Widget- based PLEs
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This document discusses personal learning environments (PLEs) that are widget-based. It describes how PLEs are a network of people, artifacts, and tools that positively influence the development of an individual's competencies. The document outlines four types of competencies - social, professional, methodological, and personal. It also discusses the roles of planning, reflection, monitoring, acting, and interacting in competency development. The document advocates for qualitative interviews to understand PLE use and provides examples of widget-based applications that could be incorporated into a PLE.
Widget- based PLEs
- 1. widget- based PLEs Fridolin Wild KMi, The Open University f.wild@open.ac.uk
- 2. LEARNING (more or less planful) … is development of competence.
- 3. MORE… OR LESS PLANFUL COMPETENCE DEVELOPMENT
- 4. 21ST CENTURY LEARNING SKILLS & COMPETENCES competence = a Social “facilitate communicative and cooperative action human potential that aim at identifying, managing and mastering conflicts” (Erpenbeck, 2003) for action! “A competence is defined as the Professional basic and specialized general knowledge, basic ability to successfully meet complex psychomotor and mechanical skills, and disciplinary demands in a particular context and interdisciplinary knowledge (Jäger, 2001) through the mobilization of psycho- social prerequisites (including both Methodological cognitive and non-cognitive aspects)” ability to independently acquire, structure, critically evaluate, and exploit knowledge in a (Rychen & Salganik, 2003b, p. 43) creative way (Kauffeld et al., 2003) Personal concerned with those attitudes and character attributes required to perceive and utilize one’s own competencies and to act in a reflective and self-reflective way (Erpenbeck, 2003)
- 5. PERSONAL LEARNING ENVIRONMENT Ecosystem: lack of control of the individual, characteristics of all agents moderate performance and behaviour Aim: positively influence A network of development competence people surrounding an individual (i.e. building up potential with the future action)this for persons in network making use of artefacts and tools while they engage in isolated or collaborative activities of Actions modify this more or less planful (co- environment )construction of knowledge and information (Wild et al., 2011).
- 6. plan reflect COMPETENCES monitor MOTIVATED interact act (Wild et al., 2009) Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set. Reflection is creative sense making of the past and enables planning. Monitoring refers to how progress control is performed. Last but not least, the pair acting and interacting group social & collaboration and information & tool competences. Qualitative Interviews: 15 persons in 5 sessions (each 40 min to 1 hour)
- 7. The theoretical justification or: why? Why? WHY?
- 8. Douglas Adams’ ‘meaning of liff’: – Epping: The futile movements of forefingers and eyebrows used when failing to attract the attention of waiters and barmen. – Shoeburyness: The vague uncomfortable feeling you get when sitting on a seat which is still warm from somebody else's bottom ‘CAUSE: MEANING IS SOCIAL
- 9. METHODICAL CULTURALISM Logical abstractor = a • Methodical culturalism is a form of release mechanism. (radically social) constructivism. • Understanding is by nature social as it is grounded in human action (Janich, 1998; Hesse et al., 2009) • Therefore: understanding is always constituted (and restricted) by a (96dpi) culture of shared understanding Quality of a signal
- 10. learning = social interaction for knowledge building
- 11. … and web-apps mediate between users and knowledge
- 12. ACTIVITY THEORY In internalisation, “social interaction turns into mental activity” (Fjeld et al., • A form of (socio-) constructivism. 2002). • Mediated action: Tools appropriate collective experience and therefore In objectification, individual’s mental mediate between subjects and objects. processes result in the production of a new tool, which again can be involved in social interactions. (Engestroem, 2008)
- 13. Widgets, Services, … and Shopping?
- 14. It’s either an open social gadget or a widget 1.0 app it’s a use-case sized mini (web) application Other apps can run it with the help of an RTE (Wookie, Shindig) and This is a ‘widget’ connectors You can turn it into a mobile app (using e.g. phonegap) WIDGET BASED PLE
- 15. shop / directory PLE Architecture
- 16. Analytics: Tracking: interactions & usage Widgets & find papers web applications using www.objectspot.org Recommendations: tools, activities, … share bookmarks using delicious summarize papers using piratepad.net/art1 Recommendations: patterns
Editor's Notes
- #15: Coming from modern project management and software development methods (agile, XP, ...)Via User-centred design from HCI:dates back at least to the 1970iesdedicates extensive attention to the user in each step of the design process, but no developmentRather recent research stream (cf. Lieberman et al., 2006)