Flexible PLEs with Netbooks
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This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
![Field ------ Lab GPS data
analysis and section plotting
Several groups
(working Comparison of between-group
River
independently) results and report writing
Discharge
Study
Calculate
velocity data Lab. Analysis and Compilation
River Velocity measurements
Combine data Data
River cross profile measurements analysis
Download
GPS data
Pre-field
trip [ podcasts - digital reporting - vidcasts ]
preparation
Sampling Beach
Photographs Micrographs Size analysis
Sampling Dunes
Report Writing and Submission
Beach and Dune Study
Vegetation surveys
(with key and photos on netbook)
Combine
Combine with satellite images
Beach-dune profile data +
Download
surveys Other reports etc
GPS data
(GPS + Netbook)](https://image.slidesharecdn.com/flexiblepleswithnetbooks-110717035342-phpapp02/85/Flexible-PLEs-with-Netbooks-39-320.jpg)
Flexible PLEs with Netbooks
- 1. FLEXIBLE PERSONAL LEARNING ENVIRONMENTS, DEVELOPED WITH NETBOOK COMPUTERS, TO ENHANCE LEARNING IN FIELDWORK LEARNING SPACES Brian Whalley, Derek France, Julian Park, Katharine Welsh, David Favis-Mortlock
- 2. Learning Spaces, where are we going to? Libraries, lecture room, study spaces VLE PLE Some concepts of space and thought and the integration of facts, learning and understanding (in a spatial world) ‘Learning takes place through the active behavior of the student: it is what he does that he learns, not what the teachers does.’ (Tyler, 1949 in McLuhan 1965)
- 3. Extending the personal in a 21C, information-rich, world (for as many people as possible)
- 4. Computers in Fieldwork – Lyngen Alps, North Norway, 1984 Apple II + HDD + Screen + generator
- 5. Some people and their concepts Alan Kay – The Dynabook "The best way to predict the future is to invent it." Neal Stephenson – The Young Lady’s Illustrated Primer (Diamond Age) Douglas N Adams – The Hitch-Hiker’s Guide to the Galaxy - ‘The Book’
- 6. The Book? Not just yet TTheYoung Ladyy’s he You g Lad ’s IlIllustrated Prrimer lustr ated P imer
- 7. Some people and their views V. I. Vernadsky – The Noosphere, The Biosphere (Seuss) W. Kirk – The Behavioural Environment K. R. Popper – World Three Ideas, ‘facts’, their recognition and organisation
- 8. Who said this and when? ‘The kind of organisation we wish to aim at is one in which all relevant information should be available to each research worker and in amplitude proportional to its degree of relevance. Further, that not only should the information be available but also that it should be to a large extent put at the disposal of the research worker without his having to take any steps to get hold of it.’ J.D. Bernal (the Sage) 1939! Vannevar Bush, 1936-45, Memex; ‘As we may think’
- 9. Bernal thought that a modern information service should: • send the right information T? ts? E en Y d • in the right form EN stu • to the right people PP r and HA Fo IS rs? • arrange those TH e of whatever facts, S orch diverse origin, r bearing on any E a O se particularDtopic and should be integrated forre those studying that topic For
- 10. Learning experiences • NOT: ‘pile ‘em high and lecture ‘em long’ – And then examine them! Sage on the stage from this; the lecture? Traveling scholar and student The Name of the Rose - Umberto Eco (The Sage of Bologna? Or ‘The Sage of the Page’?)
- 11. The ‘Knowledge’ or DIKW Pyramid Wisdom Intelligence Human, judgmental Contextual, tacit Knowledge Transfer needs learning Information Codifiable, explicit Easily transferable Data
- 12. And for learners: ‘Everyone should be able to participate and control their own learning process’ (Knowles 1987) Does a VLE (really) allow this?
- 13. Personal Learning Environment A definition: As such, a PLE is a single user’s e-learning system that provides access to a variety of learning resources, and that may provide access to learners and teachers who use other PLEs and/or VLEs. Mark van Harmelen 2006 (NB ‘ideas about PLEs are still forming’) Work by Scott Wilson and Stephen Downes Technology Enhanced Learning (Dillenbourg)
- 14. Stephen Downes "... one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications — an environment rather than a system".
- 15. Connectivism "theory that learning consists of making the right connections." George Siemens and Stephen Downes The categories of human thought are never fixed in any one definite form; they are made, unmade and remade incessantly; they change with places and times. Emile Durkheim
- 16. Educational Spaces Personal space Other Personal In the field Team Space space Trip space Field space PLE Student Rich Internet information Applications environment Knowledge space Student + Computer (desktop, … lab, home, library …. laptop, ‘netbook’)
- 18. Fieldwork, lab and active learning 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274)
- 19. Enabling metadata - a student NING site
- 20. Some tools for the future are here: • Search Tools - will become more sophisticated • Information aggregators (DevonAgent, C link) • Tools for assisting the ‘learning’ and research • Using metadata rather than facts • E-books and readers
- 21. What we are requiring is to take the hardware and the information handling software and build in a 21st century student-centred pedagogy
- 22. An e-communication 'model' Empowered, independent and life-long learners? By working more in groups - encouraging confidence? Assessment Student Alone feedback Tutor input Student Reading Student Fieldwork Tutorial Labs WWW Student Dissertation Library Lectures Essays Projects Internal and external e-communication Let us promote ways in which 'e-learning' (in any sense) enhances students' experiences
- 23. Personal Knowledge Network? • How we all interact with the information environment • Where the information environment can be anything from books to internet to in our heads • Developing the tools to deal with this beyond our ‘memories’ (including Popper’s World 3)
- 25. So, what can we do with a PLE? • ‘Anything’ you want • Extend your brain • Do new things with your brain • Link your brain with others • Use your computer to link to ……. Any bit of the world - people, places, things information - you, or your students, want
- 26. Paper and Pencil Word processor, compact, shockproof, secure access, endless battery life, compact, etc
- 27. Cloud Apps Apps Netbook/iPad etc WiFi/3G/Bluetooth
- 28. Maybe the (nascent) PLE is already here ….. On a Mac of course!
- 29. So - how do we use them? • PLE - the person • PLE - the desktop • PLE - the person+kit • PLE - the broadband environment • Handing responsibility to the student
- 30. Marguerite Koole’s FRAME Model Framework for the Rational Analysis of Mobile Education Device Learner Social
- 31. Dillenbourg, Schneider & Synteta 1 : A virtual learning environment is a designed information space. 2 : A virtual learning environment is a social space 3: The virtual space is explicitly represented 4 : Students are not only active, but also actors 5 : Virtual learning environments are not restricted to distance education. 6 : Virtual learning environments integrate heterogeneous technologies and multiple pedagogical approaches 7 : Most virtual environments overlap with physical environments
- 32. The Illustrated Primer - ‘… is an extremely general and powerful system capable of more extensive self- reconfiguration than most. …a fundamental part of its job is to respond to its environment.’ The Diamond Age, Neal Stephenson, 1995 p. 108.
- 33. What we are requiring is to take the hardware and the information handling software and build in a 21st century student-centred pedagogy
- 34. Devices (Computers and affordances) ‘Livescribe’ for making notes, Dictation and Written and aural speech recognition
- 35. Out in the field
- 36. Student Field Guide – Vegetation in Mallorca
- 37. Learning (after Beetham 2002) • Student-centred Using acquiring • Constructivism digital skills • Activity based tools • Experiential Using digital participating • Communities of communications practice media constructing Using digital knowledge and developing Using digital resources understanding values etiquette
- 38. Identities: preferences, needs motivations. Competencies: skills knowledge, abilities Roles; Approaches and modes of participating Learners Learning Specific interaction of learners with other people, using specific tools and resources, Learning Environment oriented towards specific outcomes Outcomes Tools, resources, artefacts affordances of the physical Learning activity New Knowledge, skills and abilities. Evidence of and virtual environment for This and/or artefacts of the learning learning process An outline for a learning activity, Helen Beetham 2007 Others Other people involved and the specific role they play in the interactions, e.g. support, mediate, change, guide
- 39. Field ------ Lab GPS data analysis and section plotting Several groups (working Comparison of between-group River independently) results and report writing Discharge Study Calculate velocity data Lab. Analysis and Compilation River Velocity measurements Combine data Data River cross profile measurements analysis Download GPS data Pre-field trip [ podcasts - digital reporting - vidcasts ] preparation Sampling Beach Photographs Micrographs Size analysis Sampling Dunes Report Writing and Submission Beach and Dune Study Vegetation surveys (with key and photos on netbook) Combine Combine with satellite images Beach-dune profile data + Download surveys Other reports etc GPS data (GPS + Netbook)
- 40. Using Ron Oliver’s schema
- 41. Marguerite Koole’s FRAME Model Framework for the Rational Analysis of Mobile Education Device Learner Social
- 42. Things you can do on iPad/netbooks • Note taking • Modeling (Pulsepen) • Identification • Photos/microscopy • Exchange data • Video • Web lookup • Voice recording • Social networking • Field Sketching • Mashups • Data entry (etc) • Panoramas • Modeling • Layars (Enhanced • Identification • Audioboo • Geotagging • Access to PDFs and e-book • PRS • E-book reader So, why on earth do we use VLEs?
- 43. Search and classify - DevonAgent
- 44. ‘Learning spaces are manifolds for exchanging metadata’ It is not the ‘fact’ itself but the metadata associated with that fact that are really significant. The PLE helps mediate this connectivity
- 45. In conclusion Personal Learning Environments are what you and our students make them Ideas and Technology are in our favour!