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Ebrahim Rahimi, Jan Van Den Berg, Wim Veen, PLE 2011, Southampton
How should a PLE-based learning environment be designed and integrated into educational settings to meet the heterogeneous Learning demands of students?
Research Context:
Participants: 29 students (12-13 years old)
Course name: People and Geography Technological infrastructure: All students have their own laptop during school
time and they have (almost) full access to Internet during project period
Teacher: an adopter of web technologies Project title: Research, design and develop a digital travelling guide for Egypt Project duration: 6 Weeks Educational objectives: For students:
To To To To
being familiar with travelling guide concept, Know important geographical and societal aspects of Egypt learn how use web tools to manage information and group working practice skills like mind mapping, story telling, and brain storming
Challenge the future
Learning techniques
Group brain storming Mind Mapping
Free website building and hosting tools Create final traveling guide YouTube Video Content
Research Methodology:
Research methodology: Design-based research Data collection : direct observation, Field note, Interview with teacher and
Main Research questions: Q1: What activities have been accomplished by the students by using
their PLEs?
Q2: How the PLE-based learning is perceived by the involved teachers and
students?
Research Design
Student Student
Teacher
Teacher
Partner(s)
Teacher Teacher & students
Defining Pedagogical/technical tasks, guidelines and assignments based on the learning topic and objectives Selecting Organizational form and web tools for assigning to the tasks Accomplishing tasks, developing PLE
Teacher
Teacher & students Students Teacher /other students/ social contacts Teacher/ Students
Evaluation
Elaboration
Assessment& Evaluation
Reflection on process, learning experiences, learning outcomes, and learning values of tools
Teacher/ Students
10
Results
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Question 1:
How do students integrate PLE tools into their learning activities?
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Practicing Higher order thinking skills Self directed learning (taking control and responsibility over their own learning)
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Adding text and image to blog Create account in Mindmeister, wordpress, or blogger Customizing iGoogle page Search web for Information, image, video Cutting and pasting information Identify new web tools, web sites, or gadgets Bookmarking websites in iGoogle Use iGoogle gadgets or Google Docs to support school tasks Organizing content into final websites Translating information Struggeling with technical problems (Creating account, Browsers, working with tools, disappointing, distracting) Try to make blog funny and pretty Reading , following or commenting on other students blogs 7 14 17 26 25 23 23 22 22 22 21
29 29 2 2
Yes
4 6 5 6 7 5 10 13 21
No
14
Collaborative learning
No. of students
10
15
20
25
30
Participate in group story telling, brain storming, web site creating and file sharing Help other students/ ask for help to solve technical problems Introduce, describe or share new web sites, tools or gadgets with other students Struggeling with group working challenges(Disagreements, task sharing, not in working mode, help other students)
24
20
Yes No
12
15
17
15
10
15
20
25
30
27
Yes No
27
Discussing with other students and decision making about structure of traveling guide
25
23
21
19
10
Experiencing disagreement between group members about content and structure of traveling guide
17
16
Self directed learning (taking control and responsibility over their own
No. of students
0 5 10 15 20 25 30
Accomplishing assignments and following guidelines Use iGoogle gadgets for non school tasks ( i.e. fun, gaming) Getting information or advice from family members about project 16 13 13 8 6 5 5 2 16 25
29 4 11 15
Yes
Feeling ownership of learning by showing personal page or blog to family or friends or make blog funny and pretty
Getting information or advice from Other students in other classes Struggeling with group working challenges(Disagreements, task sharing, not in working mode, help other students) Asking questions from other people outside of school about traveling guide Using Blog for non-school tasks Getting information or advice from Other teachers in school Continuing blogging after project
14 17 22 24
No
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Question 2:
What are the students and teachers perceptions about the PLE project?
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Students like PLE-based learning because they have full access to Internet during project
During PLE project students feel that they have more responsibility and control over their learning
10
10
10
11
Neutral Disagree
PLE-based learning improves students' attitudes toward creating and sharing of content
PLE-based learning promotes Group working
11
1
Strongly Disagree
11
14
11
19
Opinion of teachers about the (learning) benefits of PLE project and working with introduced tools for students
Gijs: Great collaboration, deep brain storming, and complex mind map.
Oscar: They already are learning how to do research and they are
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Conclusions:
1- Lack of reflection on the learning process and enough time can lead to taking a procedural surface learning strategy by the students. (i.e. in this project, the students were being more busy with visual aspects of final websites than quality of content) 2- students need teachers support and facilitation to realize learning benefits of not-ready-for-learning web2.0 tools and to integrate them, efficiently, into their learning activities. 3- To improve students control over learning ,PLE tools should be positioned within learning process comprised of active teaching and learning methods. 4-Shifting from a teacher-centered to a student-centered learning environment commonly conflicts with students and teachers past educational experiences and requires a shift in their conceptions of what learning involves and what constitutes appropriate roles of students and teachers. Getting involved students in designing learning activities might facilitate this shift.
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Posed questions:
-What factors can encourage students to create and use PLE to support their learning activities?
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Thank You: By: Ebrahim Rahimi E.rahimi@tudelft.nl Blog: Ebrahimrahimi.wordpress.com Project website: https://sites.google.com/site/amaduespleproject/
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