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Establishing personal learning environments on tablet computers:
The document discusses establishing personal learning environments (PLEs) on tablet computers to enhance the student experience in higher education. It covers the importance of information literacy, the role of PLEs and digital capabilities in developing employability skills, and various approaches for teaching these competencies. Additionally, it explores the implications of technology in education, emphasizing personalized learning and the involvement of students in their learning processes.
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Establishing personal learning environments on tablet computers:
- 1. Establishing āØ Personal LearningEnvironmentsāØ on tablet computers: āØ enhancing the student experience through HE/FE and beyond: exploring the implicationsāØ Brian Whalley University of Sheffield ! [email protected] brianbox.net
- 2. A discussion ā¢ Involvingyou, colleagues, students So: Think about the two good/better/best/ideal things that your institution could do/ deliver/instigate etc to make your job easier/better/ Write them on a PostIt, (with your job title at the top) and pass them forward. Meanwhile: close your eyes, and imagine what reality is likely to be like, what are
- 3. The āKnowledgeā orDIUKW Pyramid Intelligence Knowledge Information Data Human, judgmental Contextual, tacit Transfer needs learning Codifiable, explicit Easily transferable Wisdom
- 4. Conceptions of Information Literacyin an International Context (BLDS) 4-6 September Chat Literacy Network community.eldis.org/.59e9ac6e/
- 5. Day 1: Whatis information literacy? ā¢ explores conceptions of IL in different contexts and domains: ! ā¢ differences, for instance, between its application in scientiļ¬c research and the social sciences; ! ā¢ help identify the skills, knowledge, behaviour associated with IL;! ā¢ discuss standards, models and frameworks that can be applied.
- 6. Day 2: Whatis the link between information literacy and research skills? ā¢ What role does IL play in developing the skills of the young researcher or an effective employee? ! ā¢ critical link between IL and building research capacity; sharing approaches and strategies for mitigating challenges,! ā¢ raising awareness and communicating the value of IL in your organisations.
- 7. Day 3: Whatare the effective tools and approaches used in teaching ā¢ Share your experiences of teaching IL and measuring the impact of your training! ā¢ Changing behaviour and building lifelong learning skills requires a unique learning approach! ā¢ What tools and approaches have worked most effectively in your context? ! ā¢ challenges of teaching large and increasingly remote learners?! ā¢ What innovative approaches are you using to engage the learner in IL?
- 8. Who said thisand 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!
- 9. UNESCO (2002) individuals who, āknowwhen they need information, and are then able to identify, locate, evaluate, organise and effectively use the information to address and help resolve personal, job related, or broader social issues and problems.ā JISC - Digital Literacy ā to "define those capabilities which fit an individual for living, learning and working in a digital society" Digital and Information Literacy Which is probably what Zonker needs ā¦
- 10. Where are wenow? ! and where might we be going? Gary Trudeau, āDoonesburyā, Guardian, 2012
- 11.
- 12. So, Where Developing studentsā digital capabilities Employability and graduate attributes Developing digitalDigital literacy professional in subject expertise of disciplines all staff Do YOU Come in?
- 13. Personalised learning?āØ in personallearning spaces? How do we personalise and in what learning spaces?
- 14. And for learners: āEveryoneshould be able to participate and control their own learning processā (Knowles 1987) ! Does a VLE (really) allow this?
- 15. Learning Spaces, āØ whereare 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) āLearning takes place through the active behavior of the student: it is what he does that he learns, not what the teachers does.ā (Tyler, 1949 in McLuhan 1965)
- 16. Personalising in variouslearning spacesā¦..
- 17. Some people andtheir concepts Alan Kay ā The Dynabook "The best way to predict the future is to invent it." Neal Stephenson ā The Young Ladyās Illustrated Primer (Diamond Age) Douglas N Adams ā The Hitch-Hikerās Guide to the Galaxy - āThe Bookā
- 18. The Book? ! Not justyet TTheYoung Ladyyās he You g Lad ās Illus r at d P imer Illusttrat ed Prrimer
- 19. Personal Learning EnvironmentāØ Adefinition: As such, a PLE is a single userās 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 āideas about PLEs are still formingā) ! Work by Scott Wilson and Stephen Downes Technology Enhanced Learning (Dillenbourg)
- 20. Alphabet Soup ā¦ā¦ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ WiFi- Wireless Fidelity (network) WLAN - wireless local access network DITF - Digital Inclusion Task Force OFCOM - Independent regulator and competition authority for the UK communications industries LTE - Long Term Evolution (4G) 300Mbit/sec (MIMO) HSPA - High Speed Packet Access - 3G PLE - Personal Learning Environment (vs VLE) GLE - group lesrning Environment PLS - Personal Learning Space
- 21. iPad use andusageā¦. And it does not have to be internet connected
- 22.
- 23. Some Questions toacademics 1 Do you have an āethernettedā computer on your desk? 2 Do you use electronic mail regularly? 3 Do you use electronic bibliographic databases regularly? 4 Do you browse the WWW regularly for useful teaching or research material? 5 Do you use multimedia materials for teaching? 6 Do you browse your libraryās current periodicals shelves regularly? 7 Has your library maintained all its periodical subscriptions? W B Whalley 1995 Computers and Geoscience Communication, Geologic, in Terra Nova 7, 6 641-644.
- 24. Personal information strategy Searchtools metadata use Information! needs Information use regular RSS feeds Web: Google Scholar Wikipedia Sociability 43 things Flikr digital Sources E-books Books Ad hoc requested unsolicited paper Reusable Educational Objects Filter immediate Outputs Report Talk Letter etc.. Process Read! h Redirect! u Process! m Save/ļ¬le/trash a n Memory Review later (Connected) laptop PDA Mobile Bibliographic & image tools Grey cells? Computer
- 25. Stephen Downes "... onenode 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 ā an environment rather than a system". ! Also contributions by Graham Attwell, Scott Wilson and Mark van Harmelen
- 26. Connectivism ! "theory that learningconsists of making the right connections." George Siemens and Stephen Downes āØ 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
- 27. BYOT & BYOD Deviceseach student is likely to have within a technological remit Some implications ā¦ā¦.. ā¢ Already in schools ā¢ Students will want to use WiFi āeverywhereā ā¢ Institutions can save (some) money by reducing computer suites (and what are students using these computers for anyway?) ā¢ Do institutions need to spend money on major software?
- 28. What scenario? In thearea of e-books, libraries are, I believe, confused about what they want, particularly in terms of business models. ā¦. ! Do libraries want to regress to emulating the printed book? Or do they want to use digital books within a site license framework as an extension of current trends, treating e-book readers as just another display technology that their patrons may exploit? Or do libraries want some new hybrid solution that permits, for example, the acquisition of "peak load" copies of popular works for circulation for a limited time when they are popular and in high demand? Lynch, 2001
- 29. Current examples ofrecent two texts Book examples (pop)
- 30. Challenges for ālibrariesā ā¢Students will use their own devices ā¢ Students will not necessarily come into libraries (or even institutions!) ā¢ Students may/will want (?) textbooks on their machines ā¢ How can education be better personalised? ā¢ You may need to give more advice (to students) on āAppsā, facilities and DIL in general ā¢ You may/will have you work with developers and even academic staff (who tend to be TLT) ā¢ How can PLE and personalised spaces help you/us/me
- 31. A few thingsfor students (and staff) ā¢ 2007, TUC described the UKās Facebook users as ā3.5 million HR accidents waiting to happenā (Sheffield UCU Bulletin)
- 32. Authors - andinstitutions ā¢ ā¢ ā¢ ā¢ ā¢ Do academics write textbooks for money? Courses produce textbooks Treatises or memoires - low numbers Something to say (RAE) Buried consequences ā Costs ā Copyright ā¢ Ways out of the dilemma? ā Self publishing, university publishing ā Re-usable Educational Objects
- 33. Bernal thought thatāØ amodern information service should: ? s? ā¢ send the right information ET ent Y d ā¢ in the right form N tu ā¢ to the right people PE r s P o and HA F ā¢ arrange those facts, of swhatever diverse IS r ? origin, or bearingH hany particular topic and T on e S rc should be integrated for those studying that E a topic O se D e rr Fo
- 34. Characteristics of Collaborative Learners ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ ā¢ learnerslearn together : through discussion, debate, questioning, problem solving, supporting learners develop their own questions and search for their own solutions share resources share the learning task cooperate and reciprocate cooperation do not compete have full and equal access to academic rewards: everyone can win understand the educational benefits of group work understand that they can āconstructā their own knowledge tolerate multiple perspectives enjoy diversity But how easy is it to get students to participate?
- 35. Things we allneed to look at ā¦ and security in general
- 36. Maintaining activity ā¢ Tutorcan maintain activity by : ā¢ netweaving - finding patterns and making connections ā¢ helping learners learn through discussion and social interaction ā¢ real meeting of minds and not just un-associated pieces of text ā¢ helping learners transfer existing educational metaphors to online learning design ā¢ āhowā you communicate is as important as āwhatā you communicate eg by personalising what you say ā f2f talk is highly personalised ā online conference text ā the written word is formal
- 37. The Illustrated Primerāā¦ is an extremely general and powerful system capable of more extensive selfreconfiguration than most. ā¦a fundamental part of its job is to respond to its environment.ā The Diamond Age, Neal Stephenson, 1995 p. 108.
- 38. Staff Uptake Technophobic LudditeTendency From Sim DāHertefelt: ! The Skeptical Internet User Does Not Search www.interactionarchitect.com/articles/article20001122.htm