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Technology Supported Learning Environments

This paper explores the integration of user-owned and personal technologies within learning environments. It highlights how Personal Learning Environments (PLEs) empower students by fostering self-management and facilitating coordination across multiple courses. The study delves into essential elements such as negotiating learning commitments, monitoring progress, and enabling self-organized collaboration. By analyzing various educational contexts and drawing upon the Viable System Model, the paper aims to provide insights into optimizing course management and delivering personalized educational experiences.

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Technology Supported Learning Environments

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  1. Technology Supported Learning Environments User owned and personal technologies Oleg Liber & Wilbert Kraan CETIS

  2. Environment Modelling a student on a course using the Viable System Model Learning Managing Beer, S. (1985) Diagnosing the System for Organizations. Chichester, Wiley

  3. Environment Modelling a student on a course using the Viable System Model Learning Reading Thinking Activities Resources Libraries Web People Managing Planning Structuring Deciding Beer, S. (1985) Diagnosing the System for Organizations. Chichester, Wiley

  4. Env. Managing a course Steering Development Delivery Negotiation Co-ordination Monitoring Self-organisation

  5. Steering Env. Development Delivery Course-centric view: the VLE

  6. Steering Env. Development Delivery Course management • Negotiating Learning: • teacher and student commitment, requirements • Coordinating students: • Timetable, resources, materials, lectures, reading lists, activities, pedagogy • Monitoring: • Is learning happening? Is pedagogy working? • Self-organised collaboration • Coffee bars, IM, blogs, resource sharing,… • Development: • New resources? Strategies? Pedagogies?

  7. Course 3 Course 2 Course 1 Our Student Multiple learning contexts

  8. Joining up the fragments

  9. Env. Student on many courses: the PLE Self-steering Self- Development Self-delivery Negotiation Co-ordination Monitoring Self-organisation

  10. Steering Env. Development Delivery Self management • Negotiating Learning: • Commitments to different activities • Coordinating courses: • Managing time, scheduling, resources, materials, colleagues, reading, activities, making overall sense • Monitoring: • Am I making progress on each course as I expected? - reflection • Self-organised collaboration • Finding synergy between courses activities • Development: • New courses? New materials? New colleagues? Where next? PDP

  11. Personal Learning Environment • Personal management tools • External services in the broader environment • Institutional • On the wider web • Content/resource services • People services • Interaction/activity services • …

  12. Managing commitments • Oxford: do people want to connect internal and external interests? • Easier for CPD type courses? • RB: Microformat skin • Learners/teachers? • Persistence of environment • Prioritisation • Use social networks to help with commitment decisions

  13. Coordinating time, resources, people, institutions Standards RSS, FOAF Increased flexibility and choice for learners to coordinate how they want

  14. Self Monitoring • Teacher monitoring • Feedback from… • Model questions • Structured reflection • Discussion spaces • Trust network: peer review, informal assessment • Sending your learning out

  15. Making connections • Tagging? Trust levels in tags… dynamic map • Pre-university groups: • Social space for inter-course communications • Student societies use facebook –personal and group homepages

  16. Personal development planning

  17. Managing identity

  18. The modern learner • Will learn in many contexts • University, workplace, informally • Wants to control when and how they learn • Not tied to timetables • Will learn continuously • CPD, work-based, interest driven, personal development • Needs tools to help synergise learning • Personal tools • Portfolio • Extra-institutional

  19. Defining Personal Learning Environments – a pattern approach • Context patterns • setting-up (and destruction) of relationships – either between a tutor and a student, or a student and other students in a learning relationship; e.g. navigating and joining courses, • Conversation patterns • Mechanisms for maintaining conversations in learning, including support for moderation and collaboration; e.g. editing, managing, structuring • Network patterns • communication between an end-user tool and a service; conduits (accounts), feeds, protocols • Resource patterns • the actual content of the data that is transferred and its categorisation into particular forms, and the services which relate to its acquisition; e.g. search, folders, sharing/publication, rating

  20. Defining Personal Learning Environments – a pattern approach • Social • These patterns relate to the management of personal profiles together with the management of other social contacts and contexts (buddy lists, presence, blacklists) • Team • management of groups which may be formed from the sharing of practices. (teamlists, teamfeeds) • Temporal • management of personal time (calendaring services, alarms, todo lists, sequencing etc.) • Activity • The nature of the activities which people undertake when learning (e.g. collaborations.) • Workflow • The organisation of the sequenced activities, which may include technologies to support the management of commitments made by both student and teacher (e.g. learning designs)

  21. Key Services • Activity Management (coordination of resources and people) • Workflow (sequencing of activities) • Syndication and Posting (access to content, feeds) • Rating and Annotation (resource management) • Group (management of people and social networks) • Presence • Exploration and Trails (finding opportunities) • Personal Profile (identity, portfolio)

  22. o.liber@bolton.ac.uk http://wiki.cetis.ac.uk/ple

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