Presentation to the PLE Conference 2012 in Aveiro (Portugal). This paper reports the results of a naturalistic study obtained from a teaching experience in higher education with first year students of the Primary School Teacher degree. In this study we want to analyse how they are organizing their activity for learning (reading, reflecting and sharing knowledge) and how those learning processes are integrated on their PLE.

1. Future Teachers Looking
for their PLEs:
the Personalized Learning
Process Behind it all
Linda Castañeda & Jordi Adell
Universidad de Murcia - Universitat Jaume I

2. Patchworking Web 2.0
for learning:
Introducing ICT building
Personal learning Environments
Linda Castañeda & Javier Soto
Universidad de Murcia
Spain

3. ICT For Social Education
150 first year students
Faculty of Education

6. The
Technological
PerspectiveUse for Learning
Awareness of ICT
Communication Tools for Leisure
Students Love Tools in Tasks
Educational Strategies
independency, autonomous work

7. What about learning?
7

8. “The collection of tools,
information sources, connections
and activities that a person use to
PLE
learn habitually”

10. http://teachweb2.blogspot.com.es/2010/01/personal-learning-environments-student.html

11. Image: 'We begin by charting a course'
http://www.flickr.com/photos/12426416@N00/1721982928
Exploring new ways for
analysing
11

12. Processes
12

13. Primary School Teacher Degree

14. 30 freshmen

15. from 18 - 43 YO

16. 24 women

17. 6 groups

18. 6 Stable Groups
Autonomous, Independent, Interdependent
6 Activities
2 weeks each

19. Mind Maps (“mental processes”)
1 for Each Activity
1 for Group Activity
3 basic learning components
Related with
any Technology??

20. Activities

21. Activities

22. Activities

23. Activities

24. Group

25. Group

26. Group

27. Group

28. Group

29. Mind Maps (“mental processes”)
Analysis by Group
General Analysis
3 basic learning components
Related with
any Technology??

30. Findings...
30

31. Findings...
Activity
Tasks
Methodolo
gy
31

32. Findings...
Technologically supported
Reading NOT looking4
Inside
Not Critical
Teacher THE source
Not Colleagues
Reading 32

33. Findings...
Technologically
and NOT Tech
supported
More variety on
Tools
Multimedia
codes
Depends
Activity Doing 33

34. Findings...
Technologically
supported
BLOG
SNS
Final version not
feedback
Colleagues are
public
Sharing 34

35. PLE
Tech and Not Tech
Supported
Mutually complementary
Conclusions 35

36. PLE
Pedagogical Approach
Hard Tech Based
Conclusions 36

37. Reading, Doing and
Sharing as basic part of
their activity
Conclusions 37

38. A SEQUENCE
First recover info –from an
expert-
Conclusions 38

39. A SEQUENCE
First recover info –from an
expert-
Do something
Conclusions 39

40. A SEQUENCE
First recover info –from an
expert-
Do something
Finally you show it to others
Conclusions 40

41. Metacognition
is NOT perceived as
a learning process
Conclusions 41

42. Future Teachers Looking for
their PLEs:
the Personalized Learning Process Behind it all
Linda Castañeda & Jordi Adell
Universidad de Murcia - Universitat Jaume I
<jordi@uji.es> <lindacq@um.es>
<http://www.lindacastaneda.com>
<http://elbonia.cent.uji.es/jordi/
> Twitter: @lindacq
Twitter: @jordi_a