a successful online learning environment; it helps learners retain information and gives them a sense of belonging as well as a forum to
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further explore and discuss concepts. Open online technologies are available now that provide learner-to-learner interaction and let learners collaborate and share information, engaging in a community of learning. ONLE strategies discussed in this chapter included Participatory Web, where students interact with content and each other through the use of wiki pages, blogs, and other social networking tools; User-Generated Content (UGC) that allows learners to contribute data; Community-toCommunity interaction that allows learners to connect with each other through discussion, presentations and group projects; Aggregation that allows for the sharing and gathering of learning resources; Mashup, where multiple web technologies are combined to tailor a learning environment; Social Content Sharing that allows for online interaction and networked collaboration and peer review; Remix which repurposes current instructional strategies to create a personalized learning experience; Rich Site Summary (RSS) used for information that continually changes; and InfoViz digital tools that support the visualization of information. The open online environment has evolved to provide a more Constructivist approach, whereby the individual learner can design/organize his or her own Personal Learning Environment, thereby controlling their learning experience. Online Constructivist instructional strategies discussed in this chapter include learner-tolearner interaction, learning resources, online collaboration, online learning community, online student publishing, and peer evaluation. Research surrounding the pedagogy of PLEs and ONLEs was presented in three separate readings. Pontydysgu discussed the philosophical, ethical and pedagogic aspects of PLEs and how they support lifelong learning. Sadera, Robertson, Song and Midon examined the role of community in the online learning environment and reported it as an important aspect of success in the online learning environment. Greenhow & Robelia examined the new literacies evolving around social practices and how learning occurs in the social and technical contexts of today’s learners.
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Learning Activities/assignments Activity 1: Create an interactive quiz / poll in Socrative Socrative is an application that allows instructors to interact with students via the internet and mobile apps. Socrative empowers you to engage and assess your students as learning happens. Through the use of real-time questioning, result aggregation, and visualization, you have instant insight into levels of understanding so you can use class time to better collaborate and grow as a community of learners. Instructions ●
Sign up with a Socrative account (link) and create a quiz / poll to be used in the class of
your choice. Socrative Tutorial ●
Integrate interactive aspects of Socrative in your quiz / poll to enhance the learning
experience of the students. Socrative Resources ●
Take screen captures of the quiz / poll and
share them with the class. Discussion / Evaluation ●
Discuss the pros/cons of Socrative. What
would you improve on, or is there a better application to accomplish the required tasks. ●
Write a paragraph on how Socrative utilizes ONLE strategies. Give specific examples.
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Write a short paragraph on if you would or wouldn’t integrate Socrative into your
learning environment. ●
Review and respond to a least two additional students Socrative quiz/poll. Activity 1 Grading Rubric
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Activity 2: Create a Collaborative Document in Google Docs
Google Docs is an application that allows the user to create documents with the ability to share and collaborate with others. Once it is shared everyone is able to work on the same document. Google Docs has a chat feature within the document, so there is no need to go to another collaboration source to discuss the work. You are also able to leave comments within the document for others who may not be on working when you are. Instructions ● Sign in or create a Google/Gmail account (create an account link). ● Once signed in, click on the link to open the shared document ● The document is titled ONLE Discussion/Collaboration ● Write a paragraph on how Google Docs fits into an ONLE, provide specific examples. ● Write a short paragraph on how Google Docs can be integrated within your classroom to be used with students and colleagues. ● Leave a few comments for others on their writing. ● Open the chat board, if others are in there with you, discuss. Video on how to create and share a Google Doc: Creating and Sharing
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Activity 3: Online Discussion Forum
Forums.com is a free and open user friendly discussion board forum that allows learners to join in discussion. Discussion boards can be created by building a discussion topic and discussion questions. Discussion boards can also be joined, allowing learners to participate in learning communities that have already been created.
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Readings The following articles and websites discuss the importance of PLE/ONLEs and examine the role of community and communication in online learning environments. Required Readings ● Personal Learning Environments - The Future of eLearning? ● The Role of Community in Online Learning Success ● Old Communication, New Literacies: Social Network Sites as Social Learning Resources Instructions for participating in Online Discussion Forum: Discussion Instructions An overview of the Discussion topics: ● Discussion 1, Personal Learning Environments provide more responsibility and more independence for learners. Do you see this as a benefit or a downside to incorporating PLEs within your learning environment? Explain. ● Discussion 2, which ONLE strategies presented in the readings would you use to build a community of learning in your online course? ● Discussion 3, how does social networking promote meaningful learning? Activity 3 Grading Rubric
The following articles and websites provide specific examples of ONLE strategies that can be used to foster an online Constructivist learning environment. Optional/Suggested Readings ● Building an Online Learning Community ● PLE & ONLE Instructional Strategies ● Learner-Learner Interactions ● 5 Reasons User Generated Content is Critical for Brands ● The Beauty of Data Visualization ● User Generated Content Network Learning Resources Social Tagging: https://groups.diigo.com/group/etc655 Teaching Resources: Chapter 2 Prezi Learning Checkpoint: Chapter 2 Questions
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References Bazictips. (2016, February 25). List of do follow social bookmarking sites list 2016 [Weblog post]. Retrieved from http://bazictips.com/backlink/list-of-do-follow-socialbookmarking-sites-list-2016/65 Callari, R. (2016). Top ten social media aggregators. Inventor Spot. Retrieved from http://inventorspot.com/articles/aggregators_spindex_google_buzz_streamline_social_me dia_experien_41426 Castelo, V. [TEDx Talks]. (2013, March 11). Sailing in the perfect storm of user-generated content: Peter Esperson at TEDx Vianado Castelo. [Video File]. Retrieved from https://www.youtube.com/watch?v=n5PVqlXrOA0. Dork, M. (2013). Critical InfoVis. University of Calgary. Retrieved fromhttp://mariandoerk.de/criticalinfovis/. eLearning Learning. (2016). eLearning Learning [Web log post]. Retrieved from http://www.elearninglearning.com/ple/rss/. Fichter, D. (2005). The many forms of e-collaboration: Blogs, wikis, portals, groupware, discussion boards, and instant messaging. Online, 29(4), 48-50. Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Garrison, D. (2007). Online community of inquiry review: social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Gomez, P. (2015, November 17). The beauty of data visualisation [Web log post]. Retrieved from http://plgomez.com/ted-talks/the-beauty-of-data-visualisation/ Heil, J. [Jim Heil]. (2014, July 3). Sharing educational content through social media. [Video File]. Retrieved on December 10, 2016 from https://www.youtube.com/watch?v=r9WN6AdwacM. Ibrahim, R. & Oxley, A. (2011). Assessing the use of mash-ups in higher education. ICSECS Part I CCIS 179, p. 278-291. Retrieved from http://link.springer.com/chapter/10.1007%2F978-3-642-22170-5_25#page-1 Marsden, P. [Paul Marsden]. (2009, September 18). Idea platforms|diamond in the web 2.0 rough? [Video File]. Retrieved on December 10, 2016 from http://www.slideshare.net/paulsmarsden/idea-platforms-diamond-in-the-web-20-rough. Matsueda, K. & Roxanne, T. (2010). 7 things you need to know about Google documents. Penn
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State University. Retrieved from http://tlt.psu.edu/files/2012/10/Google-docs.pdf Open Pedagogy through Open Educational Resources. (2016). Retrieved from https://mcli.maricopa.edu/mcli-calendar/events/open-pedagogy-through-openeducational-resources Phong, (2010, October 14). Super ultimate list of best amazing social media, web 2.0 icons. Blog Tips. Retrieved from http://9blogtips.com/super-ultimate-best-amazing-socialmedia-web-2-0-icons.html Pinkard, N., Lee, A., & Chang, R. (2010). Remix learning. Retrieved from http://remixlearning.com/. Pontydysgu, G. (2007). Personal learning environments – the future of eLearning? eLearning Papers, 2(1). Retrieved form http://digtechitalia.pbworks.com/w/file/fetch/88358195/Atwell%202007.pdf Rouse, M. (2005). Aggregator. TechTarget. Retrieved from http://searchnetworking.techtarget.com/definition/aggregator. Sadera, W., Robertson, J., & Midon, M. (2009). The role of community in online learning success. MERLOT Journal of Online Learning and Teaching, 5(2), 277-284. Retrieved from http://jolt.merlot.org/vol5no2/sadera_0609.pdf. Sharp, J. & Huett, J. (2005). Importance of learner-learner interaction in distance education. Proc ISECON. Retrieved from http://proc.isecon.org/2005/2323/ISECON.2005.Sharp.pdf Socrative. (2015). Socrative. Mastery Connect. Retrieved from https://www.masteryconnect.com/socrative/resources.html. Suen, H. (2014). Peer assessment for massive open online courses (MOOCs). The International Review of Research in Open and Distributed Learning. 15(3), Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1680/2904 Technology for Teachers and Students [Technology for Teachers and Students]. (2015, September 30). Socrative tutorial 2015 new. [Video File]. Retrieved on December 10, 2016 from https://www.youtube.com/watch?v=WlnI1f-Q1JM. Wesch, M. [Michael Wesch]. (2007, October 12). Information R/evolution. [Video File]. Retrieved on December From https://www.youtube.com/watch?v=4CV05HyAbM&list=PLA042408DF37A9B7B.
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Chapter 3: Web 2.0 Technologies in PLE & ONLE Sarah Davis, Alexandra Miller, Lisa Veliz
Learning Objectives ● Learners will be able to able to identify and apply Web 2.0 tools to their PLE and ONLE. ● Learners will identify and produce an augmented reality via a QR Code for a learnerselected environment. ● Learners will develop and evaluate a mobile application for their PLE and ONLE. ● Learners will research relevant topics and utilize social media tools to facilitate conversation and analysis.
What is Web 2.0 technology? The 2.0 of Web 2.0 implies that a previous version of the web existed (Web 1.0). Indeed, Web 2.0 describes the second stage or second generation of website design and development. Unlike earlier versions, web 2.0 allows for user-generated content, collaboration, and personal and professional social networking (WebSmart, 2010). Think of some of the more popular social, sharing platforms like Twitter, Facebook, Blogging, Wikis, and YouTube, just to name a
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few. This generation of web design is all about sharing ideas with your network and or the world. New technologies designed to make your life easier are created by individuals who want to share their findings and have you utilize their services. This is the ultimate way to educate yourself informally, or formally in an online Personal Learning Environment (Veletsianos, 2010). Web-based communities and hosting services make up other web 2.0 technologies and further represent the change from Web 1.0 to 2.0 that emphasizes the now participatory nature of the web and our ability to now not only access content, but to mold and further develop it. Web 2.0 is always available, innovative, and has opened up a world of opportunities for any and all learners with access to the internet. This technology means that …“small bits of information, generated by huge numbers of individuals, can be easily published to form vast information sources” (Veletsianos, 2010). Examples/Links to three current and innovative Web 2.0 Technologies are as follows: Animoto – This website will allow you to create a professional video that you can share within minutes. You can add your own photos, music, and video clips to your choice of design backgrounds. This is a great example of user-generated content that allows learners to create and share their knowledge. Google Drive – It’s a lot more than file storage. Google Drive houses all of your files online that are accessible anywhere using the cloud. You can get to your Google Docs, Slides, Spreadsheets, Forms, Spaces, Groups and more by accessing your Drive online. This technology allows for collaboration using all of the Google products and has streamlined the way students work together on projects. Twitter – Social Media’s home page. This is where, in 140 characters, you can share and learn about what interests you. Users use #hashtags to categorize tweets, lead, and follow conversations. Using a hashtag for a class, is a great way to keep a group connected and sharing information. Watch this video for a 30 second recap of what Web 2.0 technology looks like:
Click Here
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Why integrate Web 2.0 technologies to support teaching and learning?
Figure 1.1 - Example of how Web 2.0 technologies, combined with teaching and learning, make up a successful PLE/ONLE Integrating Web 2.0 technologies into our instruction design is important in order to support teaching and learning because it carries learner-centered learning to an advanced level. Because of the interactive and social nature of Web 2.0 tools, learner engagement and collaboration are able to interconnect. For example, Twitter is a social media platform that allows you to follow and read the tweet of anyone or any organization of interest to you. By integrating the use of Twitter into our instructional design, not only can our learners follow each other and read their tweets, but they can follow field experts and link to articles that coincide with their interests. This informal learning takes place through the use of social sharing and advances learner support by growing their ONLE. Watch this brief video interview of Dr. Joyce Gulley from the University of Southern Indiana about integrating Web. 2.0 technologies in online learning for an example of how to support teaching and learning in an online environment.
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Click Here
What is mobile learning and its application in higher education?
Mobile learning is a ubiquitous instructional strategy. That means that when you want to learn something, you can do that no matter the place, or time. In higher education, that opens the door to learning outside of traditional online modes of instruction such as what you’ll find in any LMS on the market. “The big potential with mobile is that it really is the primary portal for social communication right now. Young people learn best when it’s relevant to them, when there’s social connection tied to it, and when they actually have a personal interest” (Schoology, n.d.).
Mobile learning engages students and connects them to an ONLE that enables collaboration and social connectedness. In higher education, we can help students connect their formal and informal learning by encouraging mobile learning usage by hosting Bring
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Your Own Device (BYOD) learning sessions and incorporating the use of mobile compatible instructional strategies into our curriculum.
Augmented Reality and Virtual Reality In recent years, augmented reality and virtual reality applications have become more common in education. While similar concepts, there is a fundamental difference between the two. Virtual reality refers to the use of an entirely synthetic environment. Technologically based, virtual reality environments are meant to be fully immersive. Augmented reality, by contrast, refers to the blending of a virtual world with actual reality. While there are virtual elements in the augmented reality, they are clearly distinguishable from reality (McKalin, 2014). Latest trends have focused augmented reality in location-specific applications, but it is not necessarily a technology that can only be used in a shared environment (Rattanarungrot et al., 2014). Both virtual reality and augmented reality enhance mobile learning as they rely on mobile devices for implementation. Virtual reality can require a significant investment of resources to implement, but there are numerous opportunities for its use in learning. Virtual reality can be used to provide students with experience that replicates reality without the risks associated with actual experience. For example, medical students can use virtual environments to perform surgeries or other medical procedures without risk to human patients. In another adult learning example, education students can use programs, such as TeachMe at the University of Central Florida, to hone their teaching skills to classrooms filled with virtual students. The virtual students are a result of sophisticated behavioral programming and actual character actors and realistically replicate typical classroom behaviors (Sawchuk, 2011). Virtual reality can also be used as an alternative to traditional field trips; virtual reality allows students to visit sites otherwise inaccessible (Perez, 2016). Augmented reality has recently risen in interest in education following the popularity of the game, Pokemon Go (e.g., Kmeich, 2016) and the spread of commercialized augmented reality products such as Crayola Color Alive. While these applications are not specific to learning, there are numerous ways in which augmented reality can be used in the classroom. For example, QR codes (see below) can be placed around a foreign language classroom attached to various common objects. Students can use a QR code reader to access additional information related to those nouns such as definitions, examples of word usage, and pronunciation. Augmented reality can also be integrated in learning using applications such as Aurasma to add virtual information to students’ actual environment (Brown, 2015). Aurasma allows users to
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take a picture of their classroom or other environment and tag specific spots. When someone views the image, they can access additional videos, links or other information that has been associated with the tagged locations. The following quick response code is a link to the Aurasma site (https://www.aurasma.com).
Quick Response Codes A quick response code is commonly known as a QR code. QR codes are modernized versions of bar codes; QR codes are two dimensional as opposed to bar codes’ one-dimensionality. QR codes are typically squares consisting of a pattern of black and white pixels that can be scanned by a QR reader, typically via an application on a mobile device. While traditional bar codes can only convey a maximum of twenty characters of information, the more complex QR codes can contain up to 7,089 characters instantaneously. As a result, QR codes can be used to convey complicated information such as web addresses. QR codes typically serve as links to websites, videos, or text (Crompton et al., 2012). QR codes can be used to benefit the social aspect of learning. Group activities, such as scavenger hunts, can be enhanced using QR codes. QR codes can also be used as a means of communication between learners or between learners and teachers by linking codes to communication modes (Rikala and Kankaanranta, 2014). The specific ways that QR codes can be used in education are many. QR codes can be attached to anything where additional information may be beneficial. For example, QR codes linking to explanatory YouTube videos could be added to homework assignments. Alternatively, QR codes can be added to classroom library books which link to additional information about the text or to student-generated content related to the book. Using QR codes to link classroom books to previous classes’ user-generated content can also foster community-community interaction. QR codes can also be placed around a school campus with links to information or activities to create an augmented reality situation (Miller, 2011; Ramsden, 2008; Walsh, 2014).
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One way that QR codes are being used in classrooms is as a form of assessment or survey response. Plickers is one application that uses QR codes for formative assessment. To use this tool, a teacher distributes cards with printed QR codes that represent multiple choice answer options. When the question is posed to the students, they select the orientation of the Plicker card that indicates their answer, and they hold it up in the air. The teacher uses their smartphone or tablet to quickly scan the room into the Plicker application, and the results are instantly summarized. This is an engaging way to perform confidential, informal assessments (Combs, 2014; Tribune, 2015). The following QR code is a link to the Plickers website (https://www.plickers.com).
Mobile App Design In 2016, the number of smartphone owners was projected to reach 2 billion, with 220 million Americans projected to own a smartphone by 2018 (“2 Billion,” 2014). More than 20% of Americans wear a wearable, with 35% of Millennials and Generation Y adopters making them the largest demographic of wearable technology users (Quartz, 2015). Furthermore, nearly half of adults, 45%, report owning a tablet computer (Weise, 2015). In fact, the two largest app
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stores, Google Play and Apple iTunes, reached 2 billion available apps as of June 2016 (“Number,” 2016). Mobile technology is a vital component of our ubiquitously connected society. Exhibiting substantial variety, it was last recorded that 80,000 educational apps were offered in Apple’s App Store (Nordrum, 2015). However, as educational apps are largely unregulated, recent criticism has spurred debate regarding the apps’ ability to truly facilitate learning through the mental and physical activities that result in knowledge acquisition. Argued to be little more than glorified games (Nordrum, 2015), many educational apps available may not provide the robustness or relevance to an educator’s instruction and/or strategies. To circumvent these limitations while embracing the benefits of ubiquitous learning that apps offer, educators may now develop their own apps to suit their needs. There are many mobile app development tools available online nowadays. Most allow beginners without any programming knowledge to develop their own app through drag and drop functions. PLE-asy APP is one such example, as it was developed by the author who has no programming knowledge via Apply Pie (for more resources visit the chapter’s Google Site). In as little as an hour, educators can now create their own customized apps to support their instruction and/or personal learning. Whether the app is designed for specific instructional strategies, such as Connectivism and constructivist theories, or to encourage and foster more learner interaction with peers and community, designing one’s own app affords the customization and focus rarely available in mass-marketed apps. Minimester Courses Minimesters, or mini-semesters, are terms that follow a much shorter timeline than traditional 16-week semesters, often lasting between 3 to 8 week sessions. Growing in popularity, especially in distance learning graduate programs, universities have begun adopting minimesters out of a growing demand to quickly educate adults in a short, highly intensive format that delivers immediately applicable skills (Treckles, & Sims, 2013) along with higher education’s aims to make schooling more available to non-traditional students (Kuzmar, 2013). Other reasons for higher education’s embracing of accelerated online terms may be marketdriven, and seen as a response to budgetary restraints or low-enrollment (Kuzmar, 2013). Like other course formats, minimester courses offer distinct advantages and disadvantages. Just as traditional online courses are not simply face-to-face courses offered Online, so too do online minimesters courses require specific instructional design strategies for successful delivery. In an online environment, great attention must be paid to adequately
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frontloading the accelerated online course (Wick, 2014). The speed of the course makes it nearly impossible to make changes during the minimesters (Wick, 2014), therefore, preparation is key to a smooth, robust, and pedagogically sound online minimester course. Course mapping is imperative, as students need to have a clear upfront understanding of expectations, due dates, and materials (Wick, 2014). In accelerated courses, students need structure. Therefore, consider eliminating material if it can’t be combined with an activity, such as writing assignment. Also, as the speed of the course negates changes to the course, care should be taken that all materials are highly organized, as well as technology know-how (Wick, 2014).
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Discussion/Conclusion
1. Please follow this link to our Google Site Minimester page for your thoughts on minimester advantages and disadvantages. This is your chance to list out what’s important to you. Please see the self-reflection section. 2. Have you ever used Plickers? Can you see yourself using this in the classroom or designing instruction using this? Please share your thoughts on Plickers with us here. 3. Regarding mobile app design, we encourage you to create your own app after reading our chapter. Please join in the discussion in our Google Group. You get to it by visiting our Google Site here.
Learning Activities/Assignments Activity 1: QR Codes and Augmented Reality ❏ Identify an “environment” to be turned into augmented reality (e.g., a classroom, school campus, photograph, and document). ❏ Identify 3-5 areas of this environment that can be enhanced by providing additional information. ❏ Create QR codes for the areas to be augmented (those identified in step 2). ❏ Attach the QR codes to those areas either manually (in the case of a classroom or other physical environment) or digitally (for documents or other non-physical environments). ThingLink (https://www.thinglink.com/) is a useful tool for doing this digitally. ❏ Design a learning activity for students to use the augmented environment. Describe this activity in a brief write-up. Activity 2: Mobile App Design ❏ Research and explore mobile app design websites. ❏ Choose a mobile app design website to create your own PLE app. There are many websites that accommodate varies levels of technological skills, so choose one that best aligns with your needs and skills. ❏ Create your PLE app. Be sure to check out Google Site and PLE-asy APP for resources and an example of a PLE App. ❏ Share with your app with your fellow learners via the chapter’s Google Site .
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❏ Discuss your experience building the app with your classmates in the discussion board. ❏ Elaborate on the strengths and weakness of the process and/or your app, and whether you find the app useful in digital lifelong learning. Respond to at least three post with significant contributions that drive the conversation further.
Activity 3: Mobile Learning ❏ If you are not already familiar with Twitter and would like detailed instructions, please review the following video to learn how to create and begin using your Twitter Account. ❏ Go to https://twitter.com and create a login. ❏ Using Your Android or iOS device, download the Twitter App from the Play or App Store. ❏ Next find a mobile learning article that you find interesting and would like to share. You can find this using Twitter or independent of Twitter on the web. ❏ Click on the Twitter icon on your smartphone, or other mobile device that you are using. ❏ Click on the write a tweet icon and paste the article link. Use #ETCMobileL so that we can follow the string of tweets. ❏
7. Follow this link to our Google Site where you can see the #ETCMobileL conversation.
Activity 4: Minimester Online Courses ❏ Learning Activity Four: Minimester Online Courses ❏ After reading the chapter, visit the chapter’s Google Site to review in additional minimester resources. ❏ Follow the Self-Reflection prompts to further explore the uses and impacts of accelerated online courses, and discuss design elements on Twitter with your peers. Respond to at least three Twitter posts in addition to your own contribution of experiences and design techniques.
Rubrics As learners progress through the chapter and complete the learning activities, rubrics are used to assess learning. To access rubrics for the learning activities, visit the chapter’s Google Site.
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Readings Required Readings Accelerated Online Course. (2009). Retrieved from eLearning Services website http://www.pgcconline.com/aboutOnlineLearning/acceleratedOnline.html Hsu, Y., & Ching, Y. (2013). Mobile app design for teaching and learning: Educators’ experiences in an online graduate course. The International Review of Research in Open and Distributed Learning, 14(4). http://www.irrodl.org/index.php/irrodl/article/view/1542/2635 Lequerica, A. (2016, May 11). Harvard University will teach a MOOC in virtual reality. Class Central. https://www.class-central.com/report/harvard-cs50-virtual-reality/ Mantas, C. (n.d.). Communities of Practice and Web 2.0.: Moving from the classical paradigm to Virtual Communities of Practice. University of Leicester: Leicester, UK. http://www.academia.edu/1658065/Virtual_communities_of_practice_and_WEB_2.0 Miller, A. (2011, December 5). Twelve ideas for teaching with QR codes. Edutopia. https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller Stevens, K. (2013, August 11). Teachers favored Web 2.0 tools. EdSurge News. https://www.edsurge.com/news/2013-08-21-teachers-favored-web-2-0-tools
Optional/Suggested Readings García-Peñalvo, F.J., & Conde. M.Á. (2015). The impact of a mobile personal learning environment in different educational contexts. Universal Access in the Information Society, 14 (375). doi:10.1007/s10209-014-0366-z Pappas, C. (2016, January 11). 6 mobile learning trends for 2016. eLearning Industry https://elearningindustry.com/6-mobile-learning-trends-for-2016
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Network Learning Resources Social Tagging Architecture: https://groups.diigo.com/group/etc655_nau_chapter3
Teaching Resources: Prezi Presentation Chapter 3 Supplemental Resource: Google Site: Chapter content visualization
This Tagul word art illustrates keywords that represent Web 2.0 technologies in PLE and ONLE.
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References 2 billion consumers worldwide to get smartphones by 2016. (2014, December 11). Retrieved from eMarketer website https://www.emarketer.com/Article/2-Billion-Consumers-Wo rldwide-Smartphones-by-2016/1011694 6 Tips for Launching Successful Mobile Learning in Your District | Schoology. (n.d.). Retrieved December 5, 2016 from: https://info.schoology.com/how-to-plan-mobilelearning.html?utm_source=4 Mobile Learning eBook&utm_medium=email&utm_campaign=K-12 Nurture forUSA&utm_content=Button&mkt_tok=3RkMMJWWfF9wsRojvajMZKXonjHpfsX56+ ksWKWxhYkz2EFye+LIHETpodcMScZmM6+TFAwTG5toziV8R7bFLc1jys0QXBfm Ally, M. (2009). Mobile Learning: Transforming the Delivery of Education and Training. Edmonton, Alberta: Athabasca University Press. Brown, P. (2015, November 2). How to Transform Your Classroom With Augmented Reality (EdSurge News). Retrieved from https://www.edsurge.com/news/2015-11-02-how-totransform-your-classroom-with-augmented-reality Combs, N. (2014, December 2). 6 Easy Steps for Getting Started Using Free Plickers for Assessment. Retrieved from http://www.emergingedtech.com/2014/12/getting-startedusing-free-plickers-for-assessment/ Cox, David (2015, Feb. 15). Twitter Tutorial For Beginners. Retrieved from: https://www.youtube.com/watch?v=SBDYYGER5iM Crompton, H, LaFrance, J., & van ’t Hooft, M. (2012, June/July). QR codes 101. Learning & Leading With Technology, 39(8), 22-25. Retrieved from http://www.learningandleadingdigital.com/learning_leading/20120607#pg24 Kmeich, J. (2016, July 25). Pokemon Go and Higher Ed Campuses. Retrieved from http://er.educause.edu/blogs/2016/7/pokemon-go-and-higher-ed-campuses Kuzmar, A. S. (2013). Mini-session compared to normal-length in the construction management program at Sam Houston State University. Retrieved from American Society for Engineering Education [ASEE] website https://www.asee.org/documents/sections/middleatlantic/fall-2013/18-Kuzmar-Paper-ASEE-DC.pdf Gulley, J. (2015, April 20). Integrating Web 2.0 Technologies Into Online Learning. Retrieved December 7, 2016 from: https://www.youtube.com/watch?v=P2q6XE0H9uk
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Matzner, R. (2012, April 11). Designing a mobile app? Don’t make these 10 mistakes. Retrieved from Mashable website http://mashable.com/2012/04/11/mobile-app-designtips/#VS1P4MvtmkqN McKalin, V. (2014, April 06). Augmented Reality vs. Virtual Reality: What are the differences and similarities? Retrieved from http://www.techtimes.com/articles/5078/20140406/augmented-reality-vs-virtual-realitywhat-are-the-differences-and-similarities.htm Miller, A. (2011, December 05). Twelve Ideas for Teaching With QR Codes. Retrieved from https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller Nordrum, A. (2015, May 7). Little evidence to support claims that 80,000 educational apps in Apple store actually improve learning. Retrieved from International Business Times website http://www.ibtimes.com/little-evidence-support-claims-80000-educational-appsapple-store-actually-improve-1913252 Number of apps available in leading app stores as of June 2016. (2016). Retrieved from Statista website https://www.statista.com/statistics/276623/number-of-apps-available-in-leadingapp-stores/ Perez, S. (2016, June 27). Google opens up its Virtual Reality field trips for all, debuts new apps and services for teachers. Retrieved from https://techcrunch.com/2016/06/27/googleopens-up-its-virtual-reality-field-trips-for-all-debuts-new-apps-and-services-for-teachers/ Quartz, A. R. (2015). 20 percent of Americans say they use wearable tech. Retrieved from Nextgov website http://www.nextgov.com/mobile/2015/09/20-percent-americans-saythey-use-wearable-tech/122421/ Ramsden, A. (2008) The use of QR codes in Education: A getting started guide for academics. Working Paper. (Unpublished doctoral dissertation). University of Bath, Bath, U. K. Rattanarungrot, S., White, M., & Newbury, P. (2014, February 28-March 2). A mobile service oriented multiple object tracking augmented reality architecture for education and learning experiences. Paper presented for the International Conference for Mobile Learning 2014, Madrid, Spain. Rikala, J., & Kankaanranta, M. (2014, February 28-March 2). Blending classroom teaching and learning with QR codes. Paper presented for the International Conference for Mobile Learning 2014, Madrid, Spain. Sawchuk, S. (2011, January 5). Virtual Students Are Used to Train Teachers. Retrieved from http://www.edweek.org/ew/articles/2011/01/05/15simulate_ep.h30.html Students’ Mobile Learning Practices in Higher Education: A Multi-Year Study. (n.d.). Retrieved December 6, 2016 from: http://er.educause.edu/articles/2015/6/students-mobile-learning-
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practices-in-higher-education-a-multiyear-study Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open and Distance Learning, 8(2). Retrieved from http://www.aupress.ca/books/120155/ebook/01_Mohamed_Ally_2009-Article1.pdf Treckles, A. M., & Sims, R. (2013). Designing instruction for speed: Qualitative insights into instructional design for accelerated online graduate coursework. Online Journal of Distance Learning Administration, 16(4). Retrieved from the University of West Georgia website http://www.westga.edu/~distance/ojdla/winter164/trekles_sims164.html Tribune, J. P. (2015, May 13). Mishawaka teacher uses technology, new ideas. Retrieved from http://www.southbendtribune.com/news/local/keynews/education/mishawaka-teacheruses-technology-new-ideas/article_86a3b13f-154c-5d5d-b3b8-d17b39728c96.html Veletsianos, G. (Ed.) (2010). Emerging Technologies in Distance Education (2nd ed.). Athabasca, AB, Canada: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120177 Veletsianos, G. (Ed.) (2016). Emergence & Innovation in Digital Learning: Foundation & Application. Athabasca, AB, Canada: AU Press. Retrieved from http://aupress.ca/index.php/books/120258 Walsh, K. (2014, December 7). 25 Fun Ways to Use QR Codes for Teaching and Learning. Retrieved from http://www.emergingedtech.com/2014/12/25-ways-to-use-qr-codes-forteaching-learning/ [Websmart]. (2010, Jan. 25). What is Web 2.0?. [Video File]. Retrieved on December 6, 2016 from: https://www.youtube.com/watch?v=NVeICpFAB-s Weise, E. (2015, October 29). Smartphones reaching saturation among Millennials. Retrieved from USA Today website http://www.usatoday.com/story/tech/2015/10/29/smartphonessaturation-millennials-pew-research/74805506/ Wick, A. A. (2014, September 22). Maximizing learning in a mini-mester [Blog]. Retrieved from Cengage Learning website http://blog.cengage.com/maximizing-learning-minimester/
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Chapter 4: Designs of PLE, ONLE, and the Linkage Design Model Melissa Tole and Michael Finley Chapter Overview In this chapter, we will learn about Personal Learning Environment, Open Network Learning Environments, and the Linkage Design Model. Throughout this chapter you will take the knowledge that you have gained and participate in several activities that will help to increase your understanding.
This Tagul word art creates a visual piece of art that relates to the content this chapter.
The words Learn, Person, PLE, ONLE, Linkage, Create, and Line are the largest words because they are the most relative to the main topics found in this chapter. As you read about Linkage Design Mode you will begin to understand how it applies to a Personal Learning
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Environment (PLE) and Open Network Learning Environment (ONLE). The words found in the word art image connect to the main components of the chapter. You will discover the importance of social networking and how to use various Web 2.0 tools to make an impact on your learning in your own learning environment. Within the word art you will notice tools that can be used within your ONLE and PLE, such as RSS, website, tags, infographic, and video. Learning Objectives ● Learners will be able to define and distinguish between a Personal Learning Environment (PLE), Open Network Learning Environment (ONLE), and the Linkage Design Model. ● Learners create their own Personal Learning Environment on Symbaloo. ● Learners will link an RSS Feed to their PLE. ● Learners will create an infographic or other information visualization. ● Learners will create a website. ● Learners will learn how to embed a PLE on a website to create an ONLE.
Personal Learning Environment (PLE) Just as digital cameras have disrupted the world of photography, Web 2.0 Tools have disrupted the world of online learning, providing learners with new tools for collaboration, information sharing, information remixing, and knowledge presentation. In recent years, tools like YouTube, WordPress, Twitter, Snapchat, open source textbooks, Prezi, and hundreds more have become irrevocably part of a student’s online toolset. With these tools comes a need for organization and that is exactly what a personal learning environment aims to do. A personal learning environment is a digital toolbox, a place where a person can collect and organize commonly accessed websites, RSS feeds, community widgets, social networks, blogs used primarily to support student learning (See
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Figure 4.1). While some consider a PLE a space, others like Ash (2013) describes it as “a process that aims to visualize and organize the influx of information and resources that students are confronted with daily.” Indeed, it can very likely be a process of selecting tools, replacing tools, collecting source, etc. Other benefits of the PLE include saved time searching the internet for various locations and inputting usernames and passwords for these frequently checked resources and social sites. Beyond a mere collection of websites, the personal learning environment provides the portal through which online learners become “network” learners, a concept described in the following section. Popular personal learning portals include iGoogle, Netvibes, Evernote, and SymbalooEDU. Watch this video to see an example of how to create a PLE on Symbaloo and answer the embedded, critical questions: How to Create a PLE on Symbaloo
Figure 4.1 This is Michael Finley’s PLE spoke model. In this model, he categorized the learning tools in the following way: creation tools, devices, networking, Google Drive, and information. Note that the tools linked to each category are tools that support him in accessing
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information (TedED, Google Scholar, Diigo), generating information (Prezi, Coggle, Google Draw), and share information through social networks in a cognitive way (Twitter). The networking tools and collaboration tools serve as “links” between the learner and community of learners.
Open Network Learning Environment (ONLE) An extension of the PLE, an Open Network Learning Environment is comprised of networked learners who socially and collaboratively generate cognitive discourse and representation. This means that learners write, discuss, create information visualizations, create videos, and remix or mash up information sources. ONLE’s are based on online collaboration and constructivist theories of learning. They maximize the use of open source materials and Web 2.0 tools. Most importantly, an ONLE is generated by learners for learners. Although an instructor may be an invited viewer and provide the impetus for its generation, students drive the creation of, content, tool selection, and social networks that link the ONLE together. Rather than a space or place, an ONLE is a concept made up of connections between users. For instance, it may be initiated by users collaborating on an open source textbook, linking that document to a website, which is then shared on the World Wide Web for other learners to consume. However, the ONLE includes more than just that cognitive collaboration on the work. It includes the social networking tools used to discuss it and coordinate its completion, the tools used to generate information visualizations for it, which are stored in each learner’s PLE’s and may also be shared and made collaboratively. Watch this video for an example of one way to create an ONLE and respond to the embedded critical questions: Create an ONLE
Linkage Design Model The Linkage Design Model supports ONLE’s and PLE’s. It is the glue that connects the learners to the information, other learners, and to the world. Alex Miller (2016) described it best by saying, “If compared to the metaphor of a house, the ONLE technology are all of the different rooms of the house, the ONLE environment is the house itself, and the Open Network Linkage
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Design Model is the system of floors, walls, and ceilings that keep the house in one piece.” In his presentation to ICEM in 2010, Dr. Tu defined the linkages as those relating to the following categories: Customized Personal - This refers to the PLE, where the ONLE begins. In other words, it is like creating a customized Webmix on Symbaloo, Netvibes, or iGoogle. Complete Activity One for better understanding of this concept. Portal Linkage - This refers to sharing a portal, which can be done by sharing the link to your PLE with a fellow colleague or embedding a PLE on a website that will be shared with colleagues. Complete Activity Two for better understanding of this concept. Widget/Gadget/Embedded Script Linkage - This refers to embedding RSS feeds, widgets (a miniature app with limited functionality) into a PLE or website that will aggregate information from a variety of sources. Some common widgets include YouTube, weather, RSS Feeds, etc. (Tu, 2010). Social Tagging Linkage - This refers to using tagging architectures to socially share resources on sites like de.li.cious or Diigo or YouTube. Tagging has also come to mean hashtags (used on social media sites). For more understanding of this concept, complete Activity Five. Social Network Linkage - This refers to the process of learners connecting on social networks by “friending” or “following” each other. This is a voluntary and important process that requires learners to engage in continuous and frequent interaction that is both social and cognitive. Mobile Apps Linkage - This refers to using the applications on a mobile device to support ubiquitous learning. Many Web 2.0 tools have mobile apps that make sharing information easy. For a greater understanding of this, complete activities 1 - 4 or participate in the interactive questions embedded in the video link at the end of this section. Information Visualization Linkage - This can refer to the sharing of infographics which can be created either individually or collaboratively. For instance, some timeline makers, like hstry.com, and chart creating tools, like Lucid Chart or Google Drawings or Coggle, allow for collaborators to work on conceptual maps together, which utilizes online collaborative learning theory. Furthermore, Information Visualization Linkage can refer the embedding or link sharing of these products on a collaborative website, discussion board, or other learning product for the purpose of clarifying an idea or assisting those with learning challenges. For more information regarding Information Visualization Linkage complete Activities Three and Four. Third party Linkage - This is the linkage that occurs behind the scenes. It involves the connections made through other sites (Padlet, Wix, etc.) Watch this video about how to embed an RSS Feed on a website and respond to the embedded, critical questions: How to Embed an RSS Feed on a Website
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Figure 4.2 This diagram of an ONLE was created by Mary Loder (2016).
Environment vs. System An environment is an open, student-centered, flexible technology enriched space that supports learning. Environments tend to be loosely structured and can change with the needs of the learner. On the other hand, a system is a closed, teacher-controlled, inflexible technology space that support learning. Systems are highly modular, linear in their delivery and changes occur slowly. To address the similarities, Davis (2016) and Pinner (2014) explained that “both offer similar features, such as quiz, forms, and reports.” However, both attribute the collaborative nature of the ONLE as the distinction between the two.
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Figure 4.3 This Venn diagram illustrates some of the similarities described by Davis (2016) and Pinner (2014) as well as main differences.
Self-Empowered Learning Quantified self (also known as lifelogging) is when technology is incorporated into acquiring data about a person’s daily life. This can include food consumed, quality of surrounding air, mood, blood oxygen levels, performance, calories burned, steps taken, etc. When we refer to the quantified self we are talking about the technology use to track any aspect of an individual's experience. When you quantify yourself you are collecting data on yourself. Currently we have various fitness trackers like a Fitbit. It seems that the technology is moving in the direction that perhaps a tracker could be created that tracks a student's heart rate and other biometric measures that could then give an instructor feedback on the excitement and interest levels during class in real time. Finding a way to track learning is going to be an invaluable resource.
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Fitness trackers that are using data to quantify a person are also developing game aspects for this data to motivate users to move more. Using this gamify idea and data collected to measure learning could eventually be used to motivate students to stay more engaged in their learning. Gaming has periodic rewards, ways to level up, receive badges or awards, and quests to embark on. These concepts could be used to enhance and encourage learning through the data set collected in quantified self. Watch this video: The Quantified Self ● How do you see the education world using quantified self-data to enhance and push learning to the next level? ● Post your answer on the Padlet and respond to 2 other people. RSS Feed Rich Site Summary or Really Simple Syndication (RSS) is a real time feed from online sources. From these feeds a learner can get real time information and updates from the various sites they want to get data or information. As a website publishes content, the headings are pushed to the RSS feed. This allows a user to see the headings and choose what they want to read. Typically RSS feeds come from new sites and blogs. Using this tool allows users to get notifications from multiple websites without logging into and visiting several websites. RSS feeds support learning because it allows learners to stay in one place to gather large quantities of information from a variety of sources. Learners subscribe to the websites and journals they visit most often. As a result efficiency improves by making it easier to access content. The learner can have these subscriptions delivered to their PLE. The PLE is enhanced through providing automated updates of blogs, new services, journals, discussion boards, and much more. Having all the information in one place helps to keep the learner engaged anywhere anytime. ● Learn more about RSS by watching this video: RSS in Plain English ● Search your favorite sites and discover if they have RSS feeds.
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● What are your favorite sites that have RSS feeds? How could these sites for your own personal learning and your own PLE? How would they support your learning? ● Post your answer on this Padlet and respond to 2 other people.
Personalized Learning Personalized learning is a customized learning experience created through instructional strategies, technologies, and activities. Individual needs of a learner are the focus of personalized learning; including the pace, space, tools, and sometimes the content. As technology continues to change and become adaptive personalized learning becomes easier and easier. Personalized learning helps educators meet the individual needs of their students. The technology that is being developed helps to differentiate the learning for each student in a classroom.
Personalized learning can be enhanced through the creation of PLEs. As a learner we can create an environment that best meets our learning needs, thus personalizing our learning. In a PLE we can organize and engage with formal and informal learning tools and spaces. When learning is personalized the learner is able to choose how to interact with content through authentic activities designed for learning. ● For more information on Personalize Learning watch this video: What is Personalized Learning? ● For more information on Personal Learning Environments watch this video: Personal Learning Environment (PLE)
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Personalized Learning ● Type of Learning ● Determined by the learner ● Technology based ● Changeable ● Formal & Informal learning
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Personal Learning Environment (PLE) ● An Environment ● Personalized by the learner ● A tool to organize your learning
Personalized learning and Personal Learning Environment are similar but different. Personalized learning is designed for the individual needs of the learner, also referred to differentiated learning. A PLE is the technology that a learner used access the personalized learning.
● Watch these video: RSA Animate: Changing Education Paradigms & Bring on the Learning Revolution ● After watching this video how are you inspired to personalize learning for your students and their talents? How can personalized learning revolutionize Learning? ● Post your answers on this Padlet and respond to 2 other people.
Adaptive Technologies Adaptive technologies are software and online platforms that adjust to individual students’ needs as they learn. These technologies customize the learning experience for each learner. A one-size fits all does not meet the needs of all students. As a result adaptive technologies are being developed. Adaptive technologies are one pathway for meeting the individual learning needs of students. Adaptive technology is the tool that makes personalize learning possible. These technologies allow for large scale implementation across large groups of people PLEs can be used to access the tools of adaptive learning technology. Personal learning, PLEs, and adaptive learning work together to enhance the learning of individual. Question: ● What adaptive technologies do you know about? How effective are they? What would you change about them? ● Post your answers on this Padlet and respond to 2 other people.
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Conclusion/Discussion 1. How do you see yourself using PLE and ONLE to support your own personal learning? 2. In your own words define PLE, ONLE, and Linkage Design Model. 3. How does the Linkage Design Model support PLEs and ONLEs?
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Learning activities/assignments Activity 1: Create a Personal Portal For this activity, you will create a Personal Portal on Symbaloo. This assignment contains two linkage practices: 1) customized personal portal creation; 2) mobile apps linkage; 3) third party linkage Symbaloo ❏ If you wish to, review the video to learn how to create a Symbaloo PLE. ❏ Go to www.symbalooedu.com and create a login. ❏ Customize your dashboard by deleting tiles you don’t want and adding tiles you do want. ❏ Add at least 1 productivity tool (i.e., a tile for Lucid Charts, Google Slides, etc.). ❏ Add at least 1 social network link (i.e., a tile for Instagram, Twitter, Snapchat, etc.). ❏ Add at least 1 information tool (i.e., a library database site, YouTube, TedEd, etc.). ❏ Add at least 1 personal favorite website, picture gallery, etc. (i.e., ESPN, a picture of your dog, etc.). ❏ Take a screenshot or use the snipping tool to capture a picture of your finished PLE. ❏ Post the picture of your PLE to this Padlet. Comment on two other screenshots. Assignment 1
Target (8-10 points)
The PLE has been created Personal Learning with all required elements: Environment productivity, social Created network, information, and personal favorite website
Mobile Apps Linkage
The picture successfully posted and the user commented on other learners’ PLE’s.
Proficient (7-5 points)
Needs Work (0-4 points)
The PLE may be missing one required element
Little or no attempt was made to modify the Webmix from original settings.
The use successfully posted the picture, but did not engage in communication with other learners.
Either the linkage was unsuccessful or no effort was placed into sharing the picture on Padlet.
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Activity 2: Customization of PLE and RSS feed For this activity, you will create customize a personal portal and link an RSS. This activity utilizes RSS linkage. 1. Watch this video about how to link an RSS Feed to your Symbaloo PLE. 2. Change the background and customize your groups by changing labels, colors, etc. 3. Add an RSS Feed. An RSS Feed can be linked by using an RSS Feed URL. Frequently, these are just a copy of the URL with an ending of /rss or /feed or /rss.feed. Look up your favorite blogs, websites and look for the RSS symbol. If you don’t know where the RSS feed is, you can often Google how to create an RSS feed for your favorite website. If you don’t know of one to add, you can use the rss feed for this chapter’s Diigo group. Just copy and paste the URL below: https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-andonle/rss/2957745/4b8e7fa0631e4d52129132600028bcc2 4. When you are finished, use the snipping tool to screen shot the RSS feed and draw arrows to the RSS feed and one customized choice. 5. Post the picture of your PLE to this Padlet. Comment on 2 other screenshots. Needs Work (0-4 points)
Assignment 2
Target (8-10 points)
Proficient (7-5 points)
Customized Personal Learning Environment
The PLE has been created with all required elements: an RSS feed has been added and at least one customization has been made.
The PLE may be missing one required element
Little or no attempt was made to modify the Webmix from original settings.
The picture successfully posted and the user commented on other learners’ PLE’s.
The use successfully posted the picture, but did not engage in communication with other learners.
Either the linkage was unsuccessful or no effort was placed into sharing the picture on Padlet.
Mobile Apps Linkage
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Activity 3: Create an Infographic Using Canva.com This activity uses ‘infovisualization’ linkage and social tagging linkage. 1. Create an account with canva.com. (This site is free. There are pay options, but are not needed for this assignment.) 2. Watch this Canva Tutorial. 3. Create an infographic to represent your understanding of Linkage Design Model. 4. Bookmark your infographic in Diigo Group. Add tags ETC655, Chapter 4, ONLE, PLE Designs. That will help your classmates easily locate your infographic to enhance their learning. 5. Share your infographic assignment on the website you create in activity four.
Activity 4: Create a Website and Embed in Your PLE Creating a website is just one way you can create links join an ONLE. In this activity, we are practicing using a Web 2.0 Tool that will support the Linkage Design Model. 1. 2. 3. 4. 5.
Go to Wix.com Watch this video that explains the overview of Wix.com tutorial. Choose a theme and a change the title to include your name. Add an image box and upload the image of your infographic to it. Now watch this video to learn how to embed your PLE on the website: https://youtu.be/KL9HXIK1clk ❏ From Symbaloo, click share. ❏ Change settings to private. ❏ Click share my webmix. ❏ Copy and paste the embed code into an embed code html box on the website.
6. Watch this video that explains how to get feedback on your Wix Website. 7. Share the website link to this Padlet. *** Note, it does not need to be published to be shared. Comment on 2 other screenshots.
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Assignment 3 and 4
Target (8-10 points)
Proficient (7-5 points)
Needs Work (0-4 points)
Created a website
The PLE has been created with all required elements: infographic, theme, name, and PLE
The PLE may be missing one required links
Little or no attempt was made to link Infoviz or PLE
Mobile Apps Linkage
The picture of the infographic, the PLE and web link successfully posted to Padlet, and the user commented on other learners’ websites.
The use successfully posted the link, but did not engage in communication with other learners.
Either the linkage was unsuccessful or no effort was placed into sharing the website link to the Padlet
Infographic
The infographic indicates a working knowledge of canva.com, and proof that more than one feature was used.
The infographic indicates a basic knowledge of canva.com.
Little or no effort was made to create an infographic.
Knowledge/ Concepts
The infographic shows understanding of Linkage Design Model. The graphic shows connections when it is appropriate to do so.
The infographic shows basic knowledge of Linkage Design Model.
The infographic shows little or no understanding of Linkage Design Model.
Social Tagging
The infographic is bookmarked with appropriate tags in the Diigo Group and shared with the instructor.
The infographic Little or no was shared with the effort is done to share instructor, but not with the infographic with the Diigo Group for others. others to access.
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Readings: Required readings ❏ Concepts of PLE & ONLE ❏ Gaming the Quantified Self ❏ The Fifty Best Web 2.0 Applications for Education in 2016 Optional/Suggested readings ❏ 25 of the Best RSS Feeds for Educators ❏ Seven Things You Should Know About… Personal Learning Environments ❏ Classroom Collaboration Using Social Bookmarking Service Diigo
Network Learning Resources
Social Tagging: https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-and-onle Teaching Resources: Chapter 4 Prezi
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Creating Technology Learning Environment Web 2.0 Tools Tagul Google Netvibes Evernote SymbalooEDU Diigo YouTube hstry.com Lucid Chart Google Drawings Coggle Padlet Edpuzzle Canva
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References Arvan, L. (2009). Dis-integrating the LMS. EDUCAUSE Quarterly Magazine 32 (2). Retrieved from: http://er.educause.edu/articles/2009/7/disintegrating-the-lms Ash, K. (2016, April 30). 'Personal learning environments' focus on the individual. Retrieved from http://www.edweek.org/ew/articles/2013/05/22/32el-personallearning.h32.html Bates, T. (2015). What is a learning environment? Retrieved from https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-learning-environment/ Bray, B. & McClaskey, K. (2014). Personalize your learning environment. Retrieved from https://www.iste.org/explore/ArticleDetail?articleid=11 C. (2016, April 14). Personal Learning Environment (PLE). Retrieved December 06, 2016, from https://www.youtube.com/watch?v=vlJjvqKlQac E. (2016, April 04). What Is Personalized Learning? Retrieved December 06, 2016, from https://www.youtube.com/watch?v=6oLNLCO0vfI Gaming the Quantified Self | Whitson | Surveillance & Society. (n.d.). Retrieved December 04, 2016, from http://ojs.library.queensu.ca/index.php/surveillance-andsociety/article/view/gaming Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A Study on Using Learning Management System with Mobile App. In 2015 International Symposium on Educational Technology (ISET). 168-172. Retrieved from http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657 Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf Keppell, Mike (2014). Personalised Learning Strategies for Higher Education. Australian Digital Futures Institute. Retrieved online at: https://eprints.usq.edu.au/25679/1/Keppell_2014.pdf. L. (2007, April 23). RSS in Plain English. Retrieved December 06, 2016, from https://www.youtube.com/watch?v=0klgLsSxGsU Loder, M. (2016). Onle & online strategies [Chart]. In ETC655 Nabble Discussion Board Fall 2016. Retrieved from http://etc655-discussion-board-fall2016.2360883.n4.nabble.com/L7-KEY-1-ONLE-Teaching-td660.html Loder, M. (2016). Onle model [Chart]. In ETC655 Nabble Discussion Board Fall 2016. Retrieved from http://etc655-discussion-board-fall-2016.2360883.n4.nabble.com/L5-
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KEY-1-Open-Network-Linkage-Design-Model-td617.html Miller, A. (2016). L5-Key-1-open network linkage design model. Retrieved from http://etc655discussion-board-fall-2016.2360883.n4.nabble.com/L5-KEY-1-Open-Network-LinkageDesign-Model-td617.html Mott, J. (2010). Envisioning the Post-LMS Era: The Open Learning Network. EDUCAUSE Quarterly, 33(1), Retrieved from http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db= eric&AN=EJ890469&site=ehost-live&scope=site Novak, T. P., Hoffman, D. L., & Yung, Y. F. (2000). Measuring the customer experience in online environments: A structural modeling approach. Marketing science, 19(1), 22-42. Retrieved from http://pubsonline.informs.org/doi/abs/10.1287/mksc.19.1.22.15184?journalCode=mksc Pinner, R. (2014, August 14). What is the difference between an LMS and a VLE? Retrieved from https://elearningindustry.com/difference-between-lms-and-vle Quantified Self. (2011, March 11). The future of education: Online and quantified. Retrieved December 04, 2016, from http://quantifiedself.com/2011/03/the-future-of-educationonline-and-quantified/ Rouse, M. (2016). Learning management system. Retrieved from http://searchcio.techtarget.com/definition/learning-management-system RSS. (n.d.). Retrieved December 04, 2016, from https://en.wikipedia.org/wiki/RSS Robinson, K. (2010, May 24). Bring on the learning revolution! Retrieved from https://www.youtube.com/watch?v=r9LelXa3U_I RSA Animate. (2010, October 14). Changing education paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U TechTalkAmerica. (2015, June 18). Canva tutorial: Create beautiful graphics quickly, easily, and for free! Retrieved from https://www.youtube.com/watch?v=3-lB4Q-k1OI Tole, M. (2016, December 05). Create a ple on Symbaloo. Retrieved from https://youtu.be/FvwGDgZI3ng Tole, M. (2016, December 05). Link an rss feed to your Symbaloo ple. Retrieved from https://youtu.be/2qmqflKWn-I Tole, M. (2016, December 06). Embed your PLE on a website. Retrieved from https://youtu.be/KL9HXIK1clk
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Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from https://prezi.com/e-ueht3zr6mh/linkage-design-model/ Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. What is RSS? (n.d.). Retrieved December 04, 2016, from http://www.qwhatis.com/what-is-rss-2/ Wolf, G. (n.d.). The quantified self. Retrieved December 04, 2016, from http://www.ted.com/talks/gary_wolf_the_quantified_self?language=en
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Chapter 5: Development & Practices/Teaching for ONLE Daniel Cradic, JoAnn Lara, & Sharrie Lommen Chapter Overview Chapter five builds upon the concepts, methods, and instructional strategies of ONLEs and PLEs discussed in the previous chapters. This chapter provides learners with the practical knowledge and applied skills to begin designing learning environments that are collaborative and interactive. The demonstrative examples of learning environments presented in this chapter can be applied to both personal learning and larger online communities of learning. This integration of learning environments is essential to the collaborative nature of global digital citizenship and the continual learning necessary for digital lifelong learning.
Throughout this book, we have been actively involved in learning about integrating a variety of different Web 2.0 tools in open network learning environments and for our personal learning environments. One important way to support learners of all types is through visual representation. Information visualization or InfoViz allows users to see, process, and understand content. It can be used to manipulate data, identify patterns, and to simplify complex
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information. The word cloud displayed above contains a variety of words that identify what open network learning environments and personal learning environments use. Each circle represents instructional strategies that can be used to support ONLEs. As you can see each circle highlights different words and allows each individual learner to process the meaning of the words in their own way. Word clouds can be used to support the learning and development of users. They provide users with unique opportunities to analyze, design, develop, and implement solutions in an easy to follow format. Incorporating word clouds into your class assignments can support reading, writing, collaboration, assessment, and reflection. Learning Objectives ● Learners will understand the unique characteristics of teaching in ONLE environment ● Learners will gain insight into the advantages applying Web 2.0 tools for PLE and ONLE implementation ● Learners will design and create platforms for supporting online learning through online portal linkages that integrates tools that emphasize web-based applications, collaboration, and user-generated content.
Teaching with ONLEs and PLEs Historically in education the teacher has been in charge; in charge of the curriculum, the content of the lessons, the desired outcome, and the direction that they wish students to take. The invention of the personal computer along with the creation of the internet and subsequent
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technologies has changed all of that. Today education and learning can take place anytime or anywhere in the world as long as there is an internet connection. The role of education has changed and so has the role of the teacher. ONLE, Open Network Learning Environments, and PLE, Personal Learning Environments, are platforms that becoming more prevalent in education today. PLEs and ONLEs are environments that encourage learners to take control and manage their learning through various web 2.0 tools. Through the use of PLEs and ONLEs, learners are able to set learning goals and manage the content and the process of learning that best fits their learning style helping them become successful learners. These learning environments encourage students to apply the learning they have gained through personal experiences to enhance their formal learning. PLEs allow students to generate their own tools that assist them in their academic learning. It is through the use of PLE and ONLEs that individuals can access numerous web locations from one site. Along with strengths, there are of course weaknesses with ONLEs. Many schools and institutions of higher education (IHE) utilize a Learning Management System (LMS). A particular prominent LMS is BlackBoard Learn. The systems provide a defined and structured environment for faculty to distribute learning materials, track grades and participation, and conduct other instructional administration tasks. The nature of the ONLE emphasizes learner over administrative tasks. However, this does come with a trade-off, as an ONLE is not as structured as a LMS. ONLEs are also unfamiliar to many, and a learning curve may be called for with some users. ONLE focuses on collaboration, connectivity, and the use of a wide array of technologies to deliver content and instruction. The technologies used in ONLE instructional strategies include the use and application of Web 2.0 tools such as aggregators, remixing, social content sharing, and user-generated content. Along with technologies, ONLE strategies include approaches such as Connectivism and community-community interaction. ONLE teaching does have its challenges. Digital equity is among them. Do students have the access to participate in ONLE teaching? What about digital literacy? A longer learning curve may be necessary for ONLE teaching. Teachers applying ONLE strategies may also face concern from school administrators and districts who are leery of utilizing systems and technologies not specifically tied and connected to their systems.
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Opportunities
There are a number of opportunities that an ONLE presents. These open systems can be used to increase digital life-long learning and global digital citizenship. An ONLE can be utilized to create learning communities across distances, schools, and even semesters. Threats One particular threat that an ONLE may face is from the very schools and institutes of higher learning (IHE) that could very well benefit from an ONLE. Given the scope of liability of public perception, schools and IHEs may feel weary of networks and systems not directly under their control. Another potential threat may come from inaccurate or malicious editing. An ONLE can provide a wealth of materials and open education resources. However, given the open nature of an ONLE, there is the potential for unintentional or malicious harm from users. An ONLE can utilize discussion boards to facilitate and archive communication amongst members. The two more prominent formats of boards are threaded and flat. Each board format has its own advantages and may take on unique characteristics. For many threaded boards help to effectively organize the many ideas and thoughts that may otherwise be more difficult to connect with a flat board. Threaded boards offer linear conversations between the original poster and those that reply. However, threaded replies may go unnoticed if other individuals only focus on original postings. However, the flat approach ensures that all posts are seen. Moving towards other formats of boards may be difficult for many learners. The primary advantage of flat boards is the ability to be more compatible with mobile technology. Flat boards also include abilities that threaded boards do not, such as the addition of avatar icons, tags, and use of visual elements such as pictures, figures, and diagrams. Regardless of which choice to use, as a modular and open environment, an ONLE can take advantage of whichever format of board works well with them.
Third Party Tools Third Party tools can enhance the capabilities of an ONLE. The network learning environment utilizes linkages between third party tools such as Web 2.0 tools to provide content and enhance collaboration among users. The suite of Google Apps is an increasingly popular and effective collection of web based applications that can be linked to an ONLE. Google Docs is a collaborative tool that offers a
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space for user generated content to be created and edited by multiple users in real-time. Google Plus is another collaborative tool that allows users to search for communities that may interest them or create their own community with specific focuses, similar to an Online Community of Practice. Diigo is another web based application that can be utilized to provide a wealth of resources and archived content within an ONLE. This tool allows users to create bookmarks, highlight specific sections of web pages, and create tags. This social tagging architecture allows multiple users within an ONLE to quickly search and access content previously tagged by other users.
Wearable Technology The Educause Learning Initiative (2013) makes the distinction clear: “an Internetconnected smart watch or pair of running shoes with sensors in them are ‘wearable technology,’ whereas a smartphone or a tablet is simply ‘mobile’” (para. 5). Wearable technology is used by many to track personal data with devices like the Fitbit and the Apple iWatch. While personal usage is great the potential of wearable technology in the classroom is even greater. With wearable technology teachers would have the ability to differentiate curriculum for students in their classrooms. Students could use devices like the Oculus Rift (a virtual reality device) to “travel” to other places to learn languages, take virtual field trips or to conduct research. Textbooks or class materials could be accessed online, allowing for differentiation and student engagement. Students and teachers would be able to collaborate from anywhere to create projects or share information. Student records, class progress, search patterns, reading patterns, test scores could all be accessed using wearable technology. Students who move from school to school would have their records with them, instead of the new school having to wait days or weeks to get the information. There are concerns along with the excitement of this developing technology. Student privacy
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laws and concerns are a major one. Also the training of teachers. There is a sharp learning curve for teachers when faced with new technology and how to use it in the classroom. Teachers need to have the skills and comfort level to use technology effectively. Professional developments, workshops and time to learn would have to be available to make this an effective process.
Formal and Informal Learning Formal and informal learning in lifelong learning - Digital lifelong learning can be achieved through formal and informal learning. Given the mobile capability of today’s technologies we have a desire to learn about many different things, both in and out of the classroom. Many informal experiences can take place within an ONLE. Through an ONLE a blend of formal and informal learning occurs as learning comes from interacting with peers as well as content. The OER materials of an ONLE are an effective and valuable blend of formal and informal learning. While such materials may not be published by the big publishing houses, they nonetheless have the potential for providing a wealth of information passed on from learner to learner. This community-community interaction is significant whether introduced in formal or informal learning.
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Conclusion Open Network Learning Environments (ONLE) and Personal Learning Environments (PLE) are the direction that education is taking. Students are being asked, or allowed to take control of their learning, formally and informally. As teachers our role in the classroom, virtual, online or face to face is changing. We need to acknowledge this and change our mindset if we are to be effective in the classroom. Learning to use ONLE and PLEs is one step on this journey that we have undertaken. Teachers will always be needed by students, just in different ways and on different platforms.
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Learning activities/assignment Activity 1: Google Docs Google Docs is a Web2.0 application that is more than just a word processor. Docs can act as a collaborative tool where multiple users can type and edit a document all in real-time. This makes Doc a valuable tool for an ONLE where user-generated content is emphasized. Let’s go beyond creating a simple document. Let’s strengthen the capabilities of our Google Docs and share them with those in the community. Adding an add-on to your Google Doc. A wealth of add-ons are provided for Docs. These tools and resources can be implemented to add such capabilities as real-time collaboration among users. Watch this quick video on how to insert an add-on into a Google Doc: https://www.youtube.com/watch?v=lZqX6ocwHWU Select the Education category in Add-Ons. What add-ons would be useful to a PLE or ONLE? How can Add-Ons allow for greater real-time collaboration?
Figure 5.1 - Example of a Google Add-Ons. Users can research and integrate third-party add-ons for Google Docs.
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2. Publish your Google Doc A significant component of Web 2.0 tools and ONLEs is user generated content. Docs allows students to easily share their work with those in as class and the greater community. We can also link to social media such as Facebook or to Google Plus.
Figure 1.2 - Example of a process for publish a Google Doc. Users can publish Google Docs to the web using a link or embedding within another page. Publishing can also be completed through Web 2.0 tools. Activity 2: iGoogle Portal Create your own PLE using iGoogle Portal
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❏ Watch this video from Nicole Michel on how she uses her PLE on iGoogle Portal PLN on iGoogle Portal ❏ Explore iGoogle Portal to set up your own pages and tabs
Figure 5.2 - Example of a iGoogle Portal Home Page.
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Figure 5.3. Example of an iGoogle Portal personal Page
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Figure 5.4. Example of an iGoogle Portal Social Following. ❏
Create your own iGoogle Portal to suit your interests and needs. Create at least 2 other
tabs besides the home tab. ❏
Add at least 4 gadgets to each new tab.
iGoogle Portal Assessment Activity 3: Google Plus Create your own social media page using Google+ ❏
Go to https://plus.google.com/ and create your own Google+ account (sign in using your
Gmail account) ❏
Create your own home page that reflects your interests
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5.5. Example of a Google+ Home Page.
5.6. Example of a Google+ Communities Page.
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5.7. Example of a Google+ People I Follow Page. ● Do a search to discover different communities that you would like to join and create a communities member page ● Do a search for people that you know and create a people page, or add people to different circles on your people page ● Google+ Assessment
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Readings: Required readings: Dowdy, M. & Martindale, T. (2010). Personal learning environments. In G. Veletsianos (Ed.), Emerging technologies in distance education. (pp. 177-193). Alberta, CA: AU Press. Mott, J. (2010). Envisioning the post-LMS era: The open learning network. Retrieved from http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from https://sites.google.com/site/etcnle/ple-nle-instructional-strategies Optional/Suggested readings: Tu, C., Blocher, M., & Gallagher, L. (2010). Asynchronous network discussions as organizational scaffold learning: threaded vs. flat-structured discussion boards. Journal of Educational Technology Development and Exchange, 3(1), 43-56. Network learning resources ● https://www.diigo.com/user/etc655chapter5 Teaching resources ● How to set up Nabble ● Prezi Discussion Forum ● Nabble
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References Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. The International Review Of Research In Open And Distributed Learning, 12(3), 80. http://dx.doi.org/10.19173/irrodl.v12i3.890 Attwell, G. (2007). The social impact of personal learning environments. Pontydysgu bridge to learning. Retrieved from http://www.pontydysgu.org/2007/11/the-social-impact-ofpersonal-learning-environments/ Avella, J. T., Kebritchi, M., Nunn, S. G., & Kanai, T. (2016). Learning analytics methods, benefits, and challenges in higher education: A systematic literature review. Online Learning, 20(2), 13-29. Casey, G. & Evans, T. (2011). Designing for learning: Online social networks as a classroom environment. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1011/2021 Clare, J. (2015). The Difference in cooperative learning & collaborative learning. Retrieved from http://www.teacherswithapps.com/the-differences-in-cooperative-learning-collaborativelearning/ Figlei, M. (2016)."Fun with words: Boost reading engagement with word clouds." Concordia Portland Online. http://education.cu-portland.edu/blog/news/word-clouds-readingengagement Fugle, M. (2015). Fun with words: Boost reading engagement with word clouds. Concordia Portland Online. Retrieved from http://education.cu-portland.edu/blog/news/wordclouds-reading-engagement/ Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A study on using learning management system with mobile app. In 2015 International Symposium on Educational Technology (ISET) (pp. 168-172). Retrieved from http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657 Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Morrison, D.(2013). "How to create a personal learning environment to stay relevant in 2013. "Online Learning Insights. 18 Nov. 2014..Retrieved from https://onlinelearninginsights.wordpress.com/2013/01/05/how-to-create-apersonal-learning-environment-to-stay-relevant-in-2013/
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Mott, J. (2010). Envisioning the Post-LMS Era: The open learning network. EDUCAUSE Quarterly, 33(1), Retrieved from http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db =eric&AN=EJ890469&site=ehost-live&scope=site Resource-based learning; What is it?. (2016). Edu.pe.ca. Retrieved, from http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx Ribeiro, J. (2015). Wearable technology and the future of education. The Learning Bird Ednest. Retrieved from https://blog.learningbird.com/wearable-technology-and-the-future-ofeducation/ Schiffer, B. (2013). What is the difference between xMOOCs and cMOOCs? Retrieved from http://blogs.onlineeducation.touro.edu/distinguishing-between-cmoocsand-xmoocs/ Sharples, M. (2000). The design of personal mobile technologies for lifelong learning (1st ed.). Edgbaston, Birmingham: Computers & Education 34 (2000) 177±193. Retrieved from http://www.ingedewaard.net/papers/mobile/2000_Design_PersonalMobileTechnologies_f or_LifeLongLearning_MikeSharples.pdf Straley, C. (2016). Using-word-clouds-support-learning-development. Retrieved from https://elearningindustry.com/using-word-clouds-support-learning-development Stricklan, J. (2008). How google docs works. Retrieved from http://computer.howstuffworks.com/internet/basics/google-docs1.htm Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from https://sites.google.com/site/etcnle/ple-nle-instructional-strategies Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from https://prezi.com/e-ueht3zr6mh/linkage-design-model/ Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of personal learning environments & open network learning environments. Techtrends, 56(3), 13-19. Retrieved from http://dx.doi.org/10.1007/s11528-012-0571-7 Tumelty, S. (2015). 5 Ways to Use Word Clouds in the Classroom. Edudemic Connecting Education And Technology.
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Chapter 6: Conclusions and Wrap Up Hoda Harati and Qi Liu
How to use this book as learners? This book is a guide for the educational technology students and learners who would like to adapt their learning based on the latest technological advancements. This guide helps the learners to create their own PLE, know about the theory of the 21th century, Web 2.0 technology, ONLE, data visualization, application of different digital tools in personalized learning, wearable technology, adaptive technology, linkage design, and open education, to name a few. There are plenty of resources that help the learners internalized each concepts and evaluation her or himself through various interactive and interesting activities provided at the end of each chapter.
How to use this book as educators? As an educator, this guide would provide you with plenty of hot technological issues. It is a best source that you can use as the teaching materials, curriculum and instructional design guide, and online class management strategy. This is the ABC steps which is designed in a simple language for different technological savvy people.
Conclusion Over the past decades, our world and expectations have changed dramatically. The learning skills, we as lifelong learners need to succeed are significantly different today from what we had 10 years ago. To prepare our learners for success in the future, we need to rethink learning and take advantage of all of the resources available to us. One important step in transforming education is ensuring learners are ready to embrace and use technology. We have to learn to apply online technology and online learning strategies to our lifelong learning, not merely as a tool, a resource, or an add-on, but as an essential element in the process of teaching and learning. It is the Digital Learning Era now! As the editor, we hope that this book would entice you to use new and innovative ways of teaching or learning in your life. We hope that this eBook would encourage you to reflect on your current state of education and explore the world of possibility using new strategies and technologies with regards to technology in education.
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Glossary Chapter One: Personal Learning Environment: A fixed space online that collates many Web 2.0, bookmarks and access points into one convenient online dashboard. Open Educational Resources: Materials used for educational purposes that have a Creative Commons license or are present in the public domain. Open Network Learning Environment: Is a digital environment that allows learners to participate in learning, networking and organization endeavors that us Web 2.0 tools to design and implement a transparent and public experience. Web 2.0 Tool: Is a second generation of Internet functionality that focuses on user collaboration, sharing of user generated content and social networking. Constructivism: The teacher is the facilitator and the students interact with each other to learn and understand the concept. Connectivism: the theory that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. Similar to constructivism except it makes connections by networking and using a variety of resources to learn. Similar to constructivism except it makes connections by networking and using a variety of resources to learn. Chapter Two Aggregator: A web site or computer program that aggregates a specific topic or information from multiple online sources. An aggregator groups together similar pieces of information based on their characteristics. Data Visualization: Representation of data by placing it in a visual context. Data visualization take abstract concepts and puts them into a visual representation. Mobile Learning: Learning is education via the Internet or network using personal mobile devices, such as tablets and smartphones to obtain learning materials through mobile apps. Mobile learning allows students to access educational data from virtually anywhere at any time.
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Network: A specific group of individuals that share common interests. In an educational setting these networks can be created through shared knowledge and collaboration. Web 2.0 applications such as social networking, blogs, and wiki’s help establish these networks of learning. Online Learning Community: Is a public or private destination on the internet that address the learning needs of its members by facilitating peer-to-peer learning, collaboration and assessment. Open Educational Resources: Are freely accessible, openly licensed resources, media, and software that are useful for teaching, learning, and research. Open Education: Academic practices and implementation of learning environments that stretch beyond the traditional classroom. Open education removes boundaries and creates a flexible learning atmosphere that develops and integrates open educational resources. Social Annotation: Annotation of web pages and resources. Social annotation allows multiple users to interact via specialized collaborative software that allows users to leave comments on web pages and web resources to highlight ideas, content and give direction. Chapter Three Augmented Reality: Augmented reality is the superimposition of digital or virtual elements over the actual environment. Using mobile devices, users can access the enhanced reality of augmented reality. Course Mapping: A visual tool representing the organization and structure during the design and/or redesign of a course Minimester Course: An accelerated, intensive course that may be offered between one to eight weeks. QR Codes: QR codes are two-dimensional barcodes that can be used to convey large quantities of information. Users access the information using QR code readers via mobile devices. Virtual Reality: Virtual reality is a fully immersive, entirely synthetic environment. A user of virtual reality should not have any awareness of reality outside of the virtual environment.
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Chapter Four Social Tagging: keywords generated by internet users on a platform that are used to describe and categorize an object, concept, or idea. Really Simple Syndication or Rich Site Summary (RSS): Uses a family of standard web feed format to publish frequently updated information: blogs, journals, news, audio, video, etc. Personal Learning Environments (PLE): Systems that help learners take control of and manage their own learning. Open Network Learning Environment (ONLE): personalized, communicative, interactive, and collaborative network of learners in a digital environment. It is a network created by teachers and students as an extension of personal learning environments, whereby students share their self-generated infographics, documents, websites, research, etc. with one another in order to generate new knowledge (Tu, 2014, p. 18). It involves social tagging, social networking, cognitive sharing via social tagging, and sharing of networked sources via RSS feeds and other widgets (Tu, 2014, p. 18). Linkage: A connection or relationship between two or more things. Adaptive Technologies: Software and online platforms that adjust to individual students’ needs as they learn.
Chapter Five Personal Learning Environment (PLE): A collection of digital tools and resources that allows individual learners to control their learning interface by supporting the integration of multiple tools and resources with an emphasis on Web 2.0 applications. Learning Management System (LMS): A closed-system learning environment that provides a structured system for administrative tasks of instruction. Threaded Discussion Board Format: Discussion postings are displayed in a threaded or parentchild text-based structure. Flat Discussion Board Format: Discussion postings are displayed in a chronological order
Creating Technology Learning Environment within a single level as opposed to a threaded reply structure. Wearable Technology: Devices that are worn on the body; watch, bracelet, necklaces, shoes, backpack
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