Institutional Personal Learning Environments – Paradise or Paradox?
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This document discusses institutional personal learning environments from a digital literacy perspective. It begins by providing context on the university's committees and research centers related to technology enhanced learning. It then examines how virtual learning environments replicated traditional teaching models and argues they are outdated. The document discusses the digital literacies needed today, such as information literacy, communication, collaboration, and social networking skills. It explores the tools learners use to organize their lives through personal learning environments and gives an example of a student of wine using various online tools. Finally, it discusses the role of institutions in supporting learners through digital cognitive apprenticeships and institutional personal learning environments that integrate tools and information.
![Helen Beetham, Lou McGill, Prof. Allison Littlejohn. Thriving in the 21st century: Learning Literacies for the Digital Age
(LLiDA project). June 2009 Available from http://www.caledonianacademy.net/spaces/LLiDA/
Oskar Casquero. Towards an eLearning 2.0 provisioning strategy for universities, PLE conference, Barcelone, 2010
Davis, Hugh C., Carr, Leslie A., Hey, Jessie M.N., Howard, Yvonne, Millard, David E., Morris, Debra and White, Su (2010)
Bootstrapping a culture of sharing to facilitate open educational resources. [in special issue: Open Educational Resources]
IEEE Transactions on Learning Technologies, 3, (2), 96-109. (doi:10.1109/TLT.2009.34)
Kraan, Wilbert, Yuan, Li. Cloud Computing in Institutions, A Briefing Paper for JISC-CETIS. 2010
Sheila MacNeill and Wilbert Kraan. Distributed Learning Environments. A Briefing Paper for JISC-CETIS. 2010
Milllard, David E., Davis, Hugh C., Howard, Yvonne, McSweeney, Patrick, Yorke, Chris, Solheim, Heidi and Morris, Debra
(2011) Towards an institutional PLE. In, Personal Learning Environment Conference 2011, Southampton, GB, 11 - 13 Jul
2011. 14pp.
Santos, C., Pedro, L., Ramos, F. & Moreira, A. Sapo Campus: what users really think about an institutionally supported
PLE. The PLE Conference 2011 1-11 (2011).at <http://journal.webscience.org/565/>
Mark Stubbs, “An Adaptive Response to the CETIS 2007 Innovation Challenge”. (Slides from CETIS 2012 Keynote)
http://www.slideshare.net/markstubbs/jisccetis-2012-closing-keynote, CETIS, 2012
Tosh, D. & Werdmuller, B. (2004) The Learning Landscape: a conceptual framework for e-portfolios, Interact, 29, pp. 14-15.
White, D.S. and Le Cornu, A., „Visitors and Residents: A New Typology for Online Engagement‟, First Monday, Vol 16 No 9,
5th Sept 2011
White, Su and Davis, Hugh C (2011) Making it Rich and Personal: crafting an institutional personal learning environment.
International Journal of Virtual and Personal Learning Environments
S. Wilson, O. Liber, P. Beauvoir, C. Milligan, M. Johnson, and P. Sharples, "Personal Learning Environments: Challenging
the dominant design of educational systems," 2006. EC-TEL 2006](https://image.slidesharecdn.com/hcdcseduslideshare-120417040609-phpapp02/85/Institutional-Personal-Learning-Environments-Paradise-or-Paradox-58-320.jpg)
Institutional Personal Learning Environments – Paradise or Paradox?
- 1. Institutional Personal Learning Environments – Paradise or Paradox? A digital literacy perspective Hugh Davis (@HughDavis) (and Su White(@suukii)) CSEDU April 2012
- 2. Context 2 CITE
- 3. CITE THE UNIVERSITY COMMITTEES Faculties Technology Enhanced Living and Academics and Teaching Staff Learning (TELL) Students Education and Student Experience (ESEAG) University Systems Board (USB) RESEARCH ACADEMIC SERVICES Web and Internet Science Group Information Services (iSolutions) Learning Societies Lab Library Student Services CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 3
- 4. The thesis of this talk: The world is changing Digital literacies are a central and essential skills for the modern graduate The curriculum and the tools we use must change to meet this challenge This talk will examine some of these changes (mostly) from the tools perspective. 4 CITE
- 5. How we got here • Web 1.0 • The VLE • Technological Timeline • Learning Timeline • The world is changing What are the digital literacies we need now? What tools do people use to learn and organise their lives? What is the role of the institution in this learner centred world? 5
- 6. Web 1.0 (mid 1990s) Webmaster html Static Web Pages What model of learning does this assume? ftp http + Teacher
- 7. Virtual Learning Environments (VLE) VLEs replicated (a perception of) traditional teaching by providing content delivery on-line CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 7
- 8. But Why VLEs? • Historically most teachers did not do (or even understand) html or FTP • Many teachers and students did not have email (or other communication tools) • IT literacy was not high • Teachers were reluctant to allow their online work to be widely seen - Or they had licences which control the distribution of resources CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 8
- 9. Why VLEs? (2) VLEs are ultimately suppo In summary: VLEs provided a toolkit to enable teachers to do: • file creation and distribution, • email and announcements, • chats and forums, all in a safe controlled environment CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 9
- 10. Timeline - technological 1987 Multimedia Apps on PCs & Macs (Guide / Hypercard) 1990 The Web Virtual Learning Environments Virtual research Open Environments Content/Repositori es Web based Web 2.0 Semantic driven Multimedia Web sites Semantics Personal Learning Environments The Mobile Web Linked Data 2010 Semantic Wikis Personalised Open Data Institutional Environments CITE CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION 10
- 11. Timeline - Learning Instructivist 1997 1990 The Web Vicarious Learning Social Constructivism 2000 Web 2.0 Communities of practice Semantics Informal Learning Linked Data 2010 Constructivist Connectivism CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 11
- 12. What‟s Wrong with VLEs VLEs embody outdated views of teaching as “push” put the teacher at the centre rather than the student or the network do not integrate with the tools and environments students or lecturers use. are fundamentally closed - they do not have any understanding of networked learning lock you in don‟t encourage learners to take responsibility for their own learning, tools or digital literacy CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 12
- 13. Are VLEs dead? Not according to the market leaders CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 13
- 14. How we got here What are the digital literacies we need now? •Defining Digital Literacies •The digital native myth •The Facebook problem What tools do people use to learn and organise their lives? What is the role of the institution in this learner centred world? 14
- 15. Finding, evaluating, processing, organising, analysing, presenting Business Beliefs and Models Digital Using applications Practices Citizenship and services Digital Street Wisdom Workpractices on the Digital Information Highway Literacy Digital Academic Practices ICT Skills Identity and Reputation Communication Collaboration Media Social Networks Literacy Networking (of People) Evaluating Affordances 15
- 16. • The learner is given the stuff via the network • The learner finds stuff on the network • The learner finds stuff from the network (of people) • The learner is part of the network and contributes • Stuff Business • ontology Beliefs and Models Digital Practices Citizenship Digital Street Wisdom Workpractices on the Digital Information Highway Literacy Digital Academic Practices ICT Skills Identity and Reputation Communication Collaboration Media Social Networks Literacy Networking (of People) Evaluating Affordances 16
- 17. Digital Literacies are the skills needed to live, learn, work, collaborate, influence and lead in the virtual and digital world Business Beliefs and Models Digital Practices Citizenship Digital Street Wisdom Workpractices on the Digital Information Highway Literacy Digital Academic Practices ICT Skills Identity and Reputation Communication Collaboration Media Social Networks Literacy Networking (of People) We are preparing students for jobs that don‟t yet exist, using work-practices we Evaluating don‟t yet know supported by tools not yet invented. Affordances 17
- 18. An aside on “Digital Natives” argument Learning has not changed but expectations of how its done may have Recent research shows that although students may not be scared of technology and may live in Facebook, they have increasingly naïve understandings of finding and evaluating information White and Le Cornu suggest a better distinction might be Digital Visitors and Residents White, D.S. and Le Cornu, A., „Visitors and Residents: A New Typology for Online Engagement‟, First Monday, Vol 16 No 9, 5th Sept 2011 CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 18
- 19. Southampton Survey (2008) n~1000 Q16 How often do you use the following tools/websites/systems? More than once Daily More than once Weekly Monthly Have used Never a day a week Blackboard 143 218 215 122 65 72 82 Online 15 20 51 100 164 342 190 assessments SUSSED 312 252 102 77 54 59 30 Portal Facebook 422 189 101 50 29 36 84 Text 571 195 71 28 11 17 19 Messaging Instant 215 128 139 75 74 142 126 Messaging Skype/VoIP etc 99 68 82 68 69 194 320 Google 566 204 99 23 6 4 13 Google Scholar 66 57 130 91 104 176 268 Wikipedia 103 103 242 159 123 141 35 YouTube etc 120 131 216 154 116 119 57 Flickr (or 14 12 30 46 49 201 548 similar) Del.ic.ous / 18 15 19 23 17 70 742 DIgg or other Bookmarking sites Twitter 27 18 22 16 11 70 737 CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 19
- 20. An aside on The Facebook Problem Everyone is on Facebook (actually our 2010 survey said 95%) Good examples of teachers using Facebook (but mostly with mature classes) Generally students very unhappy to have teachers in their groups. CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 20
- 21. • Typically a group is formed for the class/yr (eg CS Yr2) – Groups are self defined – other students missing out? E.g. joint honours – No continuation from year to year. – Lack of class awareness for teachers. • On-line bullying • Time management CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 21
- 22. How we got here What are the digital literacies we need now? What tools do people use to learn and organise their lives? •The PLE •The Wine example What is the role of the institution in this learner centred world? 22
- 23. The Personal Learning Environment Digital “residents” create their own toolsets • Manage their learning • Set their own goals • Manage content • Communicate and collaborate with other learners and (micro)tutors CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 23
- 24. My (cloud) Tools CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 24
- 26. We build On-line Identity and Reputation Profile Blogs Tweets Web site Search Engine Recognition Contributions (e.g SlideShare) What does the web think of you (pipl.com, zoominfo.com) Badges and Stars CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 26
- 27. The Student of Wine Example
- 28. RSS Feed (and Email lists) 28 CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION
- 29. Forums
- 30. Twitter
- 31. Wiki
- 32. Ontology <owl:Class rdf:ID="Wine"> <rdfs:subClassOf rdf:resource="&food;PotableLiquid" /> <rdfs:subClassOf> <owl:Restriction> <owl:onProperty rdf:resource="#hasMaker" /> <owl:someValuesFrom rdf:resource="#Winery" /> </owl:Restriction> </rdfs:subClassOf> ... </owl:Class>
- 33. Podcasts
- 34. And Podcasks!
- 37. Social Bookmarking / Tags
- 39. Collaboration? I tried to get the other students to collaborate on the assignments – but they didn‟t understand! (So much for digital natives!) CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 39
- 40. How we got here What are the digital literacies we need now? What tools do people use to learn and organise their lives? What is the role of the institution in this learner centred world • The Digital Cognitive Apprenticeship • The iPLE • Living and Learning examples at Southampton 40
- 41. The Digital Cognitive Apprenticeship Students do not “absorb” learning skills We must provide a curriculum that supports them to acquire the skills Learners should use authentic tools and authentic data to solve authentic problems They may need some scaffolding Not all teachers have the skills needed to create such a curriculum The Institution must support learners (and teachers) to achieve the skills CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 41
- 42. CC Leigh Blackall 42
- 43. The Institutional VLE • Some might suggest that an Institutional VLE is by definition an Oxymoron • The arguments for iPLEs include: – Need to scaffold learners (and teachers) in understanding the affordances of tools – There are some real requirements about finding all things “Southampton” at one place (or with one search engine) “The union of two apparent contraries” – Need to protect some teaching materials e.g. „Extremely Average‟ „Military Intelligence‟ – Legal responsibilities (e.g. accessibility) – Need intranet for some discussions and data – People may wish not to be seen world-wide – Concern to have control of availability of info (is Cloud reliable enough?) – Preservation – Students may need to be assessed on their use of tools and the World Wide Web is probably not the right place for this CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 43
- 44. S. Wilson, O. Liber, P. Beauvoir, C. MIlligan, M. Johnson, and P. Sharples, "Personal Learning Environments: Challenging the dominant design of educational systems," 2006. EC-TEL 2006
- 45. Tosh, D. & Werdmuller, B. (2004) The Learning Landscape: a conceptual framework for e-portfolios, Interact, 29, pp. 14-15. CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 45
- 46. Towards an eLearning 2.0 provisioning strategy for universities, Oskar Casquero (oskar.casquero@ehu.es) University of the Basque Country, PLE conference 2010
- 47. Mark Stubbs Wrapping the institution around the learner 47
- 48. SAPO CAMPUS CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 48
- 49. Southampton Learning Environment Organizational View: 49
- 50. The Southampton Learning Environment - Goals • make it possible to undertake every aspect of living learning online teaching • support a wide range of pedagogical approaches • a single place where you can go for tools communication collaboration information appropriate to your role in the university resources • act as a vehicle for reviewing and aligning our educational processes across the University • provide much more flexible systems • single login to all university tools and repositories (and search) CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 50
- 51. SLE Principles Support full learner journey Personalised and personalisable Support collaboration Intuitive to search, navigate and use Flexible and agile development Location independence Single (and essential) point of access Platform independence Meet all legal requirements and responsibilities CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION
- 52. We want to climb over the walls… With apologies…. Adapted from image used by tbl, originally from the economist I think
- 53. We want to Communication tools tools and information integrate Infrastructure Cloud services Video Forums Conferencing Email Presence PUBLIC TurnItIn DropBox Chat WORKSTATIONS GoogleDocs Internal CLASSROOMS Services Podcasting Live@Edu Search EXTRANET E-Assignment External RSS Feeds COLLABORATION Blackboard (or other VLE?) SPACE Delicious Lecture Capture and Replay PROFILES Podcasts Question Mark Perception SEARCH Uni/SUSU announcements WIFI STORAGE Push Module selection Course Announcements On-line forms INTRANET Internal RSS Feeds INTERNAL SOFTWARE Resources Student Records HR Records E-Books Open Educational Library Catalogue Resources Timetable Room Bookings On-line Journals EdShare Student Handbook Fees Payment/records Institutional data The SRN Programme/Module Catalogue 53
- 54. Some applications we are leading on • Let me personalise my personal timetable • Let me select my module options (fully informed) • Let me book an un-used classroom near me for a SEG group meeting • Tell me what bus I need to leave home to get to my next lecture in time • Remind me of the name of my tutee who is standing in front of me now, and let me know their current progress. • Create a workflow to allow submission of papers and redistribute anonymously for peer review CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 54
- 55. An iPLE needs to be a lightweight binding between authentic applications Resources Collaboration Learning Activities My Space Public SLE Profiles Communication User generated On-line forms Mobility CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 55
- 56. Take away messages Digital literacies are essential attributes of our students; The institution can play a role in this by providing a digital environment that scaffolds the development of these skills; The iPLE must Be lightweight binding between services/applications; Add value by integrating institutional data; Be flexible and personalisable CENTRE FOR INNOVATION CITE IN TECHNOLOGIES & EDUCATION 56
- 57. Thank you Any questions? Thanks to Su White for her contributions to this talk Hugh Davis CITE The University of Southampton, UK users.ecs.soton.ac.uk/hcd (saw)
- 58. Helen Beetham, Lou McGill, Prof. Allison Littlejohn. Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). June 2009 Available from http://www.caledonianacademy.net/spaces/LLiDA/ Oskar Casquero. Towards an eLearning 2.0 provisioning strategy for universities, PLE conference, Barcelone, 2010 Davis, Hugh C., Carr, Leslie A., Hey, Jessie M.N., Howard, Yvonne, Millard, David E., Morris, Debra and White, Su (2010) Bootstrapping a culture of sharing to facilitate open educational resources. [in special issue: Open Educational Resources] IEEE Transactions on Learning Technologies, 3, (2), 96-109. (doi:10.1109/TLT.2009.34) Kraan, Wilbert, Yuan, Li. Cloud Computing in Institutions, A Briefing Paper for JISC-CETIS. 2010 Sheila MacNeill and Wilbert Kraan. Distributed Learning Environments. A Briefing Paper for JISC-CETIS. 2010 Milllard, David E., Davis, Hugh C., Howard, Yvonne, McSweeney, Patrick, Yorke, Chris, Solheim, Heidi and Morris, Debra (2011) Towards an institutional PLE. In, Personal Learning Environment Conference 2011, Southampton, GB, 11 - 13 Jul 2011. 14pp. Santos, C., Pedro, L., Ramos, F. & Moreira, A. Sapo Campus: what users really think about an institutionally supported PLE. The PLE Conference 2011 1-11 (2011).at <http://journal.webscience.org/565/> Mark Stubbs, “An Adaptive Response to the CETIS 2007 Innovation Challenge”. (Slides from CETIS 2012 Keynote) http://www.slideshare.net/markstubbs/jisccetis-2012-closing-keynote, CETIS, 2012 Tosh, D. & Werdmuller, B. (2004) The Learning Landscape: a conceptual framework for e-portfolios, Interact, 29, pp. 14-15. White, D.S. and Le Cornu, A., „Visitors and Residents: A New Typology for Online Engagement‟, First Monday, Vol 16 No 9, 5th Sept 2011 White, Su and Davis, Hugh C (2011) Making it Rich and Personal: crafting an institutional personal learning environment. International Journal of Virtual and Personal Learning Environments S. Wilson, O. Liber, P. Beauvoir, C. Milligan, M. Johnson, and P. Sharples, "Personal Learning Environments: Challenging the dominant design of educational systems," 2006. EC-TEL 2006
Editor's Notes
- #5: Preparing students for jobs that don’t yet existGraduate AttributesDigital Literacies - the ability to live, learn, collaborate and influence in a digital world
- #12: knowledge exists independently of the learner, and is transferred to the student by the teacher. A teacher-centered model, epitomized by the lecture.the learner constructs new knowledge through a process of analyzing new information and comparing it to previous knowledge. Student-responsible for their own learning
- #25: Tell the story of the time my hard-disk backup failed during
- #26: Just about ¾ of the various ways you can link/note/promote/save an article found on the acmeLearn site
- #54: Externa;l sertvices (DropBox, TurnutIn, Live at Edu Google Docs, Delicious
- #56: Where being in an institution adds value….