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- 1. INDULGING WITH PROFESSIONAL LEARNING NETWORKS IN PREPARATION FOR THE 21 CENTURY LEARNING. • Embracing the effective culture of learning
- 3. HERE ARE MY PERSONAL LEARNING NETWORKS
- 7. Web 2.0 ... The Machine is Using Us The evolution of knowledge creation, management and sharing. URL: http://youtube.com/watch?v=NLlGopyXT_g
- 8. CONTENTS E-LearningOER LearningFuture? Tools *OER – Open Educational Resources
- 9. “Some people study all their life and at their death they have learned everything except to THINK” – Francois Domergue
- 10. A WHOLE NEW MIND Source: http://en.wikipedia.org/wiki/A_Whole_New_Mind Design Story Symphony Empathy Play Meaning
- 11. "640K ought to be enough for anybody." - Bill Gates, 1981
- 12. E-LEARNING DEFINITION Electronic learning (or E-Learning or eLearning) is a term for all types of technology-enhanced learning (TEL), where technology is used to support the learning process. Source: http://en.wikipedia.org/wiki/E-learning “Pedagogy empowered by digital technology"
- 14. Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens “…a form of knowledge and a pedagogy based on the idea that knowledge is distributed across a network of connections and that learning consists of the ability to construct and traverse those networks. “
- 15. HOW DOES A 21ST CENTURY STUDENT LEARN? A Networked Student http://www.youtube.com/watch?v=XwM4ieFOotA
- 16. Source: http://www.innovateonline.info/index.php?view=article&id=668 Learning Using A Network of Diverse Technologies
- 17. "Insanity: doing the same thing over and over again and expecting different results." - Albert Einstein
- 18. Forum Blogging Micro-blogging Bookmarking Wiki RSS Asynchronous Chat Video Conferencing Web Conferencing 3D Virtual Spaces Synchronous IMULP i-Lectures Lecture Notes Podcasts Glossary Simulations Games OER/OCW E-Library UMIS E-mail I Drive AIR MOFA Q-Bank Quiz Portfolio Assignment Case Summary
- 19. COURSE MANAGEMENT SYSTEM http://moodle.org/ Moodle is a user-friendly open source and free application that is designed to help educators create online courses with opportunities for rich interaction and collaboration. Besides uploading and managing online resources, one can add forums, quizzes, assignments, glossary polls, wikis, blogs, etc.
- 20. SOCIAL LEARNING ENVIRONMENTS Elgg empowers individuals, groups and institutions to create their own fully-featured social learning environments. http://elgg.org/
- 21. LEARNING ACTIVITY MANAGEMENT SYSTEM http://www.lamsinternational.com/ LAMS is a great tool for designing, managing and delivering online collaborative learning activities. It provides teachers with a highly intuitive visual authoring environment for creating sequences of learning activities.
- 23. 3D VIRTUAL LEARNING SPACES http://www.youtube.com/watch?v=O2jY4UkPbAc
- 24. 112.8 Million Blogs ENGINE TECHNORATI WAS TRACKING MORE THAN…..
- 26. DEFINITION OF BLOG Blog (short of Weblog): • Is a Web site, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video. • Entries are commonly displayed in reverse-chronological order. • "Blog" can also be used as a verb, meaning to maintain or add content to a blog. Source: http://en.wikipedia.org/wiki/Blog
- 28. BLOGGING AS AN EDUCATIONAL TOOL?… 1. Post latest Industrial-related trends and news 2. Post materials and resources 3. Host online discussions 4. Build a class newsletter 5. Group projects to co-produce content 6. Reflect your teaching and learning experiences *List adapted from “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” by Will Richardson Book: http://books.google.com.my/books?id=6PFjF9BQe2AC
- 29. MICRO-BLOGGING http://twitter.com/ A form of blogging that allows users to write brief text updates (usually 140 characters) and publish them, either to be viewed by anyone or by a restricted group which can be chosen by the user.
- 30. TWITTER AS AN EDUCATIONAL TOOL?… 1. Share ideas, experiences, news and links 2. Follow experts, subjects or learning domains 3. Follow trends (#hashtags) 4. Build learning communities 5. Chunked perfectly for mobile learning 6. Conversational learning beyond the classroom Twitter Tutorial: http://www.c4lpt.co.uk/handbook/twitter.html
- 31. Wiki Wiki Shuttle at Honolulu International Airport Picture: http://en.wikipedia.org/wiki/Image:HNL_Wiki_Wiki_Bus.jpg
- 33. DEFINITION OF WIKI • A website created by a group; rather than by an individual. • In Hawaiian, Wiki means “quick” • What I Know Is… (descriptive of the process of collaborative content development.) Wikis are websites that we can build together!
- 34. WELCOME TO THE ANATOMY WIKI http://anatowiki.wetpaint.com/?t=anon
- 36. WHY USE WIKIS IN EDUCATION? Engagement Participation Content Development
- 38. RSS IN PLAIN ENGLISH http://www.youtube.com/watch?v=0klgLsSxGsU
- 39. WHAT IS RSS? • RSS stands for Real Simple Syndication or Rich Site Summary. • A web page with a .xml file type that can be subscribed to and read by a newsreader (aggregator). The aggregator will find the new content and display it when it becomes available. • In essence, it is content that comes to you, instead of having to search for it. It will save you an infinite amount of time. Source: http://en.wikipedia.org/wiki/RSS
- 40. WAYS RSS IS BEING USED:
- 43. PERSONAL LEARNING SPACES http://www.google.com/ig http://www.netvibes.com/ http://www.pageflakes.com/
- 45. SOCIAL BOOKMARKING • Social bookmarking is a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata (tags). • Folksonomy (from folk + taxonomy) is the practice and method of collaboratively creating and managing tags to annotate and categorize content. Source: http://en.wikipedia.org/wiki/Social_bookmarking
- 47. SOCIAL BOOKMARKING TIPS 1. Great for groups researching a topic together or an instructor that wants to share great websites they have found. 2. Others can subscribe to your bookmarks or individual tags and receive them whenever the publisher adds a new bookmark. 3. Create working bibliographies for projects by ensuring they share a common tag. 4. Build lists of resources with fellow students/ teachers (decide on common tags first). 5. Create a network with friends or fellow club members with whom you share an interest. 6. Spend a few minutes planning how you’ll tag so that your tags are consistent (remember – no spaces within tags!) • Plural vs singular • Teacher’s names / course names 7. Clean up your tags periodically using the delete and rename tag functions. Adapted from: http://www.slideshare.net/leonardstern/rss-in-education/
- 49. RECORD AUDIO? http://audacity.sourceforge.net/ Audacity is a sound editor and recorder suitable for creating audio clips and podcasts.
- 54. WOLFRAM|ALPHA… Is the first step in an ambitious, long-term project to make all systematic knowledge immediately computable by anyone. http://www.wolframalpha.com/
- 55. WORDLE Wordle is a toy for generating “word clouds” from text that you provide. http://wordle.net/
- 56. "I have no special talents. I am only passionately curious.“ - Albert Einstein
- 57. © 2005 UNITAR ALL RIGHTS RESERVED MERLOT MIT OCW OLI Connexions UT OCW CAREO SOFIA Stanford on iTunes Tufts OCW USU OCW CLOE DLORN ARIADNE eGranary Digital Library Wikipedia e-Lee Gutenberg Project Fathom Archive Harvey ProjectICONEX Lydia Global Repository OOPS Open Yale Courses WebJunction CORE PEOI JHSPH OCW OAISTER SciQ W3Schools RDN FREE LEARNING CONTENT? WOW!
- 58. OPEN EDUCATIONAL RESOURCES? “…are educational materials and resources offered freely and openly for anyone to use and under some licenses to re-mix, improve and redistribute.” More definitions: http://learn.creativecommons.org/resources/faq/
- 59. TO SPICE UP YOUR…
- 61. MEDICAL SLIDES WORLD http://www.slideworld.org/ Enables you to search more than 7 million presentations on medical related content. Amazing!
- 65. TED TALKS http://www.ted.com/ Inspired talks by the world's greatest thinkers and doers.
- 68. HUMAN BODY AND MIND (BBC) http://www.bbc.co.uk/science/humanbody/
- 70. IMMUNE ATTACK http://fas.org/immuneattack/ An educational video game that introduces basic concepts of human immunology to high school and entry-level college students. It aims to excite students about the subject, while also illuminating general principles and detailed concepts of immunology.
- 74. WHAT DOES ALL THIS MEAN? My Learning Time is NOT Free!
- 75. "I am still learning." - Michelangelo
- 76. CHALLENGE I Finding the RIGHT algorithm(s) Learning Outcomes Requirements Needs Learning Tools Content Assessment
- 77. YOUR ALGORITHM? …NOW? …FUTURE? Today % In the Next 12-18 Months? % Classroom (F2F, Instructor Led) Classroom (F2F, Instructor Led) Web Conferencing (Virtual Classroom) Web Conferencing (Virtual Classroom) Video Conferencing Video Conferencing i-Lectures (e.g. Articulate) i-Lectures (e.g. Articulate) Online Chat Online Chat Online Forums Online Forums Blogs Blogs Micro-blogging (e.g. Twitter) Micro-blogging (e.g. Twitter) RSS RSS Social Bookmarking Social Bookmarking Podcasts (Audio/Video) Podcasts (Audio/Video) Simulation/Role-Play/Games Simulation/Role-Play/Games Lecture Notes (.ppt, .doc, .pdf. etc) Lecture Notes (.ppt, .doc, .pdf. etc) Online Assessment (e.g. Quizzes) Online Assessment (e.g. Quizzes) Projects/Assignments Projects/Assignments Virtual Worlds (e.g. Second Life) Virtual Worlds (Second Life) Others (Please specify): __________________________________ Others (Please specify): _________________________________
- 78. S e m e s t e r I I I CHALLENGE II Mindset Change! S e m e s t e r I I
- 79. CHALLENGE III Sharing & Reusing Content Time Table Course Outline
- 80. CHALLENGE IV Forums i-Lectures Web Conferencing 3D Virtual Spaces Chat Video Conferencing Quizzes Games Assignments Blogs Wikis
- 81. CHALLENGE V Strong ICT Support Team Innovative E-Learning Team Inspired Educators
- 82. THE LEARNING INNOVATION LAB (LIL) Q&A Forums Stories Tutorials Support Training Workshops Guidelines Tips FAQs Communities Articles Links Experts Facilitators Search Quick-Refs News Best Practices Indexes Research Case-Studies
- 83. STRIVE TO NURTURE E-LEARNING THAT IS… Relevant Eng ag ing Fun Interac tive Collaborative
- 84. A BRAVE NEW WORLD-WIDE WEB Video URL: http://www.youtube.com/watch?v=XwM4ieFOotA
- 86. END! “Seek knowledge from the cradle to the grave” Prophet Muhammad (PBUH)
- 87. THE SOLUTION – CREATE A PERSONAL LEARNING NETWORK! Personal Learning Network – A group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge, experience, and wisdom.
- 88. LEARNING IS BECOMING AN OPEN SOURCE PROJECT • An Open Source project is a software product that is collaboratively built. • Everyone has access to help build the product if they have something worthwhile to contribute. • No one owns it. No one takes credit for it. • Everyone gets to use the product… even those who did not help build it. • The “Sage on the Stage” is dead! Most of us just don’t know it yet.
- 89. THE DARK SIDE • A PLN Can be a Tender Trap! • It is estimated that a new Web 2.0 type application is released every 10 minutes! • It’s easy to get so infatuated with the bells and whistles of Web 2.0 applications that you forget why you started to look for new applications in the first place… to make your personal and professional life better… not more complicated.
- 90. BASED ON WEB 2 .0 AND SOCIAL SOFTWARE
- 91. THE CHALLENGE
- 92. It is not the development of technology per se which poses such a challenge to education systems and educational institutions
- 93. BUT THE CHANGING WAYS IN WHICH PEOPLE ARE USING TECHNOLOGIES TO COMMUNICATE AND TO LEARN AND THE ACCOMPANYING SOCIAL EFFECT OF SUCH USE
- 94. FORMING AND PARTICIPATING IN ON-LINE SOCIAL NETWORKS AND COMMUNITIES
- 95. THE REACTION OF EDUCATION SYSTEMS AND INSTITUTIONS TO THE RISE OF SOCIAL NETWORKING HAS BEEN AT BEST BEWILDERMENT, AT WORST DOWNRIGHT
- 96. A REFUSAL TO ENGAGE IN THESE ISSUES RISKS SCHOOL BECOMING INCREASINGLY IRRELEVANT TO THE EVERYDAY LIVES OF MANY YOUNG PEOPLE
- 97. AND PARTICULARLY IRRELEVANT TO THE WAYS IN WHICH THEY COMMUNICATE AND SHARE KNOWLEDGE
- 98. WEB 2.0 ALLOWS YOUNG PEOPLE TO BE ACTIVE CO- CREATORS OF KNOWLEDGE
- 99. WE HAVE TO REVIEW THE INDUSTRIAL SCHOOLING MODEL INCLUDING THE ORGANISATION OF INSTITUTIONS AND PEDAGOGY AND CURRICULUM
- 100. IT IS NOT JUST YOUNG PEOPLE WHO USE SOCIAL SOFTWARE FOR LEARNING
- 101. Google is the most used e-learning application
- 102. KNOWING IS .... LOCATED IN RELATIONS AMONG PRACTITIONERS, THEIR PRACTICE, THE ARTEFACTS OF THAT PRACTICE, AND THE SOCIAL ORGANIZATION…OF COMMUNITIES OF PRACTICE Lave and Wenger, 1991
- 103. LURKING IS A MEANS OF BECOMING INTEGRATED IN DISTRIBUTED COMMUNITIES OF PRACTICE
- 104. IN SUCH COMMUNITIES OF PRACTICE FORMAL LEARNING MATERIALS ARE SELDOM USED
- 105. WE HAVE IGNORED THE VAST POTENTIAL OF FREELY AVAILABLE ‘OBJECTS’ OF ALL KINDS FOR LEARNING PURPOSES.
- 106. CHANGES IN THE WAY IN WHICH WE LEARN AND DEVELOP NEW COMPETENCES IS A CHALLENGE TO OUR TRADITIONAL SUBJECT ORGANISATION
- 107. AND ALTHOUGH MOST COUNTRIES HAVE ADOPTED A RHETORIC OF LIFELONG LEARNING, THERE IS LITTLE SIGN THAT EDUCATION SYSTEMS HAVE SUFFICIENTLY
- 108. THE ANSWERS?
- 109. HOW CAN WE SUPPORT LIFELONG COMPETENCE DEVELOPMENT?
- 110. PERSONAL LEARNING ENVIRONMENTS HAVE THE POTENTIAL TO MEET SUCH A CHALLENGE
- 111. A RESPONSE TO PEDAGOGIC APPROACHES WHICH REQUIRE THAT LEARNER’S E-LEARNING SYSTEMS NEED TO BE UNDER THE CONTROL OF THE LEARNERS THEMSELVES.
- 112. AND RECOGNISE THE NEEDS OF LIFE-LONG LEARNERS FOR A SYSTEM THAT PROVIDES A STANDARD INTERFACE TO DIFFERENT INSTITUTIONS’ E-LEARNING SYSTEMS, AND THAT ALLOWS PORTFOLIO INFORMATION TO BE MAINTAINED ACROSS INSTITUTIONS.
- 113. SEEN AS MULTI EPISODIC, WITH INDIVIDUALS SPENDING OCCASIONAL PERIODS OF FORMAL EDUCATION AND TRAINING THROUGHOUT THEIR WORKING LIFE.
- 114. PLE ARE BASED ON THE IDEA THAT LEARNING WILL TAKE PLACE IN DIFFERENT CONTEXTS AND SITUATIONS AND WILL NOT BE PROVIDED BY A SINGLE LEARNING PROVIDER
- 115. THE IDEA OF A PERSONAL LEARNING ENVIRONMENT RECOGNISES THAT LEARNING IS CONTINUING AND SEEKS TO PROVIDE TOOLS TO SUPPORT THAT LEARNING
- 116. USING WHATEVER TOOLS AND DEVICES WHICH THE LEARNERS
- 117. IT ALSO RECOGNISES THE ROLE OF THE INDIVIDUAL IN ORGANISING THEIR OWN
- 118. PLES CAN HELP IN THE RECOGNITION OF INFORMAL LEARNING
- 119. PLES CAN DEVELOP ON THE POTENTIAL OF SERVICES ORIENTED ARCHITECTURES FOR DISPERSED AND NETWORKED FORMS OF LEARNING AND KNOWLEDGE DEVELOPMENT.
- 120. “THE HEART OF THE CONCEPT OF THE PLE IS THAT IT IS A TOOL THAT ALLOWS A LEARNER (OR ANYONE) TO ENGAGE IN A DISTRIBUTED ENVIRONMENT CONSISTING OF A NETWORK OF PEOPLE, SERVICES AND RESOURCES. IT IS NOT JUST WEB 2.0, BUT IT IS CERTAINLY WEB 2.0 IN THE SENSE THAT IT IS (IN THE BROADEST SENSE POSSIBLE) A READ-WRITE APPLICATION.” Stephen Downes, 2006
- 121. THE PROMISE OF PERSONAL LEARNING ENVIRONMENTS COULD BE TO EXTEND ACCESS TO EDUCATIONAL TECHNOLOGY TO EVERYONE WHO WISHES TO ORGANISE THEIR OWN LEARNING.
- 122. PLE – IF IT COULD BE STILL CALLED THAT – IS THAT IT OFFERS A PORTAL TO THE WORLD, THROUGH WHICH LEARNERS CAN EXPLORE AND CREATE, ACCORDING TO THEIR OWN INTERESTS AND DIRECTIONS, INTERACTING AT ALL TIMES WITH THEIR FRIENDS AND COMMUNITY
- 123. THE PLE WILL CHALLENGE THE EXISTING EDUCATION SYSTEMS
- 124. ENCOURAGING AND SUPPORTING THE DEVELOPMENT OF COMMUNITIES OF PRACTICE AND ENGAGEMENT IN THOSE COMMUNITIES
- 125. A BROADER UNDERSTANDING OF DIGITAL LITERACY AND ITS INTEGRATION WITHIN THE CURRICULUM S
- 126. RECOGNISE DIFFERENT FORMS AND CONTEXTS OF LEARNING
- 127. THE DEVELOPMENT AND ADOPTION OF NEW PEDAGOGIES
- 128. THE CO-SHAPING OF TECHNOLOGIES BRINGING TOGETHER TECHIES AND TEACHERS, ENTERPRISES AND INSTITUTIONS
- 132. RSS
- 134. RSS • Real Simple Syndication • Rich Site Summary
- 136. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Push Vs. Pull
- 137. 1) Set up an account 2) Click on the “subscribe” icon 3) Click to “subscribe now” 4) Read your subscriptions
- 138. What can Orange do for you?
- 140. RSS in 21st Century Teaching and Learning
- 141. From David Parry, University of Albany “The speed of reading in the age of the digital has changed, and we need to help students navigate this.
- 142. Reading on the internet requires two separate skills: • The quick analysis to find what is worth reading • A switch to slow analysis to carefully consider what has been found.
- 143. “What RSS does is allow students to make this distinction, to receive content as "bits" easy to scan, and then to select what they want to read.”
- 148. “WRITING FOR THE WEB IS A MATTER OF CONTINUOUS CONVERSATION RATHER THAN STATIC PAPER DESIGN.”
- 149. FUNCTIONS OF A PLN
- 150. STAGES OF PLN ADOPTION Stage 1 Immersion http://www.thethinkingstick.com/?p=652
- 151. STAGES OF PLN ADOPTION Stage 2 Evaluation http://www.thethinkingstick.com/?p=652
- 152. STAGES OF PLN ADOPTION Stage 3 Know it all http://www.thethinkingstick.com/?p=652
- 153. STAGES OF PLN ADOPTION Stage 4 Perspective http://www.thethinkingstick.com/?p=652
- 154. STAGES OF PLN ADOPTION Stage 5 Balance http://www.thethinkingstick.com/?p=652
- 160. http://www.linkedin.com/ LinkedIn Groups: •ISTE •Discovery Educator Network •Edubloggers •Learning, Education and Training Professionals Group
- 161. TAPPED IN • Plan and conduct learning projects with colleagues and students. • Participate in or lead topical discussion and groups. • Manage and attend online courses offered by TPD providers. • Mentor other educators. • Try out new ideas in a safe, supportive environment. http://tappedin.org/tappedin/
- 163. Facebook Groups •Discovery Educator Network •ISTE •Second Life for Educators •Classroom 2.0 •Educational Technologists •Using Wiki in Education •School 2.0 http://www.facebook.com/
- 165. PROFESSIONAL ORGANIZATIONS • Consider what your national, state, and regional professional organizations offer for educators • List of Professional Organizations: • http://snipurl.com/proforg
- 166. From Personal Learning Environment Building to Professional Learning Network Forming Aim Forming learning network for competence development Professional network organizing The meaning of social and professional networks for education Building PLE on start pages Conclusion
- 167. Aim To analyze the experience gained in using of Web 2.0 environment for competence development and for professional network organizing
- 168. Social-oriented applications and professional networks - new opportunities for learners and educators W3C “Social Networks Interoperability Roadmap” Incubator Group (XG) Federated Interoperable Framework
- 169. Social network sites can be defined as web-based services that allow individuals to: (1) construct a public or semi-public profile within a bounded system (2) articulate a list of other users with whom they share a connection (3) view and traverse their list of connections and those made by others within the system. Danah Boyd, School of Information, University of California-Berkeley Nicole Ellison, Department of Telecommunication, Information Studies, and Media, Michigan State University Social-oriented applications and professional networks - new opportunities for learners and educators Social Networks
- 170. Social-oriented applications and professional networks - new opportunities for learners and educators Social Networks
- 171. Professional network generally refers to a professional network service, a virtual community that it is focused on professional interactions instead of social interactions. Wikipedia Social-oriented applications and professional networks - new opportunities for learners and educators Professional Networks
- 172. Social-oriented applications and professional networks - new opportunities for learners and educators Professional Networks
- 173. A learning network is a group of persons who create, share, support and study learning resources (“units of learning”) in a specific knowledge domain. Rob Koper, Open University of the Netherlands Social-oriented applications and professional networks - new opportunities for learners and educators Special-formed learning networks for life-long learners
- 174. Social-oriented applications and professional networks - new opportunities for learners and educators Special-formed learning networks for life-long learners
- 175. Because of their possibilities for: data, information and “knowledge fusion” enhancing accessibility, productivity and innovative solutions research tools providing forming groups of personal and professional interests Social-oriented applications and professional networks - new opportunities for learners and educators To be successful at knowledge creation, analysis and dissemination, learners need from network inter- personal and inter-group interactions
- 176. PLEs building laid the foundations of some main ideas: (1) learning is an ongoing process and tools to support this learning are needed (2) the role of the individual in self-organizing learning is important (3) learning can take place in different contexts and situations and cannot be provided by a single learning provider. Attwell Graham Building PLE on start pages Personal Learning Environment
- 177. PLEs are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning; managing both content and process; communicate with others in the process of learning and thereby achieve learning goals. Wikipedia Building PLE on start pages Personal Learning Environment
- 178. Web 2.0 applications called “start pages” are designed to provide a personalized place on the internet where users can mashup data, information and knowledge available anywhere, anytime, including mobile login. Wikipedia Building PLE on start pages Start pages
- 179. Building PLE on start pages iGoogle, Netvibes, Pageflakes
- 180. RolesActivities Startpageenvironment Tools/Services Processes Searcher Assemblator Learner Researcher Innovatorof data, information, knowledge of subject matter, technologies, how to learn Create Share Commu- nicate Connect RSS feeds, links Search engines Blogs, wikis Feel and look Social book- marking Images/ AV Chat/AV conference Email, forum Facebook/ Twitter/ Ning To-do list, notes, comments calendar Design learning strategy Plan activities Perform activities Document results, analyze Share results, evaluate Choose technology/ application Arrange environment Extend/modify environment Share environment/ collaborate Search Gather Aggre- gate Productivity improvement Customi- zation Compo- nents, panels, tabs, widgets widgets Goals, needs, interests, motivation, problems Blog, wiki Learning resources Designer AmodelofPLEBuilding
- 181. Forming Learning Network for Competence Development LMS, Social network, Start page
- 182. Forming the learning network of the course Internet Technologies is to: (1) provide sustainable value to students, not only during the course, but also after its finishing (2) stimulate them to contribute their knowledge, insights and experiences on a continuous basis Forming Learning Network for Competence Development LMS, Social network, Start page
- 183. • Of relationship and connections among peers and knowledge • Of own opportunity for value-created involvement I Aware • In engaging in informal knowledge exchange • In revising/extending competence development objectives II Interested •In individual or collaborative learning •In social and knowledge network activities •In pro-actively contributing own insights and expertise III Trying engaging - To subject mater - To peers and educators - To another professionals IV Actively involved and connected Personal competence development objectives Competence development lifecycle in a learning network (according Rogers)
- 184. More of the students who are deeply involved in the subject matter of the course and think in perspective are interested in: more professional information contact to experts and specialists they joint to groups with special interests, professional networks they receive professional network services they can discuss interests stay informed share knowledge Professional Network Organizing
- 185. • Add tools/services • Connect to data, information, knowledge • Create artifacts Personal Learning Environment • Connect to peers, educators, family and friends • Share thoughts, ideas, resources, artifacts Personal Learning Network • Connect to professionals and experts via professional organizations and networks • Collaborate • Contribute Professional Learning Network Professional Network Organizing LMS, Social network, Start page Development of Professional Learning Network
- 186. Personal Learning Environment Personal Learning Network Professional Learning Network Receive professional network services Self- arrangement of network services Professional Network Organizing PLE as part of Personal Learning Network and Professional Learning Network
- 187. Some advanced students during the PLE building self-orient and arrange content, knowledge and contacts in two different networks: personal and professional The transition from PLE to PfLN passes through a middle step of PLN set up This process is dynamic and continuously adapted to the present students’ interests In some cases the boarders between PLN and PfLN are blurred, because of coincidence of personal and professional interests PLE can be presented as a core for networks expanding The PLE building supports students in socialization and network processes set up Professional Network Organizing
- 188. Conclusion • A model for PLE building is proposed • The modified Rogers’ model for competence development lifecycle in a learning network is used in order to be examined the main phases in competence progress of each student • Social networks contribute to the processes by which learners meet and communicate, and pool, share, learn about and reuse their resources, knowledge and competencies • PLE building is found to be a core for PLN and PfLN deployment • The transition from PLE to PfLN is an important step that supports students to become self-organized and life-long learners