First Edition
Open Network Learning Environments: The future of online learning
Northern Arizona University College of Education ETC 655 - Spring 2013
Forward
Forward
In order to understand the basis for Open Network Learning Environment (ONLE) strategies it is important to first define the subject. On its face, it appears to have to have a similar perspective to online learning strategies, and to a generalist unfamiliar with either frame of reference they would likely be lumped together. According to Tu et al (2012) “ONLEs are digital environments that empower learners to participate in creative endeavors, conduct social networking, organize/reorganize social contents, and manage social acts by connecting people resources and tools by integrating Web 2.0 tools… .” (Tu et al, 14) Although this is by no means a complete evaluation of what an ONLE is or can be, it gives a good starting point for our text. An online learning environment on the other hand tends to be represented in one of two ways, either as a vague and all encompassing theory of internet based education, or more typically, an online environment that is created for the purpose of exploring education through a specific modality and private environment. It is quite plausible that without one, we could not have the other and by that We would argue that without online instructional strategies we would have no basis or theory for the larger process of ONLEs. The proliferation of the web, internet based social networking and cloud based applications have in many ways ripped the doors off of the world of education and created a more transparent, vibrant and creative way to achieve ii
the overall goal of learning. The important consideration to weigh is how the aspect of open and dynamic tools create a more robust learning environment that relies upon constructivist and connectivist theory, as opposed to a mere reproduction of traditional learning in an always available online sense within a closed network that we may see in a traditional approach to distance education.
Overview of Chapters: In this text, we will be exploring the following topics, our goal is to provide relevant information and tools to the reader so that a greater and deeper understanding of the topic and the larger platform can be achieved. Chapters are capable of standing on their own if you are seeking information on a specific content area, but we suggest working from this foreword through the entire text in order to derive the greatest benefit from the techniques utilized.
Chapter 1: Foundations & Theory Learners in an ONLE are able to take control of their learning and education. Technology has changed the face of education by enhancing the playing field of online learning. ONLE allows students to create a path for their own education and to take on-
line learning to a new level by creating personal learning environments that fit their educational and personal needs. ONLE and PLE allow students to customize their learning by working at their own pace, collaborating with their peers, and by utilizing a variety of web 2.0 tools to enhance their learning. These concepts directly relate to the Constructivist learning theories which allow and encourage the learners to take an active role and be active participants in their education by utilizing Web 2.0 and the newer Web3.0 online tools, resources, and previous knowledge to develop their learning. Open network learning environments and personal learning environments have allowed learners to become active participants in their education along with creating a learning environment that works for them. The use of these environments does not reduce the role of the instructor as now they are more of a facilitator directing as necessary other possible environments to explore.
Chapter 2: Strategies This chapter focused on the key strategies for use in an ONLE and PLE classroom. To have a complete and cohesive ONLE and PLE classroom all of the strategies need to be included and used for their own educational value. The ONLE and PLE classroom must incorporate all of these: Game-based learning, Geolocation based learning, Augmented reality, Cloud computiii
ing, Mobile learning, Information visualization, Networking, Social tagging, RSS, Remix, Sharing, Mashup, Aggregation, Community-Community interaction, User generated content, Participatory web. This chapter gave a clear definition of all. strategies while also providing its usage in the environment. By understanding and reading through the strategies a classroom can easily transition to this 21st century environment model. And by gaining a deeper understanding through activity and participating in the chapter students and professors alike will be able to competently navigate through the theory and practice of ONLE and PLE.
Chapter 3: Web 2.0 Web 2.0 tools and the future of Web 3.0 tools are tackled in Chapter 3. The concepts of PLE and the relationship to ONLE is a major component of this section of the book. Tool selection in an ONLE is a important decision and can dramatically affect the learning outcomes. Collaboration tools as well as social networking tools will be discussed. The learning activities in this chapter will assist learners in selecting tools and to understand the evolution of web tools through the years.
Chapter 4: Design & Linkage " The main topic of exploration in Chapter 4 is the Design and linkage between ONLE and PLE. Assignments will integrate and explore ONLE through all levels (Adult, Secondary, and Primary learners). This chapter will focus on the customization of a personal learning environment that will support ONLE learning.
Chapter 5: Development & Teaching The purpose of chapter five is to look into the teaching and development of ONLE and PLE in the classroom. Throughout this chapter you will be engaged with an interactive learning environment and activities including videos, links to additional sites and web 2.0 tools. The topics of using ONLE to enhance students learning by driving their own learning and curiosity is discussed. Allowing students to learn on their own enhances motivation and gives a great sense of accomplishment. The quality and strength of understanding becomes more apparent given the opportunity to be connected with others through collaboration. Using interactive teaching methods through online learning enables the learner to incorporate the way they connect student learning using their own ONLE and PLE. The use of network learning activities to facilitate collaboration will also be encouraged to support the use of ONLE and PLE. iv
Chapter 6: Emergent Ideas and Approaches " Finally, we are getting to ONLE. The ONLE concept is a pedagogy that allows, and promotes the idea of Connectivism. The Connectivist approach and ONLE go hand in hand. ONLE is the environment that allows for the freedom to develop the connections necessary to aggregate ideas in a way that makes sense to the learner, and since information, collaboration, and networks are ever-changing, so is the Connectivist learning. “One of the most persuasive factors is the shrinking half-life of knowledge.” (Siemens, 2005). Siemens was referring to rate at which knowledge becomes obsolete, which furthers his idea of understanding and connecting to information rather than memorizing the information. Open Network Learning Environments is defined succinctly by Chi Tu in his article In Press: Concepts of PLE and ONLE. “ ONLE is a digital environment that empowers learners to participate in creative endeavors, conduct social networking, organize and reorganize social contents, and manage social acts by connecting people, resources and tools by integrating web 2.0 tools to design environments that are totally transparent or open to public view...” (Tu, 2011).
are exploring. The chapters build upon one another, and by moving through them logically and sequentially, we feel this will give the learner the best possible grasp of content. Finally, the material and theory itself is dynamic and ever changing, over the course of writing the text the evolution of ONLE environments changed practically every few minutes due to the nature of the theory (it is open to the whim of the larger world after all). We anticipate that by the time of publishing this text even though it is nearly instantaneous from when it is complete, certain things may have slightly evolved to be different than our presentation of content. Our overall hope is that we have presented the tools all members of a learning environment will need in order to fully engage one another in a community through the use of an ONLE, regardless of how different the look may be in the future.
You will notice as you move through this text that each chapter focuses instructional strategies on PLE and ONLE and embraces Network Learning Linkage Design. Authors have attempted to not only present the information they feel most relevant, but have done so by modeling the instructional point they v
Foundations & Theory
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“Learners in an ONLE are able to take control of their learning and education. Technology has changed the face of education by enhancing the playing field of online learning.”
Chapter 1
Foundations & Theory of PLE & ONLE
Chapter Objectives 1. Students will be able to identify a PLE and ONLE. 2. Students will be able to provide examples of how to integrate a PLE. 3. Students will be able to provide examples of how to integrate a ONLE. 4. Students will be able to locate resources to extend their knowledge about PLE and ONLE.
Based on the Wordle we can see the larger words are where that individual word comes up more often in in the various items that we talked about. Obviously learning is the key objective to a personal learning environment (PLE). From there we see that the learners come in a close second with online learning environment (ONLE), and environment right behind. The environment itself is found within the various Web 2.0 tools that the various individuals use. The smaller the words the less frequent we would see them within the various paragraphs and literature. The wordle contains many of the items that we would find within a PLE. The shear number of them make it prohibitive to list them all or go into any real detail. The largest portion of a PLE that you can not see within the wordle itself would be the numerous Web 2.0 tools that are common throughout any individual PLE. 7
As displayed in the Wordle, when discussing a PLE some of the main words that stick out are “individual”, “technologies”, and “knowledge”. These words help summarize how a PLE works and how they can best benefit the learning or the learners themselves. When discussing an ONLE, the words “environment”, “tools”, and “strategies” are key to this concept. They are the basic framework when working in an open network learning environment. All in all, the Wordle clearly expresses the key foundations and theories that support a PLE and an ONLE.
Foundations of a PLE PLE or personal learning environment is an individual set of programs, sites, people and communities exist to help the learner create his or her own educational situation so that it is truly learner centered. It is a social learning place where the individual can learn from others and continue their learning well past the end of any course or class. Shaikh and Khola (2012, pg 24) state that it is through the help of knowledgeable peers that we are able to continue to learn through this social situation. Teachers can motivate their students to take the lead in a PLE through the training and teaching of how to utilize this new way of learning. This environment acts as a guide for the student in how best to utilize the tools and to adapt them for their needs.
Shaikh and Khola (2012, Pg 24) take their explanation one step further by calling a PLE a paradigm shift. They describe it as an environment that is fairly easy to use and based on the fact that since learning is a continuous process the Web 2.0 sites allow for the constant and ever evolving changes that are taking place. They state it has to contain content in order for the learner. Connections so that they can learn from others within their community. A collection of tools that are easily usage without a lot of effort on the learners part. A way to communicate through social networks with others. A PLE has to contain the ability to collaborate and interact and learn from others to be an effective tool. Tu (2012) does argue the same things in general. A PLE enables the learners to create their own unique learning environment through the use of the WEB2.0 tools to connect people and resources for each learner individually. As this is an emerging field it is difficult to nail down everything that would be contained in a PLE as it is an ever changing environment.
Theories of a PLE " Perhaps one of the easiest ways to think of the PLE would be that of a Massive Open Online Class or MOOC. When one considers what is involved there is not real end to a MOOC since there is not an end point. It is an online environment that 8
large numbers can join with no real final outcome. Of course we have a common beginning and that being the individual student themselves From that point on every individual could and often does take a different pathway. As members of a PLE, there really is no major rules that are followed other than to set up your environment according to your needs. Yes it is possible that two or more people could have the same connections within their environment. The theme itself though is dependent on the individual learner. As the learner develops over time the environment would change and a new set of solutions will crop up or become altered to account for any changes that have occurred.
PLE Check for Understanding Question How can you integrate a PLE into your own instruction or learning?
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Foundations of ONLE Dabbagh and Bannan-Ritland (2005) define online learning as “an open and distributed learning environment that uses pedagogical tools, enabled by Internet and Web-based technologies, to facilitate learning and knowledge building through meaningful action and interaction” (p. 15). Online learning also may be referred to as e-learning, e-training, or web-based instruction. An online learning environment promotes its learners to gain information through various strategies and supports the learners from an individual standpoint. When considering an ONLE, the emphasis shifts to the learners, where collaboration, creation, sharing, connecting, and communicating our flourished (Allen & Seaman 2010). This type of learning requires participants to be fully engaged in their learning and be sufficient contributors to all learner’s knowledge. Online learning environments have changed the dynamics of the traditional classroom. E-learning provides an opportunity to bring together individuals into one community that surpasses physical space and time to unite and engage them in purposeful learning.
Mashup, Social Content Sharing, Remix, RSS, Social Tagging, Social Networking, Information Visualization, and Mobile Learning/Ubiquitous Learning. Another element of an ONLE are the tools and technologies used within this environment. Learning technologies, asynchronous and synchronous communication tools, such as email and chat, and multimedia technologies like graphics, video, and animation, enable the implementation of these instructional strategies that make up an ONLE. (Dabbagh & Bannan-Ritland 2005).
The main foundations that make up an ONLE are the instructional strategies that form this environment. These will be discussed in depth in Chapter 2, but are specific in their function and provide many benefits to the learning environment. Some of these strategies include Participatory Web, UGC, Community-Community Interaction, Aggregation/Aggregator, 10
Theories of a ONLE " An Online learning environment or ONLE for short, is a digital environment that takes place within the realm of the online classroom. It is through these online environments that the learner along with others performs collaborative work and actually increases their knowledge. Tu (2012) states that the PLE and ONLE actually shift the learning from consumption to creation and participation through the various tools that are used. The very idea of an ONLE is that there is no knower of all and everyone is a participant through the social network.
Constructivism is one of the major theories related to ONLE. Constructivism is a theory based on how people learn and construct their own understanding of concepts they are being taught. The constructivist principles for online learning are as follows: Interactive learning This type of learning comes naturally for people. Learners can work on activities and discussions to reflect on their own learning. Interaction between others is imperative in online interactive learning. Facilitating learning Instructors monitor the learning and discussions and support the learners by creating guidelines and directions for the learners and create a comfortable and safe learning environment for the learners. Authentic learning Creating a learning environment that can relate to real life situations to allow for authentic learning. Learner-centered learning This relates to self-directed learners. They tend to be motivated and use a problem-solving approach to learning. They evaluate their own learning to meet the goals they have set. 11
High quality learning
G LOSSARY
Higher order thinking skills are required for students to analyze the information they are receiving from OL. Learners must transform the information in to applicable, valuable knowledge.
PLE (Personal Learning Environment): These are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, both content and process, and communicate with others in the process of learning.
ONLE Check for Understanding Question How can you integrate an ONLE into your own instruction or learning?
ONLE (Open Network Learning Environment): A learning education system based on the web that models conventional inperson education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum links. Learning environment: The physical or virtual setting in which learning takes place.
Required Readings: Personal Learning Environments Online Learning Environments and Their Applications to Emerging Theories of Educational Technology Learning Activity Teaching Resources
Online community: A meeting place for people on the Internet. Designed to facilitate interaction and collaboration among people who share common interests and needs. Online communities can be open to all or by membership only and may or may not offer moderator tools. Synchronous learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other.
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Resources: Use the following link to access our resources for this Chapter. [Chapter 1 Delicious Resources]
R EFERENCES :! !
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Allen, I.E. & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Retrieved from http://www.sloanconsortium.org/publications/survey/pdf/ learningondemand.pdf.
Shaikh,A.A. & Khoja, S.A. (2012). Role of Teacher in Personal Learning Environments. Digital Education Review, 21, June 2012, pps 23-32. Retrieved from http://journal.webscience.org/568/ Tu, Chic-Hsiung. (2012).Personal Learning Environments & Open Network Learning Environments. Tech Trends, 56, number 3, June 2012, pps 13-19.
Camacho, M. & Guilana,S. (2011). From personal to social:Learning environments that work. Digital Education Review, 20, Dec 2011, pps 24-36 Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_n fpb=true&_&ERICExtSearch_SearchValue_0=EJ959271&ERIC ExtSearch_SearchType_0=no&accno=EJ959271 Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle River, NJ: Pearson Education, Inc. " " " " Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Retrieved from http://nancy-rubin.com/2012/07/21/constructivism-and-online-le arning/ 13
Strategies
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“The ONLE and PLE classroom must incorporate all of these: Game-based learning, Geolocation based learning, Augmented reality, Cloud computing, Mobile learning, Information visualization, Networking, Social tagging, RSS, Remix, Sharing, Mashup, Aggregation, Community-Community interaction, User generated content, Participatory web.”
Chapter 2
Instructional Strategies for PLE & ONLE
Chapter Objectives 1. The learner will apply Instructional strategies in which can be utilized in a PLE and/or ONLE. 2. The learner will use instructional strategy information to determine the uses for enhancing learner goals. 3. The learner will engage in applying instructional strategy use to enhance understanding of PLE/ ONLE. 4. The learner will determine goals for developing a PLE/ONLE
To guide our learning, data visualization is used to support different learning styles, engage learners, as supplemental media. It can also be used as student created content. It is used to graphically represent important ideas. " The above wordle, depicts the main themes of this chapter. ONLE instructional strategies were the focus here. This chapter goes deep into ONLE instructional strategies. One of the biggest words depicted above is content. ONLE instructional strategies focus on the way content is delivered, absorbed, shared, or stored. Learning is also a big word. ONLE instructional strategies are used to advance users in their learning.
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Participatory Web Participatory Web is just that. Learners participating in contributing online content. Beer and Burrows (2010) explain it as participators are part of the production and consumption of material on the web. Many of the following instructional strategies fall under the umbrella of participatory web. Participatory web instructional strategies include “web 2.0 technologies such as blogs, wikis, social tagging, and social networking sites” (Farrell, Kellogg, and Thomas 2008). When Tim Berners-Lee invented the idea of the Internet. He envisioned it becoming a collaborative medium where users could meet and “read and write” (Richardson, 2006). For participatory web to considered in an ONLE context, it is integrated with other ONLE instructional strategies, such as user generated content or communitycommunity interaction (Tu, n.d.)
anyone or group of people that create content to be used or seen on the web. Clever, Kirchner, Schray, & Schulte (2009) relays three main characteristics of UGC. First, a publication requirement. It has to be published somehow, i.e. blog or social networking site. Second, creative effort. Users have to put forth their own effort to create their own content. Third, creation outside of professional routines and practices. Users contribute their content without the expectation to be paid for their content. Wikis, blogs, multimedia sharing services for photographs, videos, podcasts, and social/professional networking sites (Instructional stragegies, 2012). Wikipedia, Blogger, Flickr, YouTube, and Facebook are examples of these. When it comes to applying UGC to ONLE, Chi (n.d.) says that we frequently integrate UGC with participatory web to enhance learning. It is important to note that for UGC to work with ONLE, learners need to do more than just share their content. Other learners need to be reading and participating in that user generated content.
User Generated Content (UGC) What is User Generated Content? YouTube video: http://www.youtube.com/embed/VAoDsOV_a3Y “When Time designated ‘you’ as Person of the Year 2006, the editors paid tribute to the millions of anonymous web users who dedicate their creative energy to a booming web culture” (Van Dijck, 2009). UGC is just what the term says. It is considered
Community-Community Interaction “When learning takes places between a group of people with common interests living together within a common location, humans participate in community learning” (Leh, Kouba, & Davis 2005). When we take community-community interaction into a web based setting, we have users with common interests learn16
ing and sharing with one another. It is outside the confines of a course without a defined time frame. For example, students who have taken a certain course can have communitycommunity interaction when they continue to learn and share with other members from different semesters of the same course. In an ONLE, students don’t have to be formally enrolled in the course either to take part of the communitycommunity interaction if the materials are freely available.
Aggregation; Aggregator “Aggregator refers to a web site or computer software that aggregates a specific type of information from multiple online sources” (Aggregator, n.d.). There are different types of aggregators and they are classified by the type of information they gather. Reddit, Mixx, Delicious, Digg, and StumbleUpon are all examples of aggregators. In an ONLE context, users can use something like SymbalooEdu to aggregate various RSS feeds to see all of their information at once.
Mashup Mashup is an Open Network learning Environment strategy in which users are able to develop and share information with others. This strategy allows for use of multiple resources in one lo-
cation. It allows for learners to build content in one central location from external resources and place them in a centralized location to support learning. This strategy includes resources such as text, links, visuals, medias, etc. There are a variety of 2.0 tools that can be used to place digital content in one location. These include the use of Social networking sites, blogs, wikis, etc. According to O’Brian (2006), “A mashup is a visual remix, commonly a video or website which remixes and combines content from a number of different sources to produce something new and creative. Mashups provide internet users with an innovative and creative way of using and viewing material on the internet” (p.1). The purpose of these mashups are to provide learning in areas of interest.
Social Content Sharing Social Content Sharing allows for one to access information that they or someone else has shared on the internet. According to Franklin(2007), “Social bookmarking can support development projects and research projects, allowing an information resource base to be constructed in a collaborative way” (p.12) Blogs, wikis, and sites can be used for social content sharing. Documents, video, and photos are also considered content that can be shared. The user who uploads content online realizes that content can be used by others, especially when information 17
is tagged using keywords for searches. Additionally, social content can be found conveniently through search engines by others.
Remix Remixing deals with content that is used from a source and combined to create new existing content. According to Burwell (2012), “Currently,we might think of it as including the recombination of music, sound,images, and words from sources such as film, television, video, online games, advertising, and novels” (p.24). This information can be remixed into an updated creation and the final version displayed. This remix can then be posted online. Burwell (2012) states, “ Remix also opens the door to valuable discussions of issues such as intellectual property, corporate media power, and the ethics of digital creativity” (p. 26). Copyright laws can be used for those that want to protect their work. However, many websites online have offered tools to allow for remixing in order to allow for creativity and innovation.
RSS Really Simple Syndication (RSS) allows for code use in order for users to subscribe to content that is being created or shared online. The content can be retrieved from blogs, news, magazines, websites (such as educational or governmental), etc. An RSS feed allows for the end used user to not have to search for and retrieve content but for the content to be delivered to the end user. The end user decides on the content that is to be delivered which allows for reading only information of interest. Stephens (2012) states, “ Reading sites via RSS has appeal or those of us who want the raw information. The experience might feel less like Web 2.0 and more like a Usenet forum or a text-based e-mail client, but the ability to read your chosen information sources across platforms in a lowest-commondenominator format removes much of the work from keeping up professionally” (p.27). Users are allowed to only have to retrieve information from one site or central location rather than logging in or searching through a variety of resources, thus assisting with time management.
Social Tagging Social tagging or Folksonomy is a classification system that allows students and participates to label and categorize information that is being viewed. The terms can be labeled from the 18
broad sense to narrow. It all depends on the participated needs and planned usage of materials. In an ONLE or PLE classroom students and teachers use this as a tool to share common information. The tags can help students see the connection between articles and sites that relate similar information. Sites such as delicious.com utlize this system and allows for easy particiapte access to filtering tagged informtion. Also by using social tagging students and teacher from various years and cohorts can view relatable content from previous years based on tags.
can follow, like and participate in content creation. This will keep participants up to date with the learner resources.
InfoViz InfoViz, also called information visualization, is used to create a visual representation of given information. This is a process that helps participants supplement their learning with a different presentation of the given information. For this strategy students need to create the supplemental tool with a form of digital media. This can also be applied to other strategies by sharing and follow fellow participants InfoViz creations.
Social Networking Social networking is the usage of dedicated online social media sites to create a community to create and share user driven content. This can be done in a formal atmosphere or very casually. Users share everything from written works to child photographs. Once the community is established users then follow, like and comment on others postings and works. This fosters the sense of community and interest based learning. For the online classroom environment social networking can be used to help students generate content and follow those creating applicable information. Also in social networking students
Mobile Learning " This is the strategy the promotes participates to access their learning environments outside of the traditional setting. No longer are students tied to desks at home or in the classroom. Mobile learning requests that students utilize technologies like smartphones and tablets to connect from other locations. This allows students from all over the world to experience their learning environments in real time with real life connections.
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In the ONLE classroom the ability to use mobile learning will allow for students utilize other strategies such as augmented reality. Students can also use their mobile devices and an extension of their personal learning environments by using dashboards to contain all of the class information. Last, this concept is highly recognized and many companies and school groups have created applications that can be utilized in this way. "
G LOSSARY ONLE instructional strategy: Strategies used to enhance the students ability to utilize the learning potential for an “Open Network Learning Environment”. This works as an entire class delivery system. They include: Game-based learning, Geolocation based learning, Augmented reality, Cloud computing, Mobile learning, Information visualization, Networking, Social tagging, RSS, Remix, Sharing, Mashup, Aggregation, CommunityCommunity interaction, User generated content, Participatory web
PLE instructional strategy: Strategies used to enhance the students ability to utilize the learning potential for a “Personal Learning Environment”. This system works on an individual student level. They include: Game-based learning, Geolocation based learning, Augmented reality, Cloud computing, Mobile learning, Information visualization, Networking, Social tagging, RSS, Remix, Sharing, Mashup, Aggregation, CommunityCommunity interaction, User generated content, Participatory web Social Tagging: A folksonomy is a system of classification derived from the practice and method of collaboratively creating and managing tags to annotate and categorize content Learning Resources: Any resource with educational value. Includes: Students materials, Online materials, Teacher produced materials, Primary sources, Online educational content
Online learning strategies: Strategies that are utilized by both students and teachers to enhance the online learning experiences. They include: Learner to learner interaction, Learning resources, Online collaboration, Online learning community, Online student publishing, Peer evaluation
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N ETWORK L EARNING A CTIVITIES /A SSIGNMENTS Network Learning Activity #1 Create a series of instructional videos on various Web 2.0 tools to be used in your course. These can be done by using a presentation application with voice instructions or a demonstration of the tool using a screen capturing/voice recording application. These are just a few examples. Use items related to your courses. These videos can be about how to navigate a class website, or creating an account for the tool to be used, or the procedure for uploading work to be turned in. Once those videos have been created, make them available publically. For example, upload them to YouTube and make the URLs available to your student. Assessment for Network Learning Activity #1
Network Learning Activity #2 Create a mashup on a website for our class of the ONLE instructional strategies you have learned. Make sure to combine several Web 2.0 tools into this one location. Look at other websites in order to make a remix to create your own website. Ensure it has an RSS feed widget and in order to share this content make sure to share the website information on twitter with
hashtag ETC. Use other ETC classmate contributions from Twitter to add several more mashup resources to your website. Assessment for Network Learning Activity #2
Network Learning Activity #3 Tag all required readings and a selection of the suggested readings to a delicious account. Also update this selection of information as more content is made available. Find a professor or an ETC class on twitter and follow the class to keep up to date on latest information and research. When usable material for class comes up from following these sources tag them to the account. Use a program such as poplet to create a web or flow chart that can track the information from these sites that help with the understanding of the usage of ONLE and PLE strategies. Add this InfoViz to the previously created website along with a listing of tagging architecture for your delicious content. Assessment for Tagging Activity #3
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R EADINGS Required readings Optional/Suggested Readings Teacher Resources
strategies while also providing its usage in the environment. By understanding and reading through the strategies a classroom can easily transition to this 21st century environment model. And by gaining a deeper understanding through activity and participating in the chapter students and professors alike will be able to competently navigate through the theory and practice of ONLE and PLE.
D ELICIOUS T AGGING A RCHITECTURE "
Tags: ETC655, Strategies
Link to Delicious D ISCUSSION Q UESTIONS C HAPTER S UMMARY This chapter focused on the key strategies for use in an ONLE and PLE classroom. To have a complete and cohesive ONLE and PLE classroom all of the strategies need to be included and used for their own educational value. The ONLE and PLE classroom must incorporate all of these: Game-based learning, Geolocation based learning, Augmented reality, Cloud computing, Mobile learning, Information visualization, Networking, Social tagging, RSS, Remix, Sharing, Mashup, Aggregation, Community-Community interaction, User generated content, Participatory web. This chapter gave a clear definition of all.
●" What are the strengths and weaknesses of ONLE instructional strategies? ●" What are the main differences between ONLE instructional strategies and online learning instructional strategies? ●" After learning about ONLE instructional strategies, pick one and give an example of how you would integrate it into your teaching. ●" Can these strategies but used with each other in a single activity? If so, which instructional strategies play off of each other well and can but used in conjuction for one or several activities? 22
R EFERENCES Aggregator. (n.d.). Retrieved from http://en.wikipedia.org/wiki/Aggregator Beer, D., & Burrows, R. (2010). Consumption, Prosumption and Participatory Web Cultures An introduction. Journal of Consumer Culture, 10(1), 3-12. Burwell, C. (2012). MIXING IT UP: BRINGING YOUNG PEOPLE'S DIGITAL CREATIVITY TO CLASS. Education Canada, 52(4), 23. Retrieved from: http://ehis.ebscohost.com.libproxy.nau.edu/ehost/pdfviewer/pdf viewer?vid=6&sid=5717c345-4411-4d22-82cf-0f8cb0d7a49e%4 0sessionmgr11&hid=4 Cha, M., Kwak, H., Rodriguez, P., Ahn, Y. Y., & Moon, S. (2007, October). I tube, you tube, everybody tubes: analyzing the world's largest user generated content video system. In Proceedings of the 7th ACM SIGCOMM conference on Internet measurement (pp. 1-14). ACM. Clever, N., Kirchner, A., Schray, D., & Schulte, M. (2009). Usergenerated content. wi. uni-muenster. de, 1-3.
Couros, A. (2008). Safety and Social Networking: How Can We Maximize the Learning Power of Participatory Web Sites while Ensuring Students Are Protected and Behave Responsibly?. Technology & Learning, 28(7), 20. Farrell, R. G., Kellogg, W. A., & Thomas, J. C. (2008). The participatory web and the socially resilient enterprise. Proceedings of CSCW, IBM TJ Watson Research Center. Franklin, T., & Van Harmelen, M. (2007). Web 2.0 for content for learning and teaching in higher education. JISC www. jisc. ac. uk/media/documents/programmes/digitalrepositories/web2-cont entlearningand-teaching. pdf. Gillet, D., & Bogdanov, E. Personal Learning Environments and Embedded Contextual Spaces as Aggregator of Cloud Resources. Alexander Mikroyannidis, 38. Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now?. Educational Researcher, 38(4), 246-259. Instructional strategies. (2012). PLE and ONLE for educators. Retrieved from https://sites.google.com/site/etc655pleonle/instructional-strategi es/content. 23
Lee, M. W., Miller, C., & Newnham, L. (2008). RSS and content syndication in higher
O'Brien, D. S., & Fitzgerald, B. F. (2006). Mashups, remixes and copyright law.Internet
education: subscribing to a new model of teaching and learning. Educational Media International, 45(4), 311-322. doi:10.1080/09523980802573255. Retrieved from:http://ehis.ebscohost.com.libproxy.nau.edu/ehost/pdfviewe r/pdfviewer?vid=2&sid=ae44cb55-c4d9-40e2-8400-13ea2b941 ddd%40sessionmgr11&hid=4
Law Bulletin, 9(2), 17-19. Retrieved from: http://eprints.qut.edu.au/4239/1/4239.pdf
Leh, A. S., Kouba, B., & Davis, D. (2005). Twenty‐first century learning: communities, interaction and ubiquitous computing. Educational Media International, 42(3), 237-250.
PLE and ONLE instructional strategies. Retrieved from https://sites.google.com/site/etcnle/ple-nle-instructional-strategi es Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Corwin. RSS. (n.d.). Retrieved from http://en.wikipedia.org/wiki/RSS
Mashup (n.d.). Retrieved from http://en.wikipedia.org/wiki/Mashup_(digital)
Stephens, W. (2012). AMPLIFY YOUR PROFESSIONAL KNOWLEDGE THROUGH RSS.
Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: Resources for higher education. Taylor & Francis.
Knowledge Quest, 41(2), 26-28. Retrieved from: http://ehis.ebscohost.com.libproxy.nau.edu/ehost/pdfviewer/pdf viewer?vid=2&sid=fba93b81-fd69-4c64-8806-f1fc022fcf6f%40s essionmgr4&hid=4
Min, L., Horton, L., Olmanson, J., & Pei-Yu, W. (2008). An Exploration of Mashups and Their Potential Educational Uses. Computers In The Schools, 25(3/4), 243-258. doi:10.1080/07380560802368090 Retrieved from: http://jabba.edb.utexas.edu/IT/new/Mashup.pdf Mott, J. (2010). Envisioning the post-LMS era: the Open Learning Network.Educause Quarterly, 33(1), 1-9.
Student Created Mashups. (2010). TechTrends: Linking Research & Practice to Improve Learning, 54(6), 17-19. doi:10.1007/s11528-010-0449-5. Retrieved from: http://ehis.ebscohost.com.libproxy.nau.edu/ehost/pdfviewer/pdf 24
viewer?vid=2&sid=5fb5d4cc-1fab-49c0-8d85-b7297b8e6d59%4 0sessionmgr13&hid=4 Torniai, C., Jovanovic, J., Bateman, S., Gasevic, D., & Hatala, M. (2008, August). Leveraging folksonomies for ontology evolution in e-learning environments. In Semantic Computing, 2008 IEEE International Conference on(pp. 206-213). IEEE.
Yu-Liang Ting, R. (2005, July). Mobile learning: current trend and future challenges. In Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference on (pp. 603-607). IEEE.
Tu, C. H., Sujo-Montes, L., Yen, C. J., Chan, J. Y., & Blocher, M. (2012). The integration of personal learning environments & open network learning environments. TechTrends, 56(3), 13-19. Van Dijck, J. (2009). Users like you? Theorizing agency in usergenerated content. Media, culture, and society, 31(1), 41. What is RSS? (n.d). Retrieved from http://www.usa.gov/Topics/Reference-Shelf/Libraries/RSS-Libra ry/What-Is-RSS.shtml Wiliarty, K. (2008). Educational Mashups 2. Retrieved from:http://www.academiccommons.org/commons/review/educ ational-m ashups-2 Wofford, J. (2012). User-generated content. New Media & Society, 14(7), 1236-1239.
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Web 2.0
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Chapter 3
Web 2.0 Technologies in PLE & ONLE
Chapter Objectives 1. Learners will develop an understanding of the importance of choosing appropriate Web 2.0 tools to set up an effective PLE. 2. Learners will understand the relationships between ONLE and PLE as well as some methods to utilize PLE and ONLE with Web 2.0 tools in learning, working, and personal scenarios. 3. Learners will recognize how the use of social networking tools can help them to develop relationships and to interact with other learners as well as with the curriculum. 4. Learners will analyze the development of web tools, including the transition from Web 1.0 to Web 2.0 as well as an introduction to where technology is taking us with Web 3.0.
PREZI As you can see from the graphic representation from above, this chapter covers Web 2.0 Technologies as used in a Personal Learning Environment (PLE) and Open Network Learning Environment (ONLE). The largest word contained in the Wordle is Web. This chapter focuses on web based instruction such as PLE and ONLE. Readers might also notice from the graphic that the word student has a bigger representation than 27
instructor because from the ONLE and PLE models it is apparent that the student has a more important role in learning than the instructor.
Objective 1: Learners will develop an understanding of the importance of choosing appropriate Web 2.0 tools to set up an effective PLE
By participating actively in all discussion questions and completing the suggested activities, learners will gain proficiencies in the four objectives for this chapter. There are some interesting readings addressing the objectives of this chapter which will help learners to grow in their understandings of how Web 2.0 fits into a connectivist education within an ONLE and accessed through a PLE. Although some are suggested instead of required, all resources provide a unique perspective on the technologies discussed. The Reading Extension Activity is designed to help the learners to make connections between this text and the learning concepts and a variety of additional resources are available for further study. Links appear throughout the chapter connecting learners to multimedia content. Where possible, learners should leave comments or reflections about their learning on the site where the content is hosted. The Glossary explains common terms but for an extensive list of appropriate content area vocabulary, visit the glossary links page to study the vocabulary in more depth.
The image above is from a Pinterest group where learners have shared images of their own PLE designs and systems of organization. The PLE server serves as a single entry point to provide the client programming logic with small applications or services including such items as LMS, social networking, and access to Web 2.0 tools. “The model of higher education is at a 28
turning point. PLEs provide a framework for us to expand our knowledge in our areas of expertise, and in teaching and instructional methods that are and will be appropriate and relevant for the digital era” (Morrison, 2013). The instructor model is also changing with technology. Instructors are no longer just teaching in front of the classroom and designing projects to be completed by students. Instead, they are finding new resources to help teach newer methods to students where the students utilize Web 2.0 technologies to create new web content. Access to the internet is changing with newer tools being developed and instructors and learners must keep adapting to new material that is being produced every day. Viewing this Slideshare will help learners to understand a PLE. There are many other resources available by completing an online search and the PLE Set-Up Assignment at the end of this chapter is also useful for learning how to build a PLE.
available through one access point to take control of their own learning environments. This allows them to manage their content and allows access to communication and social networking tools. The PLE is student-centered. Within the Open Network Learning Environment (ONLE), students are linked to an environment where they participate in learning experiences that instructors design using a variety of web 2.0 technologies which help to enhance the learning. When instructors design their instruction around the effective use of Web 2.0 technologies, it can enhance the learning and communication within a course. The 21st century has brought about great learning tools to help communicate and connect in the online world. Appendix A contains a listing of popular Web 2.0 technologies for presentations, social networking, learning management systems, mobile learning, collaboration, data organization, multimedia creation and editing. Once the ONLE is designed, students can interact with the environment through the use of the linked tools.
Objective 2: Learners will understand the relationships between ONLE and PLE as well as some methods to utilize PLE and ONLE with Web 2.0 tools in learning, working, and personal scenarios. In order to understand the difference between both ONLE and PLE, the students should understand both of them. Within a Personal Learning Environment (PLE) the user has the tools 29
are used to help enhanced this open network learning environment (ONLE) such as classrooms and college courses,
The Symbaloo is an example of an effective web 2.0 device that can be used to build a personal learning environment (PLE). In this image, it is apparent that the learner chose web 2.0 tools such as Delicious, Google Docs, Google Calendar and Twitter to provide the necessary structure and organization of the PLE. Other tools are also included to build up which will also support learning but may not be necessary. The PLE supports the learner with new learning environments that they are now encountering with the increase of online courses being offered not only by colleges and universities, but through MOOC’s, elementary and high schools. Many web 2.0 tools
The role of the PLE according to Educause, states that the concept of the PLE “marks a fundamental change in the role resources (people and media) play in teaching and learning. In an environment where information is ubiquitous and needs only to be located, there is a greater premium on skills that support fast and accurate access to information and on the ability to assess that information.” (Educause, 2009 p. 2). PLE represents a different way of learners deciding which tools they will use as well as how they will access these resources. Students are able to make connections between their own PLE, and the adaptation of using the tools. This is helping students to connect the resources they use and also enhances their learning experience at the same time. One advantage to using Web 2.0 tools is that most of them are free and easy to install on your computer. Tools such as blogs, Twitter, and Facebook are used primarily to self express and promote. Learners and instructors are finding that these tools can be easily adapted to the learning environment. Learners come in with proficiency using the tools and only need to re-tool some of their connections in order to expand how they use the tool. Acording to Franklin and Vanharmelen, “Using collaboration and communication tools with educational methods that also promote these skills—such as project-based learning—will 30
help students acquire the abilities they need for the future. They will also require access to a new generation of online educational software that can help them acquire and maintain needed skills. Providing access to the tools is essential” (2007). Knowing the difference between PLE and ONLE helps the learner and instructor, especially in setting up each part and deciding how they will interact. Understanding the similarities and differences between the PLE and ONLE is important, but the choice of tools within both is also vitally important.
Objective 3: Learners will recognize how the use of social networking tools can help them to develop relationships and to interact with other learners as well as with the curriculum. According to Prensky (2010), social networking is a generic term for tools that allow users to interact in a variety of ways with groups of people of their own choosing. Whether it’s a blog, Wiki, or RSS, all roads lead to a web location where little is done in isolation and many things are collaborative and social in nature. Social networking tools are Web applications that make it easy to share and interact with others online. Social networking is a great way in which learners have the choice of what environment they want to interact in with their classmates or friends. They can choose environments with those who have the same interests, learning styles, or even similar socialization.
The environments or social networks can become an important part of the learners PLE allow for linkage from the PLE to the ONLE. One popular Web 2.0 tool that has been used successfully in ONLE and PLE is Delicious. This tool allows the learner to post links to sites to be used as reference, for reading, and for sharing among their social networks. Delicious uses tagging to identify posts. Tagging allows for the categorization of similar sites. This format is similar to a blog of links that are tagged for sorting and classifying. Other social networking sites include Facebook, Classmates.com, Pinterest, and Twitter. See Appendix A for a list of other popular sites. Most learners are now coming to college with greater experience in the online world and with competence in using social networking tools and mobile devices. With the use of Web 2.0 tools and PLE’s students can create a learning environment that provides them with all the necessary tools needed to be successful in their learning and to fit their needs of being able to utilize their PLE when and where they choose. Schlater discusses how these students can develop these attributes into skills that will help them in their careers. “There is a growing awareness in higher education of student levels of engagement in Web 2.0 environments, in contrast to their engagement in the learning management systems (LMSs) hosted by their institutions. Social networking sites, blogs, and wikis offer students unprecedented opportunities to create and share content and to interact with others” (Sclater, 2008). 31
Objective 4: Learners will analyze the development of web tools, including the transition from Web 1.0 to Web 2.0 as well as an introduction to where technology is taking us with
Web 1.0 The first type of web resources is Web 1.0 which is a read-only web where users are connected to a wide variety of information published on static websites. This type of resource is still used widely although in smaller overall percentages than seen in the past. With Web 1.0, a small number of writers and webdesigners create content intended for a large audience. This type of site was traditionally for businesses to publish information. Updates are not very frequent and this type of web page usually contains images, text, and navigation icons to help guide users through the website.
Web 3.0. Students need to have a good understanding of how the web has evolved in order to learn how to proficiently use some of the emerging tools and to prepare for upcoming uses of technology. This can be done through an examination of the differences between Web 1.0, 2.0 and 3.0. 32
Web 2.0 As the web grew, users sought out ways to interact with the content. Whereas Web 1.0 connected people to information, Web 2.0 connected people to other people and allowed users to “be able to interact with one another or contribute content” (Getting, 2007). Web 2.0 allows users to interact with a variety of web tools and social networking sites using both personal computers and mobile devices. Learners can understand what Web 2.0 means by watching a short introduction to Web 2.0 in a short video created by Discovery Education. Popular websites including Facebook, Twitter, and Google+ have helped establish interaction and collaboration among users. With Web 2.0, students can get involved on the Internet, from editing someone’s paper to presenting a presentation about the history of the solar system. Students are capable of communicating in real time to collaborate with their peers to create new content. After completing the Using Mobile Devices to See and Share on the Go activity, students will have a better understanding of using Web 2.0 applications to collaborate and create new content in an authentic learning environment. Web 3.0 What does that mean for the next generation of web development with Web 3.0? The next phase of web growth “will be more connected, open, and intelligent, with semantic Web tech-
nologies, distributed databases, natural language processing, machine learning, machine reasoning, and autonomous agents.” (Spivack, 2013). With Web 1.0 and 2.0, data has been published to the web at an amazing rate. There are over 14 billion webpages indexed on the world wide web as of May 5, 2013 (deKunder, 2013). Before a reader can finish this sentence, that number will increase as new content is created. it would be impossible to keep up with that amount of content. Even if no new content were to be created, if a person could spend just one minute perusing each website, it would take over 26,000 years to visit them all. Web 3.0 helps users make sense of the vast amounts of data and information that is published on the web. To help learners understand Web 3.0, Tim Berners-Lee, inventor of the world wide web shares his thoughts via a short YouTube video on the direction that Web 3.0 is taking us. After viewing, learners are encouraged to add comments on the information from the video to the comment section on the YouTube page. Web 3.0 allows users to produce content management systems along with the use and emergence of artificial intelligence technologies. This allows web 3.0 to be “capable of answering your questions because it can think on its own and find the most probable answer to the query” (Viluda, 2011). While Web 3.0 technologies are still emerging, users are already seeing the effects online. Data is collected via multitudes of cookies which are placed on the computers of users who visit websites. Later 33
while visiting an unrelated site, an advertisement may pop up advertising something that you may have viewed on Amazon or promoting a similar product from a competitor.
Learning Activities
Conclusion
All Discussion Activities including discussion questions and discussions relating to the learning activities will take place in the class Google + hangout.
Technology and how users interact with it has come a long way since the internet was created. Technology has brought people together with other people and with content in a multitude of ways. From the boardroom to the house, from the streets to shops and into the classroom, people now interact with technology in all aspects of their lives. Students who create a PLE with appropriate web tools to connect to their ONLE are able to come together with instructors, other users, and an amazing amount of content. Instructors who design and use an ONLE bring a new layer to the process of learning online and show their students how to utilize this type of technology into their learning, personal, and work environments. Gaining proficiency with social networking tools brings people together to collaborate and gain synergies. Understanding where technology started as well as the direction we are going will help learners to prepare themselves to participate in a digital environment.
Grading Rubric: Appendix B
Discussion Questions: 1" Some say that using Web 2.0 tools detracts from core content of a class. Describe a scenario where this is true as well as a scenario where this is false. 2" How does connectivism relate to the use of Web 2.0 tools in learning? 3" How can tool designers and developers make it easier for new users to try out new tools rather than the tools which they are comfortable with? 4" Compare and contrast how Web 2.0 tools are utilized in a PLE and with ONLE.
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PLE Set Up Assignment: ●" Create a Symbaloo account containing at least two tabs. One should be labeled PLE and should contain at least 15 learning links. The second should be labeled PERSONAL with at least ten additional links. ●" Create a Voicethread video comparing and contrasting the PLE page with the Personal page. ●" Discuss in detail the top item or two from each page with the reason why it is one of your favorites as well as some examples of how you can use them. ●" Share a link to the class discussion board and actively participate in the discussion.
Make sure that the QR codes are visible long enough to capture an image. Also include the links on your Delicious page with the tags of: ONLE, Web 2.0, PLE, Connectivism, and/or other appropriate tags. ●" The presentation must be created using a Web 2.0 presentation tool which you have used fewer than 2 times in the past. ●" Post a link to your presentation to the class discussion board and actively participate in the discussion.
Using Mobile Devices to See and Share on the Go ●" Create an account on www.mobango.com and link it to your PLE from activity 1. ●"
Reading Extension Activity ●" Choose two of the required readings and read over them carefully. You can use the QR codes to access your readings using a mobile device or through the link to Delicious. ●" Create a 5 minute presentation summarizing the main points of each article, reflections comparing and contrasting the articles, then find at least two other related resources for further study. Link the related resources and provide a QR code linking to the full text of the articles or website in your presentation.
Link to the course RSS feed.
●" Browse applications and search for and select your top 3 educational resource apps ●" Post URL’s to favorite resource contained inside of Mobango and Tag on Delicious with Mobile, Ch3, and/or other appropriate tags. ●" Record a podcast between 2 and 5 minute describing your top 3 educational resource apps as well as your favorite educational use for Mobango. 35
●" Post a link to your podcast to the class discussion board and actively participate in the discussion. ●"
Additional Learning Resources: https://delicious.com/JudyKing/web2.0
Bonus: Share one resource on Mobango for others to use.
Readings: Required Readings: https://delicious.com/JudyKing/Ch3Rdg+required
Glossary: ONLE: Open Network Learning Environment PLE: Personal Learning Environment Web 1.0: Static web content that can be viewed but is difficult to change with no interactivity
Suggested Readings: https://delicious.com/JudyKing/Ch3Rdg+suggested
Web 2.0: Dynamic and interactive where users can create web content or data (Current) Web 3.0: Takes the data or content from Web 2.0 and makes sense out of it (Emerging) Web 2.0 online glossaries: https://delicious.com/JudyKing/etc655+glossary
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Resources deKunder, M. (2013). World Wide Web Size. Retrieved from http://www.worldwidewebsize.com/ Educause Learning Initiative. (2009). 7 Things you should know about personal learning environments. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7049.pdf Franklin, T. & VanHarmelen, F. (2007). Web 2.0 for content for learning and teaching in higher education. Franklin Consulting. Retrieved from http://190.208.26.22/files/web2-content-learning-and-teaching.p df Morrison, D. (2013). How to create a personal learning environment to stay relevant in 2013. Online Learning insight. Retrieved from http://onlinelearninginsights.wordpress.com/2013/01/05/how-tocreate-a-personal-learning-environment-to-stay-relevant-in-201 3/
Prensky, M. (2010). Teaching Digital Natives. California: Sage Ltd. Rogers, M. (2012). What is the difference between web 1.0 and web 2.0? Blognet. Retrieved from: http://www.iblognet.com/difference-between-web-1-and-web-2. html Sclater, N. (2008). Web 2.0, Personal Learning Environments, and the Future of Learning Management Systems. Research Bulletin. Educause Center for Applied Research. Retrieved from: http://zorgacademie.ou.nl/documents/7088488/7088603/sclater. pdf Spivack, N. (2007). Radar Networks. Retrieved from www.radarnetworks.com Viluda, P. (2011). Differences between web 2.0 and web 3.0 standards. Cruzine. Retrieved from http://www.cruzine.com/2011/02/14/web-3-web-2-standards/
Pinterest. 2013. Personal learning environment. [pictures].Retrieved from "http://pinterest.com/pin/218354281905077118/
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References for readings:
http://zorgacademie.ou.nl/documents/7088488/7088603/sclater. pdf
Educause Learning Initiative. (2009). 7 Things you should know about personal learning environments. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7049.pdf
Shriram, R., & Warner, S. C. (2010). Connectivism and the impact of web 2.0 technologies on education. Asian Journal of Distance Education, 8(2), 4-17. Retrieved from http://www.asianjde.org/2010v8.2.Shriram.pdf
Franklin, T. & VanHarmelen, F. (2007). Web 2.0 for content for learning and teaching in higher education. Franklin Consulting. Retrieved from http://190.208.26.22/files/web2-content-learning-and-teaching.p df
Sigala, M. (2007). Integrating web 2.0 in e-learning environments: A socio-technical approach. International Journal of Knowledge and Learning, 3(6), 628-648. Retrieved from http://inderscience.metapress.com/content/6215716q058w5733 /
McLoughlin, C. & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the web 2.0 era. Ascilite Singapore. Retrieved from http://www.dlc-ubc.ca/wordpress_dlc_mu/educ500/files/2011/07 /mcloughlin.pdf
Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. International Society for Technology in Education. Retrieved from http://www.iste.org/images/excerpts/newtoo-excerpt.pdf
Park, S. (2013). The potential of web 2.0 tools to promote reading engagement in a general education course. Techtrends: Linking Research & Practice To Improve Learning, 57(2), 46-53. doi:10.1007/s11528-013-0645-1
Tu, C. H., Sujo-Montes, L., Yen, C. Y., Chan, J. Y., & Blocher, M. (2012). The integration of personal learning environments & open network learning environments. TechTrends, 56(3), 1319. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-012-0571-7
Sclater, N. (2008). Web 2.0, personal learning environments, and the future of learning management systems. Educause Center for Applied Research. Retrieved from 38
Appendix A Web 2.0 tools: Part 1 of 2 Collaboration
Video and Audio Integration
Data Storage or Organization
Creation, Design and Presentation
Adobe Connect
SharePoint
Adobe Photoshop
Photobucket
30 Boxes
Pocket
280Slides
Masher
Wordle
Classroom 2.0
Skrbl
Animoto
PhotoPeach
Bubbl.us
Scribd
Blabberize
Museum Box
Zooburst
Concept Board
SmartBoardRe Audacity volution
Picnik
Cmap
Snapfish
Comicbrush
Newgrounds
Cozi
ThinkQuest
Aviary
PivotStick
Delicious
Symbaloo
Deviantart
Picsviewr
Creately
Timetonote
Camtasia
Screenr
Diigo
Windows SkyDrive
Empressr
Prezi
Creative Commons
Trello
Eyejot
Teachertube
Doodle
Flickr
Puzzle-Maker
Dabbleboard
Twiddla
Flickr
Ustream.TV
Dropbox
Flipbook
Slideshare
Delicious
Webex
Garage Band
Vimeo
Evernote
Fotoflexer
Slideshark
Doodlewall
WikiBooks
Gizmoz
Voki
Gliffy
Glogster
Smilebox
Edmodo
Wikispaces
ICOFX
Xtranormal
Google Docs/Drive
Gogofrog
Songbird
Google Docs
WiZiQ
iMovie
YouTube
Google Reader
iStylr
StoryBird
Mindjet
Yugma
iTunes
Instapaper
Jing
Storyjumper
Mindmeister
Jing
LiveBinders
Keynote
Tagxedo
Ning
MovieMaker
OneNote
LightCMS
Visualizing
PBworks
Netflix
OpenOffice
MakeBeliefsComi x
VoiceThread
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Web 2.0 tools: Part 2 of 2
Social Networking and Communication
E-Learning
Blogging or Discussion Platforms
Mobile Learning
Cel.ly
Adobe Captivate
Audiovox
Brightkite
ePals
Articulate
Blogger/Blogspot
Drop.io
Facebook
Blackboard
Class Blogmeister
Jott.com
Google+ Hangouts
Edmodo
Edublogs
Jygy
HootSuite
eFront
ibloks
Kaywa QR
LinkedIn
Ejucomm
KidBlogs
Mobango
Mahara
GameClassroom
Lino
Phone.io
Pinterest
Moodle
Nabble
Poll Everywhere
Trendsmap
PBWorks
Ning
Polldaddy
TweetDeck
Plinky
Padlet
QRStuff
Twiducate
Rubistar
Paper.li
Twitxr
Twitter
Schoology
Penzu
Wetpaint
Testmoz
Popplet
Yammer
Timeglider
Scoopit
Udutu
Tumblr Wordpress
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Appendix B Rubric: Assessment & Grading Rubric for Discussions and all Learning Activities Score/Level
Acceptable 80-90
Proficient 90-100
Conceptual understanding of underlying concepts in Chapter 3
Student still has major misconceptions or misunderstandings in all or part of being able to interact with the Web 2.0 tools used in order to complete the assigned tasks and to interact with the chapter content. Student may have used a different tool. No collaboration with others apparent.
Student shows progress towards being able to interact with the Web 2.0 tools used in order to complete the assigned tasks and to interact with the chapter content. Collaboration with others minimal.
Student can proficiently and fluently interact with the Web 2.0 tools used in order to complete the assigned tasks and to interact with the chapter content. Student collaborates with others as needed.
Use of Technology in integrated online technology activities.
Student did not use the required technologies, required extensive intervention to use the technologies, or may not have sought out help when needed in order to demonstrate proficiency.
Student was able to use all technology tools although the use of some of the tools may have been at a beginning level.
Student proficiently used all technology tools and was a resource to other classmates when needed.
Assignment 1: PLE Symbaloo account with 15 PLE and 10 Personal links included. Voicethread video comparing and contrasting the PLE page with the Personal page. Discussed favorites and usages.
Symbaloo PLE meets half of the requirements; well-organized; material presented with little originality or creative thought. Well below the minimum of 15 PLE and 10 personal tools included. Student had difficulty addressing all requirements. Some information shared may not be clear or appropriate. Voicethread missing more than one element or off assigned topic.
Symbaloo PLE is well-organized and meets most requirements. Slightly less than 15 PLE and 10 personal tools included. Student is able to answer basic questions. Most information shared was clear and appropriate. Voicethread addresses most elements.
Symbaloo PLE is well-organized and meets all requirements; exceptional originality of tools chosen. At least 15 PLE and 10 personal tools included. Development of topic is clear through use of specific and appropriate examples, explanations and reflections are clear. Student answers questions and provides thoughtful answers. All information shared was clear and appropriate. Voicethread addresses all elements.
Score/ Level
41
Score/Level
Acceptable 80-90
Proficient 90-100
Assignment 2: Reading Extension Activity. New web 2.0 tool used to create a 5 minute presentation on two of the readings. Post a link to your extension resources and your presentation on the group discussion board and actively participate in the discussion.
Project meets half of the requirements; wellorganized; material presented with little originality or creative thought. Content is loosely connected, transitions lack clarity. Student had difficulty addressing all requirements. Participation in the discussion was minimal. Some information shared may not be clear or appropriate.
Project is well organized and meets most requirements; some apparent originality displayed through creative use of materials. Sequencing of information is well-organized for the most part. Student is able to answer basic questions and comment on others postings. Most information shared was clear and appropriate.
Project is well-organized and meets all requirements; exceptional originality of presented material. Development of topic is clear through use of specific and appropriate examples, transitions are clear and create a succinct and even flow. Student answers questions and provides thoughtful postings. All information shared was clear and appropriate.
Assignment 3: Using Mobile Devices to See and Share on the Go. Create Mobango account with the required linkages. Create podcast with the required elements. Share podcast and actively participate in discussion. Bonus: Share one resource on Mobango for others to use.
Project meets half of the requirements; wellorganized; material presented with little originality or creative thought. Content is loosely connected, transitions lack clarity. Student had difficulty addressing all requirements. Some information shared in podcast may not be clear or appropriate. If bonus is completed, one deficiency can be overlooked.
Project is well- organized and meets most requirements; some apparent originality displayed through creative use of materials. Sequencing of information is well-organized for the most part. Most information shared in the podcast was clear and appropriate. If bonus is completed, one deficiency can be overlooked.
Project is well-organized and meets all requirements; exceptional originality of presented material. Development of topic is clear through use of specific and appropriate examples, transitions are clear and create a succinct and even flow. All information shared in the podcast was clear and appropriate. If bonus is completed, one deficiency can be overlooked.
Discussion Board Postings on Discussion Questions
Student participated in 3 or fewer discussion questions. Participates in class discussions or collaborates with peers only when called upon, and does so without a clear understanding of the discussion context. Student rarely or never incorporated outside resources and citations to enhance depth of postings. Student provided less than 2 comments on peer posts.
Participates in class discussions and collaborates with partners or small groups voluntarily. Student participated in 4 or more discussion questions. Participates clearly around topics of personal interest, yet unable to engage in other types of conversation. Student sometimes incorporated outside resources and citations to enhance depth of postings. Student provided at least 2 comments on peer posts.
Enthusiastically and articulately expresses educated viewpoints in all class discussions; actively listens and responds to peers, seeks out opportunities to collaborate with partners and small groups. Student frequently incorporated outside resources and citations to enhance depth of postings. Student provided at least 2 comments on peer posts.
Writing Quality
Able to write simple sentences; understands basic grammatical concepts, vocabulary is developing; has difficulty with paragraph structure, writing in postings and assignments is not at an appropriate level. No graphics or outside citations.
Able to write complex sentences, understands intermediate grammatical concepts, enhanced vocabulary, ability to compose paragraphs, difficulty with completing clear, focused postings and assignments. No graphics, missing or incorrect citations.
Advanced vocabulary and grammatical skills enhance the composition of clear, focused, innovative postings and assignments. Included appropriate graphics where needed. Outside citations used appropriately.
Score/Level
42
Design & Linkage
4
“The main topic of exploration in Chapter 4 is the Design and linkage between ONLE and PLE. Assignments will integrate and explore ONLE through all levels (Adult, Secondary, and Primary learners). This chapter will focus on the customization of a personal learning environment that will support ONLE learning.”
Chapter 4
Using Linkage Design to Create Personal Learning and Open Network Learning Environments across Age Levels
Chapter Objectives: 1. Understand how PLEs and ONLEs work 2. Understand the relationship between PLEs and ONLEs 3. Understand the Linkage Design Model and how to put it into practice 4. Refine understanding of ONLE/PLE models by looking at applied examples across age levels (adult, secondary, and primary)
As the graphic below indicates, Personal Learning Environments (PLE) and Open Network Learning Environments (ONLE) are central to the content of this chapter. In addition, the ‘linkage’ and ‘linkages’ necessary to support ONLE/PLE integration are prominent, and the sub-concepts and tools related to these linkages (e.g. RSS, Diigo, Symbaloo, etc.) are also represented. The content of this chapter makes a concerted effort to continually relate the technological applications discussed to the evolving needs and capabilities of learners--as such, the ‘learner,’ as a major concept, is also represented prominently in the graphic.
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Personal Learning Environments The advent of web 2.0 applications and the proliferation of the internet has allowed people to more easily manage the knowledge they acquire. This has direct implications for learning because materials, resources and people are more widely available and can be connected using a variety of online tools. Networks of online tools and the knowledge resources they capture comprise what Tu, Sujo-Montes, Yen, Chan and Blocher (2012) call ‘Personal Learning Environments’ (PLE). A PLE is “a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control” (p. 14). A PLE develops out of learner goals and personalization; PLEs rely on learner goals to guide the implementation of appropriate and relevant technologies. This means that any online learning environment designed to support PLEs must be conducive to individual personalization.
Open Network Learning Environments Because institutional LMSs rarely have the resources or capabilities necessary to foster the personalized, multi-tool nature of PLEs, traditional online learning is shifting to more open source, integrated learning environments. Such environments emphasize information creation and participation over information consumption (Tu, in press). Open Network Learning Environments
(ONLE) are digital environments that empower learners to develop PLEs in the context of social interaction. As Siemen’s (2005) has noted, modern learning occurs in a context where the ability to make connections in an ever changing network of resources is more important than learning the content of individual resources in the short term. This means that a successful ONLE establishes a “pipeline” between individual PLEs, creating a resource-rich, dynamic environment through which ongoing learning can occur (Tu, et al., 2012). Web 2.0 tools thought to foster the integration of PLEs into an ONLE include content creation, social networking, and resource and content management applications (Tu, in press).
Open Network Linkage Design Model To be truly effective, ONLE/PLE integration requires a clear, well-articulated framework to guide instructional design. Tu (in press) recommends the adoption of an Open Network Linkage Design Model (LDM) to support the effective integration of PLEs into ONLEs. The LDM relies on a linking architecture consisting of eight different types of linkages and the web 2.0 applications that support them. These linkages are: (1) Personal Portal Linkages, (2) Widget Linkages, (3) Real Simple Syndication (RSS) Linkages, (4) Third Party Linkage, (5) Social Tagging Linkage, (6) Social Network Linkages, (7) Mobile Linkage, and (8) InfoViz Linkage. The LDM was conceived to effectively de45
sign and accentuate the strength of the ONLE concept; namely the development of an authentic, team centered learning community, and an emphasis on greater learner autonomy and responsibility (Tu, et al., 2012). Each of the eight linkages within the LDM are described below based on the framework laid out by Tu (in press) and Tu (n.d.).
Personal Portal Linkage Customized portal technology allows learners to access multiple web 2.0 tools from a single application. In this way, learners can manage different web 2.0 accounts in a single location, without the need to log into separate web pages. Portal technologies can often be accessed through mobile devices, allowing learners to refer to class content as an ongoing part of their day. These affordances for customization and ubiquitous access give learners the opportunity to constantly reflect on their learning needs as they update and revise their personal portal account. Customized portal technologies include Symbaloo, iGoogle, PageFlakes and NetVibe.
Widget Linkage Widget Linkages are applications that can be embedded into outside websites. They are stand-alone tools that bring the re-
sources from individual web 2.0 application to a more centralized and accessible location (i.e. a personal portal linkage). Because most web 2.0 tools contain embedded scripts that can connect to third party websites, learners and teachers can integrate a wide variety of resources, people and tools into their PLEs. This wide variety of tools can be used to aggregate disparate sources of information and create new learner-generated content, which can then be shared with other students in the ONLE. Some useful widgets that can be embedded into portal technology include Google Calendar, Youtube, Diigo, RSS, Delicious, and Twitter.
RSS Linkage Real Simple Syndication (RSS) linkages provide live feeds from individual web sources, which allow learners to independently subscribe to their choice of content. RSS feeds allow learners to access content updates and breaking news. Because RSS feeds can often be embedded as widgets, these updates can and should be linked back to the customized portal technology undergirding the LDM design. In doing this, learners can track and organize the information they receive, which is central to the design of individual PLEs. While many websites have RSS feeds, it is necessary to utilize RSS aggregators to consolidate different RSS feed subscriptions. Some common applications 46
with RSS aggregating capability include: Most internet browsers, Google Reader, and Microsoft Outlook.
Third Party Linkage Similar in concept to the widget linkage, third party linkages incorporate a variety of applications in order to link multiple Web 2.0 tools together. The key difference is that third party linkages can also link tool-to-tool content from outside of the personal portal linkage. For example, Twitter feeds can be streamed directly to a Facebook page, a personal email account or online calendar, and certain applications can link class content to mobile devices. The primary benefit of third party linkage is that it can automatically post content to a variety of social media and communication tools, which allows for better content management on the part of both students and the instructor. Some examples of tools for third party linkage include: Google Sync, Google Cloud Connect for Microsoft Office, Twitter and TweetDeck, Permalink, Google +, and Posterous.
Social Tagging Linkage Tagging architecture allows students to organize and share network-learning resources from their PLE with the larger network community of the ONLE (Tu, et al., 2012). In doing this, so-
cial tagging architecture facilitates a wide variety of learning interactions within the course (e.g. learner-content, learnerlearner, learner-instructor, and community-community interactions). Some examples of tagging can include course number and assignment type in applications like Diigo and Delicious (e.g. ETC655, Assignment 2) or via Twitter using a hashtag (#) which allows content to be categorized by topic (e.g. #elearning, #edtech). In this way, learners and instructors can link and share online content with others in the ONLE, while at the same time sharing and consolidating related content from the larger internet community. Examples of applications that support tagging architecture include Twitter/TweetDeck, Diigo, Delicious, Ning, LinkedIn, and Facebook.
Social Network Linkage Social Network Linkages allow people to connect, build social relationships and share resources. These relationships can give individuals increased access to a greater network of people who may also share their interests. This allows for an ongoing network of personal and professional relationships to expand and refine themselves as new people enter the conversation, and new connections are discovered and integrated into individual PLEs. This provides greater opportunity for social and unstructured learning outside of the formal course content. In this way, an ONLE that includes the social network linkages of indi47
vidual PLEs actually gives each participant access to the relevant social networking connections of everyone else in the group. Popular social networking sites include Facebook, Twitter, LinkedIn, Myspace, Ning, Blogger, and Kidblog.
Mobile Linkage Mobile Linkages allow learners to link their PLE and the larger ONLE to applications on their mobile devices. This linkage helps foster what Dunleavy, Deda and Mitchel (2009) call Augmented Reality (AR) or “interfaces [that] enable ‘ubiquitous computing’ models. Students carrying mobile wireless devices through real world contexts engage with virtual information superimposed on physical landscapes (such as a tree, describing its botanical characteristics or a historic photography offering a contrast with the present scene)” (p. 8). In expanding individual PLEs to mobile devices, the overall contribution to the ONLE is expanded to include elements of social context awareness and better management of location-based communication and collaboration (Tu, in press). Particularly when mobile devices are also equipped with recording, camera, or GPS capability, the learning and knowledge contributed to the ONLE can include the cultural and geographical perspectives that inevitably shape individual PLEs. One recent example of a mobile linkage design is Shozu.
Information Visualization Linkage Information Visualization (InfoViz—sometimes also called InfoGraphic) uses the creation of graphics and images to support learning. InfoViz allows learners to illustrate information and express relationships between content visually. Using InfoViz strategies in group discussions (i.e. requiring students to create a tag cloud for the content of an ongoing class discussion every three or four days) can help focus the conversation (Tu, et al., 2012). The InfoViz linkage can also help learners find patterns in course content. Available tools for InfoViz include Wordle, tag clouds, word clouds, Easel.ly, Dipity and Memolane.
Applying the Linkage Design Model As described previously, a PLE/ONLE requires a clear, well articulated framework to guide instructional design. This framework allows for individuals to strengthen their ONLE because it allows them to manage various components in one convenient location. This section will demonstrate how Symbaloo can help to create and manage a PLE, and how Diigo can help students collect and share information within their network. Symbaloo is an example of a web 2.0 tool that demonstrates Linkage Design. It is a Personal Portal Linkage because it allows individuals to access one location for all of their network 48
needs. Individuals are able to stay connected within their ONLE more effectively, because it is all in one location. They no longer need to access every website individually. Symbaloo includes various other components of Linkage Design. It incorporates Widget Linkage, because widgets are added to the main screen of Symbaloo for ease of access. Symbaloo incorporates RSS design because in the middle of the symbaloo main frame there is an area for RSS feeds to come into view. Other components of Linkage design are incorporated as well. To demonstrate how symbaloo can be used, examples will now be given that allow the reader to see how Linkage Design can enhance a PLE, and turn it into an ONLE.
Adult Learners " Symbaloo can be modified to allow for maximum personalization. Adults can use Symbaloo in various ways, but most importantly, Symbaloo allows for division of different parts of PLE. For instance, tabs can be made for personal, and professional PLEs. After tabs have been made, individuals can add widgets to each individual tab that helps them access various components of their PLE. For example, an individual might add the Facebook widget to their personal life tab, whereas they might add their company website to their professional tab. After the division, adult learners can turn their PLE into an ONLE through the use of Diigo. Diigo is a Linkage tool that allows users to net-
work through social tagging, bookmarking, and sharing of information. Learners can use these two tools together by adding bookmarks to information they find on their PLE RSS feeds, or by uploading widgets from bookmarks shared with them on Diigo. Diigo can also be added to the symbaloo main frame to integrate it more easily into a users PLE.
Secondary Learners " Secondary learners can use Diigo and symbaloo similarly to adult learners. But it is important to acknowledge that they will probably not have a professional tab to their PLE. Instead, these learners might have a school section to their PLE, where links to their high school website, CMS, and other tools might go. Secondary learners can use symbaloo to create and manage their PLE by; using RSS feeds to complete research, or by collaborating via class to class discussion boards. Again, Diigo is a wonderful tool to enrich PLEs because it allows students to broaden their ONLE.
Primary Learners " There are unique ways that symbaloo can help primary learners. It is important to note that many of these learners do not have full access to internet, including social networks. This 49
does not mean that symbaloo and diigo cannot be used to enhance PLE and ONLE. One example of how they can be used is by creating a class symbaloo page. By managing and a classroom PLE, a teacher can help instill the value of the process into primary learner’s minds. Then, a teacher can further use diigo to promote a classwide ONLE. It is important to note that that these are just generic examples of how to use Linkage design to assist the building of PLE and ONLE. More specific examples will now be given in the form of assignments that could be given to each level of learners.
Network Learning Assignment 1: Creating an ONLE for Adult English as a Second Language Learners Using Twitter and the Corpus of Contemporary American English
Objectives This assignment utilizes the free Corpus of Contemporary American English (COCA) and the micro-blogging application Twitter to create a mini ONLE to increase vocabulary learning among advanced learners of English as a second language. A corpus is a collection of words stored on a computer. The cor-
pus is analyzed using computer programs to find patterns of association in language. The COCA contains over 450 million words and is updated annually. Vocabulary depth, or learning to use a word effectively, and vocabulary breadth, or using that same word in all of it’s related inflectional variations (i.e. being able to use ‘relate’ as well as ‘relationship’ appropriately) is an important and ongoing challenge for language teachers (Gass & Selinker, 2008). This assignment attempts to engage learners in an open source, collaborative process for learning new words, using COCA as an input device, and Twitter as a linkage design framework for increasing vocabulary knowledge.
Directions: The following steps indicate the basic procedure for this assignment. 1" Students are given a topic related to class content, and assigned a ‘search period’ where they search for interesting online content about that topic using hashtags (i.e. #elearning). 2" Students are put into groups and required to choose three topically relevant articles, and then comb through the articles to find the new and/or important words needed to understand the content.
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3" The group searches for available definitions of each word, and attempts to consolidate them into working definitions to share with the class. 4" The group then goes to the COCA website and searches for their chosen words, trying to find examples of the word in different contexts. Students can modify their definitions as appropriate. 5" The group then selects example sentences that represent each word in at least three different contexts, and Tweets these sentences on the class Twitter feed. 6" Other students in the class are required to re-Tweet each sentence, including a new sentence that uses the word in the same way. 7" After the posting period, definitions for the words are distributed by the designated group, and students are required to study the words for a quiz. 8" The quiz will consist of a sentence writing exercise where students must use the word in appropriate contexts. Teacher and students evaluate each other’s sentences based on the definitions and example sentences shared through the corpus. 9" The next group finds another set of related content through Twitter, and the process repeats.
Network Learning Assignment 2: Creating an ONLE in Secondary Classrooms to Compare and Analyze Resources The task for this assignment is to create an Open Network that uses Linkage Design to help support secondary education students in selecting resources for use in research. Before discussing how this ONLE will be constructed, it is necessary to discuss the cautions of creating an ONLE within a secondary classroom. “Perhaps most importantly we need to provide education for our students in the proper use of these tools...If educators are willing to give students a new and exciting instructional tool, they should also take the time to provide instruction in its safe and effective use” (Adsit, 2010, para 9-10). Based on this, it is evident that although establishing an ONLE can lead to great student success, it is an educators job to make sure that secondary students know how to properly use these tools. An open network is a great way for students to analyze and receive feedback on research resources. Savage says, “I believe that if every student learns how to develop and defend his or her own ideas - and feels safe to share them, knowing that peers will respect those thoughts...” (Savage, 2012, para 2). And so secondary students can receive this analysis through peer reflection on an open network. I have purposefully made the following assignment non-subject specific to allow any content area teacher to use it as they see fit.
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Directions: Follow the steps below to complete the assignment
Network Learning Assignment 3: Creating an ONLE in the Elementary Classroom Using Kidblog
1"
The task for this assignment is to create a Kidblog classroom account via the instructions below and utilize a provided pedagogical integration method for the blog (or create a custom one). Though there is still some question to the efficacy of technology for learning transference, initial research has shown success with blogging as an instructional strategy (McGrail & Davis, 2011; Luongo, 2010), but unlike WordPress, Wikis, or school provided websites, Kidblog maintains the safety and privacy of underage children. Kidblog is a safe and simple way to create an ONLE in the elementary classroom.
Establish that every student has a Diigo account.
2" Divide students up into small groups. Make sure that different periods have similar group “make-up” 3" Assign a research project of your choice; making sure that the research project does involve significant resource analysis. 4" Give students time to identify and apply social tagging linkage to resources. It is important that students tag specifically so that other periods groups can find the same group/different period’s resources. 5" Have students critically analyze other groups resources for reliability/usability. 6"
Allow students time for discourse between periods.
7" Give students time to then use those resources to complete their research project. Educators can see that this collaboration is not limited to the above example assignment. It can be expanded to crosscurricular assignments, or even collaboration between different schools and beyond. The important part of this assignment is taking the Linkage Design, and allowing it to frame the open network learning environment. 52
a" Younger grades should probably be completely housed within the classroom, where it may be appropriate to allow guests to view the blog or sign up with a predetermined user code. b" Discuss levels of appropriateness with your grade level team and administrators before implementing. 4"
Choose a theme.
5" Determine which widgets you want shown (visitor stats, tags, blogroll, etc.). 6" Determine who can view and approve posts (you can assign other grade level teachers as well as teacher aides this duty as well).
Directions: For a visual tutorial, follow along with the EduTecherTV screencast video on creating and setting up a Kidblog account: “Kidblog.” 1"
Go to Kidblog.org > click on Create a Class!
2"
Fill out the Login information fields
3" Click on the Settings tab to determine the overall look and determine the level of access appropriate for your class
a" It is highly recommended that you select the “Admin/ Teacher/Moderator must approve posts before they appear” check box to help model and instruct students on the appropriate method of making comments. b" For a successful blog to work though, it is imperative that posts are approved on a daily basis—so set time for that. 7"
Determine who may view and make comments.
8" Review settings for Users and make sure you agree with them. 53
9"
Click Save Changes.
Resources
10" Click over to the Users tab to add students to your class.
Connecting to Books with Kidblog
11" The most effective method is to Bulk-Create Users.
Kidblog Sample Lessons
12" The instructions are very straight forward, but for a comprehensive tutorial, check out “Kidblog: Beyond the Basics” for more indepth information on uploading users. 13" You are now ready to start using a classroom blog to heighten learning in your classroom.
Pedagogical Ways to Integrate Kidblog There is an unlimited number of ways in which Kidblog can be utilized as part of a Linkage Design model, to include lessons on digital citizenship, writing conventions practice, netiquette discussion, class, school, and community communication, literature circle discussion, science unit observation, discussion, and charting, peer evaluation/critique, math tutoring, historical roleplay, portfolio creation, research (website management via class Diigo account), web authority and validity.
Conclusion: There is a paradigm shift slowing moving education away from the idea of content transfer toward content application and creation (Tu, et al, 2012). A large part of this is due to the popularity of technology integration, and more specifically the advent of the Web 2.0 culture. Both secondary and post-secondary schools have long been adopting Learning Management Systems (LMS) like Blackboard and Moodle to allow for the incorporation of digital media, digital drop boxes, online notes and calendars, and discussion forums. Though these systems have demonstrated efficacy for online and hybrid courses, they are expensive, may result in compatibility issues, have a steep learning curve for the less technically savvy teachers, and do not adapt well to an elementary school setting. Plus, there are many benefits to an Open Learning Network Environment: “ONLEs are digital environments that empower learners to participate in creative endeavors, conduct social networking, organize/reorganize social contents, and manage social acts by connecting people, resources, and tools by integrating Web 2.0 54
tools to design environments that are totally transparent, or open to public view,” (Tu, et. al., 2012, p 14). There may be a growing trend in education to incorporate connectivist learning strategies in which students fully collaborate and connect through open discussion and product creation and evaluation via an anytime, anyplace modality; however students must have the necessary competencies and attitude to find this type of environment a comfortable and successful learning environment: “It takes time for people to feel competent and comfortable to learn in an autonomous fashion, and there are critical literacies, such as collaboration, creativity, and a flexible mindset, that are prerequisites for active learning in a changing and complex learning environment without the provision of too much organized guidance by facilitators,” (Kop, 2011, p 34). Instructional designers must be aware that for ONLE to be affective, it must incorporate not only best practices in online instructional strategies, but create opportunities for all levels of learner interaction: learner-content, learner-instructor, and learner-learner (Anderson, 2008). The Linkage Design model affords students the highest level of connectivism through the organization of work, school, and Internet applications and tools. Applications like Symbaloo provide a spatially, color coded access to potential content, where Twitter, Diigo, and Kidblog create an environment for peer and instructor interaction (to whatever level predeteremined by the age and competencies of the students).
Readings: " Required: Please click each link below to access required reading for this chapter "
1. Prezi Presentation of Linkage Design
"
2. Explanation of PLE
"
3. Explanation of ONLE
" Optional: Please click each link below to access optional reading for this chapter "
1. Social impact of PLE
"
2. Concepts of PLE and ONLE
"
3. Efficacy of Blogging
Network Learning Resources: Please use the following architecture in Delicious to find network bookmarks related to the content of this chapter; ETC655, Linkage, Design. Teacher Resources: Please follow this link for access to a Prezi presentation outlining the chapter
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Network Learning Assessment Rubric 4
3
2
1
Learner-Learner Interaction (PLE and ONLE instructional strategies)
Contributions to discussion questions, learning networks and tagging architecture are thoughtful and help build the conversation. Learner meets or exceeds the number of required responses.
Contributions to discussion questions, learning networks and tagging architecture are somewhat thoughtful but may not help build the conversation. Learner meets the number of required responses.
Contributions to discussion questions, learning networks and tagging architecture have little depth and do not build the conversation. Learner may not meet the number of required responses.
Contributions to discussion questions, learning networks and tagging architecture are absent or insufficient.
Learner-Content Interaction (Content)
Learner demonstrates a thorough knowledge of course content through the completion of learning tasks and the effective integration of content into their PLE.
Learner demonstrates a some knowledge of course content through the completion of learning tasks and the somewhat effective integration of content in their PLE.
Learner demonstrates a limited Learner does not demonstrate knowledge knowledge of knowledge of course content. course content through the completion of learning tasks and largely does not integrate content into their PLE.
Learner-ONLE/PLE Interaction (Network learning technologies)
Learner incorporates online tools effectively. Learner completes learning tasks on time and in accordance with task directions.
Learner incorporates online tools somewhat effectively. Learner does not always complete learning tasks on time and in accordance with task directions.
Learner largely ignores online Learner does not respond to tools. Learning tasks are often feedback and does not late and not in accordance with complete learning tasks. task directions.
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Glossary:
References:
Blog: A blog is a website that contains an author's thoughts, feelings, opinions, and fact.
Anderson, T. (2008). Towards a theory of online learning. Theory and Practice of Online Learning. http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory _and_Practice_of_Online_Learning.pdf
Linkage design model: An instructional design model for creating an ONLE. ONLE: Open Network Learning Environment is an environment that is open to different generations of learners. An ONLE is a network that connects people through social networking. Pedagogical integration: Incorporating a tool, strategy, or activity into a lesson for the sole purpose of providing heightened learning in a specific content area. PLE: A personal learning environment is an individual learners environment that they construct to help create, and maintain how they learn.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, (18), 722. Gass, S., & Selinker, L. (2008). Second language acquisition. (3rd ed.). New York, NY: Routledge. Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance Learning, 12(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/882/1689 Luongo, N. (2010). Let’s pre-blog!: Using blogs as prewriting tools in elementary classrooms. Johns Hopkins University. Retrieved from http://connect.nwp.org/sites/default/files/file_file/influence_of_classroom_ blogging_on_elementary_student_writing.pdf McGrail, E. & Davis A. (2011). Influence of classroom blogging on elementary student writing. Journal of Research in Childhood Education, 25: 415-437. Retrieved from http://connect.nwp.org/sites/default/files/file_file/influence_of_classroom_ blogging_on_elementary_student_writing.pdf 57
Siemans, G. (2005). Connectivism: A learning theory for the digital age. Elearn Space. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm. S., J. (2010). Social networking and the secondary student. Retrieved from http://etcjournal.com/2010/04/04/social-networking-and-the-secondary-st udent/ Savage, A. (2012). Primary source analysis tool: Using the “reflect” column to develop critical thinking. Retrieved from http://blogs.loc.gov/teachers/2012/03/primary-source-analysis-tool-usingthe-%E2%80%9Creflect%E2%80%9D-column-to-develop-critical-thinkin g/ Tu, C. H., Sujo-Montes, L., Yen, C. J., Chan, J. Y., & Blocher, M. (2012). The integration of personal learning environments and open network learning environments. TechTrends, 56(3). Tu, C. H. (in press). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. Retrieved from https://delicious.com/#ChihTu/ETC655Lesson1Required. Tu, C. H. (n.d.). Linkage design model. Retrieved from http://prezi.com/e-ueht3zr6mh/linkage-design-model/
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Development & Teaching
5
“Throughout this chapter you will be engaged with an interactive learning environment and activities including videos, links to additional sites and web 2.0 tools.”
Chapter 5
Development & Practices/ Teaching for PLE & ONLE
Chapter Objectives: 1. To spark student’s curiosity in learning through the ONLE environment. 2. To integrate interactive teaching methods in an ONLE and PLE environment 3. To encourage the use of network learning activities that facilitate collaborative learning
Chapter content in the assigned topics Objective: To spark student’s curiosity in learning through the ONLE environment. In our world of ever increasing technological resources technology is an integral part of every student's life and it is becoming increasing important in the education setting. Students who are engaged in a positive learning environment are more likely to obtain and retain needed information. Allowing student to create their own personal learning environments (PLE) and then use it in an open network learning environment (ONLE) allows stu60
dents freedom to drive their own learning. As students create their own learning environments they are able to control what and how they are learning. PLE is defined as a set of tools utilized for learners with the ability to customize their own learning network and connect with people and resources. An ONLE is defined as the learners ability to network with others using online tools. This can happen in many different online areas including social media, information tagging, making connections of resources and with people, in an open online network (Tu, SujoMontex, Yen, Chan, & Blocher, 2012). An online learning environment is a great way to engage students. Heightened interest level in all topics, because of the use of technology, allow students to have a greater desire for learning. Those learners who are often hesitant to share their opinions or speak out in class have an easy avenue to share with less fear of what others might say or think on discussion boards (COFA, 2011). Allowing for greater communication through online discussion boards or blogs increases knowledge and experiences with the topics, facilitating greater knowledge. This video shows the importance of online student engagement. Online student engagement video With ONLE, learners are encouraged to create their own learning and choose how they learn and how they present what they have learned. Allowing students to create and connect with others online permits students to be curious and research things
they are interested in. Although the teacher is responsible for the required learning objectives what and how it is learned can be accomplished in a myriad of ways. In the following video a 7th grade student shows how she uses and connects with others through her personal learning environment. Welcome to my ple! Curiosity and engagement are heightened when learners are able to have freedom in what and how they are learning. To be able to use an ONLE with students you must have knowledge of your students character and be able to trust them. When that trusts exists teachers are able to let students have freedom in their learning. Students can become active learners through collaborating with others, creating, and communicating (Casey & Evans, 2011). Being able to create and share is an integral part of ONLE, user generated content (UGC) permits students to create and share not just for the instructor but for their peers.This allows for creativity and excitement in each assignment that they share. According to Nuthall, great learning can take place because of interaction between peers (as cited in Casey & Evans, 2011). Students are required to become active learners when engaged in ONLE. Required Reading: Designing for Learning: Online Social Networks as a Classroom Environment 61
Assignment: After reading the article Designing for Learning: Online Social Networks as a Classroom Environment create a Prezi presentation displaying the value of open network learning environments in your classroom. Make sure to include at least one specific lesson or activity where you plan to incorporate ONLE into your classroom. Then share your Prezi link with activities to http://padlet.com/wall/p3axdub0b2. View at least three other presentations and comment on their notes in Padlet. Please view this rubric to self assess your work.
Objective: to integrate interactive teaching method in an ONLE and PLE Meaningful learning has changed from the traditional classroom way of teaching and learning to the use of technology integration by ONLE and PLE. Not only is technology used for teaching but it is suggested to be a factor of User Generated Content (UGC) for diverse learning, where learners are responsible for their own learning by the way they create and personalize their own individual learning environment (Skrabut, 2013).
There have been many studies in which discussed integrating interactive teaching methods in an ONLE and PLE. According to Webmaster (2013), the demands for educational learning should consist of active, creative and learning exercises. In 2010, the Horizon Report explained PLE as an interactive web library used for revolutionary technological resources for learning (Skrabut, 2013). This learning starts with students being in control of their own learning environment by making their own decisions as to how and what they feel is needed for their own learning. There are a variety of ways this interactive learning can take place in an ONLE and PLE. However, the choice of how or what is used for learning is self-directed with many web 2.0 tools that are readily available for learning anywhere, anytime for anyone. After thirty three years of teaching experience, Gary Wilkerson provided a list of four teaching methods used. These teaching methods were known as SIMA which was an acronym for; story-telling, integrating, modes of learning and application (Wilkerson, 2011). Although, this type of teaching has been effective in a traditional classroom, the same methods can be integrated through interactive technology methods using web 2.0 tools. Plenty of research has been conducted that supports learning based on students ability to make connections. Connectivism is the theory of being able to digitally connect with an online net62
work. The knowledge that is acquired is considered effective when the learner is able to make connections between ideas and concepts. The experience of using computers in the classroom was reported to have an intellectual increase as well as, high levels of technology to be connected with student-centered practices (Ertmer, 2005). Technology integration provides active learning and engagement providing experiences for real situations in real life. Story-telling motivates students to be engaged in their learning especially when they can apply it to real life situations. This type of story-telling can take place through voice thread. Voice thread allows interactive collaboration by uploading images, videos as well as comment moderations recordings by anyone from anywhere around the world. Providing an ONLE and PLE for learners gives them the opportunity to be creative by uploading, sharing and discussing documents or presentations. The emphasis of collaboration has been to hold learners accountable for their own learning by actively being engaged through open networks. Students are active in their own learning when they integrate media tools such as images, audio and videos. Aside from being able to tell stories, learners can also integrate visual and auditory learning at the same time while being active learners.
Click on this link: http://www.youtube.com/watch?v=6EIaoDadotU to help with understanding how connectivism relates to ONLE and PLE.
Required reading Critical Review of Connectivism: A Learning Theory for the Digital Age Assignment: Use story bird or scribblar for an online collaboration tool to create a collaborative story with a group. The story must explain how connectivism is used with a PLE or ONLE. What benefits are tied into connectivism? How has PLE and ONLE changed your life? When you have completed this, make sure to publish your finished product online. Be sure to tag your book with delicious using, “ETC655, Chapter 5, connectivism, collaboration, developing, and teaching.” Learners will link to the Voice thread website. Create a presentation to to teach the importance of sharing of ideas through online collaboration. How is this ONLE powerful when the public is given permission to partake in this learning tool?
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After the presentation has been created, share the link with another group in the class. The groups will add their comments about the presentation on voice thread by using one of the five media options available. Once all the comments have been read on voice thread, go to the Padlet website, formerly known as Wallwisher, where you will take into account the comments the group made before posting suggestions on the wall on how to make it a better or more understanding ONLE and PLE. The following rubric will be used for an understanding of online collaboration.
Objective: To encourage the use of network learning activities that facilitate collaborative learning. Network learning activities help with collaboration by using social networking tools. Social networking tools can include Prezi, Delicious and Edmodo. According to Mott (2008), “An OLN would also provide connections / integration points with a variety of open education resource repositories, institutional content collections, and user created content tools, including various self-publishing sites like YouTube, Google Docs and blogs. The OLN would facilitate “registration” of personal learning environment tools and social networking tools so that they are
trustably associated with learner profiles.” Therefore through the ONLE the gateways for learning and socialization have been opened. As long as the students have permission they can go and see the other students work and edit a class project. The future of education is through an ONLE. In an ONLE, faculty, students and support staff would reap the benefits of enterprise, networked software for authentication, identity management, integration with SISs, etc. Through the students private world of a PLE they can join an ONLE to explore and add more web 2.0 tools to what they are learning. Tu (n.d.) states, “A PLE is more self-directed and collaboration-oriented learning where individual learners construct their own learning agendas and roadmap to fulfill their own learning goals.” The PLE allows the student to learn what they want to learn. Through a PLE and an ONLE students are able to learn interactively and collaboratively.
Edmodo Edmodo is a secure social networking classroom that was created by teachers. Edmodo is a concept based off of UGC. UGC stands for user generated content. Teachers and students can sign up for Edmodo at http://www.edmodo.com/ Students are able to learn through the UGC. A teacher can invite a 64
student to join Edmodo in order to introduce them into an ONLE. Edmodo also allows the students to engage in social tagging. Edmodo allows an environment of learning that is safe for students and teachers. Students can upload their own videos and pictures into Edmondo. What is unique about Edmondo is that the students can participate in their own PLE and ONLE. Please watch the following video to learn more about Edmodo: http://www.youtube.com/watch?v=P39rn3Fp-_A
Prezi Prezi is a cloud based presentation software that allows users to create visual information. To sign up for Prezi a user can go to www.prezi.com. Depending on the amount of work that one would need to do on Prezi prices range from free to $13.25 per month. Another great resource for adding Prezi to other types of web 2.0 tools can be found at Powers, B. (2012, September 12). 10 Free web 2.0 tools and how to easily use them in your classroom. Retrieved from Edudemic: http://edudemic.com According to Scott (2011), when using Prezi do not reinvent the wheel.” Prezi is a type of software that allows the user to engage in interactive presentations with members of their class. Teachers can create Prezi accounts for free and the students can edit and present their Prezi’s interactively. The article
Fischer, A. S. (2010, January 21). Delivering your idea. Retrieved from Prezi: http://www.prezi.com demsonstrates some excellent Prezi presentations. The following video is an excellent resource in demonstrating how a teacher can sign up for Prezi http://www.youtube.com/watch?v=_XtjBxGzFkc
Delicious Delicious is an excellent resource for socializing and entertainment. To sign up for a Delicious account please go to www.Delicious.com Delicious is available for free. The site can be used for socialization and similar interests. Delicious is a web 2.0 tool that helps with socialization and online resources. Through the Delicious site tagging takes place so persons with similar interests can socialization together. If your students need help tagging a great video to watch is http://www.youtube.com/watch?v=2LRpnZWFOwU. To learn how to properly tag resources in Delicious please watch the following You Tube Video http://www.youtube.com/watch?v=oh6G7RCuuDw The students who wish to work on projects at a later date can save them on Delicious upon returning. This video demonstrates how to create a Delicious account http://www.youtube.com/watch?v=73EeKAsikec
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Assignment Network learning activity through collaboration:
Edmodo Assignment The students will be required to log into their instructor’s Edmodo account. The students will find their instructor’s assignment. The instructor will upload a speech by Martin Luther King “I Have a Dream” The students will be posting in Edmodo based on what they feel Dr. King was trying to say to America in this speech. You will find another speech online written by Dr. Martin Luther King other than “I Have a Dream” to give your viewpoint on why you posted what Dr. King was trying to say. Please add your reference to your delicious account and tag as MLK assignment. Rubric This is a rubric for the collaborative social networking tools. The students are graded based on how they utilize their social networking tools which could include Delicious and Edmodo. Group 5 Prezi Presentation Link:
Glossary Terms: PLE: Personal Learning Environment. A personal learning environment is an online environment in which the individual is able to create their own space in which to learn. This allows the learner to drive their own learning by the connections they make to resources or others. ONLE: Open network learning environment. An open network learning environment is one in which the learner is able to use the PLE to connect and create with others. This network of people, resources, tools, and social media is located on an open network allowing anyone to access and enjoy the resources and information available. Social network: an online community of people with a common interest who use a Web site or other technologies to communicate with each other and share information Collaborative Learning: A situation where two or more people attempt to learn something Padlet: it is a digital post-it wall that can be used for collaboration of ideas, images and other media, used to be called Wallwisher.
http://prezi.com/ut6hr-tibdaj/edit/?auth_key=md8nolj&follow=m0 40xobhqkei#54
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Connectivism: understanding how to make connections through other’s personal experiences and understanding the concept of knowing where or how to obtain ideas from online technologies.
References: Casey, G., & Evans, T. (2011). Designing for learning: Online social networks as a classroom environment. International Review Of Research In Open And Distance
Discussion Questions 1. What is the main purpose of incorporating Web 2.0 tools? 2. What are the pros and cons with connectivism? 3. What strengths can be developed when learning in an informal network such as ONLE? 4. Can learning be achieved without the presence of a teacher? Give evidence to support your response. 5. In what ways does your personal learning network support or refute the central tenets of connectivism? 6. Which digital tools best facilitate learning for you? Explain why.
Learning, 12(7), 1-26. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ Charles, M., Bustard, D., & Black, M. (2009). Game inspired tool support for e-learning processes. Electronic Journal Of E-Learning,7(2), 101-110. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ Christensson, P. (2012, January 19). UGC. Retrieved from TechTerms: http://www.techterms.com Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. International Review Of Research In Open And Distance Learning, 13(1), 87-104. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ 67
COFA online. (2011, January 19). Engaging and motivating students. Retrieved from
Ertmer, P. A. (2005). Teacher Pedagogical Beliefs:The final frontier in our quest for
http://youtu.be/DvJuzE-g7OM
technology integration? Educational Technology Research and Development, 25-39. Retrieved from http://www.edci.purdue.edu/ertmer/docs/aera06_tchrbeliefs.pdf
Delicious Tagging (2009, October 29) Retrieved on May 4, 2013 from http://www.youtube.com/watch?v=oh6G7RCuuDw
Fischer, A. S. (2010, January 21). Delivering your idea. Retrieved from Prezi:
Delicious Registration & Tagging. Mov (2011, June 9) Retrieved on May 4, 2013 from
http://www.prezi.com
http://www.youtube.com/watch?v=2LRpnZWFOwU
Inc., S. (N.D). Create, read and share visual stories. Retrieved from Story Bird Web site:
Downes, S. (2012, May 21). Connectivism. Retrieved from Downes on Connectivism and
http://storybird.com
Connective Knowledge: http://www.connectivism.ca
ltd, M. (2013). Simple, effective online collaboration. Retrieved from scribblar web site:
Drexler, W. (2009, December 1). Welcome to my PLE! Retrieved from
http://www.scribblar.com
http://youtu.be/YEls3tq5wIY
Jentropy1 (Director). (2008). Connectivism and Connective Knowledge [Motion Picture].
Edmodo Demo –OLD (2008, March 11). Retrieved May 4, 2013 from http://www.youtube.com/watch?v=P39rn3Fp-_A
Kawka, M., Larkin, K., & Danaher, P. A. (2011). Emergent learning and interactive media artworks: Parameters of interaction for novice groups. International Review Of 68
Research In Open And Distance Learning, 12(7), 40-55. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ LLC, V. T. (2013). Communicate, Collaborate and Connect. Retrieved from VT Web site: http://voicethread.com Martindale, T., & Dowdy, M. (2008). Personal Learning Environment. Emerging technologies in distance education, 177-193. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington: U.S. Department of Education. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices /finalreport.pdf Merchant, G. (2009). Web 2.0, new literacies, and the idea of learning through participation. English Teaching: Practice And Critique, 8(3), 107-122. Retrieved
from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ Mott, J. (2008). The end in mind: Open learning networks. Retrieved from http://www.jonmott.com/blog/2008/07/open-learning-networks/ Powers, B. (2012, September 12). 10 Free web 2.0 tools and how to easily use them in your classroom. Retrieved from Edudemic: http://edudemic.com Scott, N. (2011, October 2). Integrating online into research...and research communications. Retrieved from Prezi: http://www.prezi.com Social Networking-Creating an account on Delicious (2010, September 10). Retrieved May 4, 2013 from http://www.youtube.com/watch?v=73EeKAsikec Stevens, K. (2007). The development of virtual educational environments to support inter-school collaboration. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ Stranack, K. (2012, August 16). Kevin Stranack . Retrieved from Critial Review of 69
Connectivism: A Learning Theory for the Digital Age: http://stranack.ca Tu, C.H. (n.d.) Concepts of PLE & Onle. In Tu, C.H. Strategies for building web 2.0 learning environment (chapter 2). Retrieved from https://docs.google.com/file/d/0B02hmofyxKpkoEdHTXJsNmMx TjQ/edit Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of personal learning environments & open network learning environments. Techtrends: Linking Research And Practice To Improve Learning, 56(3), 13-19. Retrieved from http://ehis.ebscohost.com.libproxy.nau.edu/ehost/ Tutorial 1: Getting Started (2001, August 26) Retrieved May 4, 2013 from http://www.youtube.com/watch?v=_XtjBxGzFkc
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Emergent Ideas and Approaches
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“The ONLE concept is a pedagogy that allows, and promotes the idea of Connectivism. The Connectivist approach and ONLE go hand in hand.”
Chapter 6 Emerging Technologies for PLE & ONLE
Chapter Objectives: 1. Learners will be able to understand and evaluate emerging learning technologies based on their need. 2. Learners will be able to understand how connectivity between tools is important for PLE and ONLE. 3. Learners will be able more easily find and evaluate new tools for their needs.
" The Wordle image above is the data visualization of our chapter. In looking at the words that came out of it, it reinforces the concepts of technology in education and the emerging concepts within ONLE. It also highlights that emerging technology and social technologies are highly intertwined when it comes to ONLE and education. " In general, emerging technology can be misunderstood, and we try to clarify some of that. The concept is not necessarily that new technology is emerging, or emerging technology is new, but it is a general sense of the technology’s purpose and place within the grand scheme of education that matters. 72
What is Emerging technology in education? Throughout the course of educational technology advancements, the definition and meaning of emerging technology has evolved. To many, the term may seem very simple and the meaning, elementary. George Veletsianos (In a chapter entitled: A Definition of Emerging Technologies for Education, in the Book Emerging Technologies in Distance Education), set out to develop a meaning to the term that was not only descriptive, but ubiquitous, and could actually be used as a means of setting criteria for the phrase itself, in an effort to categorize this aspect of educational technology. “My aim in this chapter is to understand the meaning of the term while at the same time exploring what a clear understanding of emerging technologies means for technology-enhanced learning.” (Veletsianos, 2010, P3). " Veletsianos, goes on to describe the manner in which he approaches this topic, in an effort to gain a clear understanding and value of the term. He noted that it should be interdisciplinary (Veletsianos, 2010,P.5). Accordingly, he invited a great many professors, educators, administrators, friends, and the like to express their ideas on this topic from their perspective. He studied key reports from, Australian Capital Territory Department of Education and Training, as well as the Horizon Reports, the New Media Consortium, and the EDUCAUSE Learning Initiative. He further examined studies from England in the British
Educational Communications and Technology Agency. After an exhaustive comparison, contrasting, and evaluation, Veletsianos developed and extremely well designed definition of emerging educational technology. This definition acts as a series of benchmarks in determining what actually constitutes an emerging educational technology.It consists of 5 parts and they are as follows: 1" Emerging technologies may or may not be new technologies. “Even though it may be true that most emerging technologies are newer technologies, the mere fact that they are new does not necessarily categorize them as emerging.” (Veletsianos,2010,P.13) 2" Emerging technologies are evolving organisms that exist in a state of “coming into being.” “The word evolving describes a dynamic state of change where technologies and practices are in a continuous state of refinement and development.” (Veletsianos,2010,P.13). 3" Emerging technologies go through hype cycles.
“ While it is easy to fall into the trap of believing that today's innovations will restructure and revolutionize the way we learn and teach, it is important to maintain skepticism towards of sudden transformation.” (Veletsianos, 2010, P.14). 73
4" Emerging technologies satisfy two “not yet” criteria.
“ (a) Emerging technologies are not yet fully understood [In terms of what the offer to learning and teaching], and (b) Emerging technologies are not yet fully researched or researched in a mature way.[This is regarding the fact that there is little evidence of the actual application to education because the technology tends to be too new to have had many studies]” (Veletsianos, 2010, P.15) 5" Emerging technologies are potentially disruptive but their potential is mostly unfulfilled.
“Additionally, the potential to transform practices, processes and institutions, is both enthusiastically welcomed and ardently opposed.” (Veletsianos, 2010,P.16) " Utilizing Veletsianos arduous and thorough explanation of emerging technology, we can enter this world with our eyes wide open. By applying the criteria and being willing to “test” new technologies, we can gradually evaluate and integrate these resources and approaches in a manner that broadens our teaching and enhances a greater level of learning. Over the course of this evaluation we will come to rely on, collaborate about and share these technologies as a means of applying wide-spread Best Practice (Stegmaier, 2012). This work is the basis and foundation for the recognition, application, and evaluation of future and current emerging educational technology.
Some criteria to evaluate emerging educational technology: Now that we have established WHAT emerging technology is, it is time to establish a dynamic criteria of how to evaluate emerging educational technology (EET). To do so we need to peer into the current and future foundations of online education, to look at the evolution of pedagogy and its application to web 2.0 technologies, online learning, open network learning environments (ONLE) personal learning networks (PLE), and the network linkage model.
C URRENT O NLINE L EARNING A PPROACHES Online Learning and the Constructivist approach " On-line (OL) education as with most education, currently requires some form of grade derived from one or more products constructed by the learner or learners, which demonstrates a high order of thinking involved with the understanding of the course objectives. This is the constructivist approach and generally utilizes an open or structured learning management system (LMS), or content management system (CMS). According to Andrew Whitworth and Angela Benson in a report entitled: Learning Design and Emergence, “CMSs are emergent because the interactions that form them take place in many 74
micro-level contexts. [This refers to micro-level organizational structures such as hierarchy or divisions of labor. They felt that this would cause division rather than collaboration]” (Veletsianos, 2010, P.197). It was at this point that the distinction was made between directive CMS and open CMS, both using Moodle. Whitworth and Benson described how a directed CMS with hierarchies and division of labor actually creates an atmosphere of competition and divisiveness due to lack of response and interaction in the group. They inferred that the open CMS system which employs and encourages interactive and heterogeneous groups to participate and collaborate have a goal to reify an end product as a representation of some abstract idea in the course. "Crucial to this process is ' the educational impact of participation itself' (Blaug, 2007, p.41)" (Veletsianos,2010, p.197), product or project could (but there could be other objects) act as a boundary object which the group interacted on and collaborated about until the final product or idea was designed and constructed. Terry Anderson defined Constructivism in Theories for Learning with Emerging Technologies: "However all forms of constructivism share an understanding that individuals construct knowledge that is dependent upon their individual and collective understandings, backgrounds and proclivities." (Veletsianos, 2010,p. 27). In utilizing the collaborative and social interactions,
the open system was moving toward the next level of educational design, but it was still locked in temporally by class schedules and course calendar dates. It still has as its centerpiece, a final product which is graded by a rubric, and based on an evidence of learning (however high of an order of thinking it may be) some quantity of information or understanding. There is a great deal of supporting evidence that the constructivist approach utilizes higher order thinking skills. Enter ONLE...
Open Network Learning Environment and the Connectivist approach Net-Aware theories. Before discussing the Connectivist approach, it is important to discuss, at least part of the evolution of ONLE. In 2004 Terry Anderson and Denise Whitelock collaborated on a work in the Journal of Interactive Media in Education. They discussed three affordances (Gibson, 1978) of the web which they felt were central to demonstrating the webs value in teaching and learning. These were: “1) The capacity for powerful yet very low-cost communications, 2) … the net creates a context that moves us from information and content scarcity to abundance, and 3) (ability)... to gather, aggregate, synthesize, and filter the Net for content and communications that is relevant to individual and groups of learners and teachers.” (Veletsianos,2010, p.30-31). 75
All of these Net-Aware educational affordances have some level of internet interaction, collaboration or sharing involved in them. Anderson stated that these were still very important affordances. In study after study, reading after reading, there is a great value placed on collaboration, sharing and networking. Much of this emphasis is based on Vygotskys, Social Development Theory (SDT). “The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition.” (Vygotsky, 1978).
upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior.(Vygotsky, 1978).(see diagram below)
image retrieved from: http://www.instructionaldesign.org/theories/social-development.html
Lev Vygotsky: Social Development image retrieved from:http://www.bing.com/images/search?q=vygotsky+social+development+theory&FORM=HDRSC2&adlt=strict #view=detail&id=43150DAF8C54BE681EB5C391AE501414266263FD&selectedIndex=53
This is further developed in Vygotskys model of the Zone of proximal development. “A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends
Continued studies are indicating, not only the accuracy, of Vygotskys SDT model but further expansion is indicating that it is more than collaboration that affects learning in a positive way, but networking, sharing , and collaboration in general terms seem to stimulate higher orders of thinking. These findings are supported in such works as, Creating a Culture of Community 76
in the Online Classroom Using Artistic Pedagogical Technologies. Beth Perry and Margaret Edwards discuss the use of collaborative and social based learning as a cornerstone of education and employ the use of artist -based technology approaches to do so. (Veletsianos,2010)
brain but to still fully understand it and be able to connect ideas, share and collaborate in a way that makes sense but may still be individual. In Bloom's taxonomy, this is a very high order of thinking: In essence this is creating with understanding (see diagram)
This social, collaborative, network base has built the foundation for the Connectivist approach to learning. “Connectivism as an example of a learning theory to capitalize on networked knowledge (Siemens 2005), and social network knowledge construction as an example of a pedagogical approach that enables instructors to integrate social network technologies into learning environments (Dawley, 2009)” (Veletsianos, 2010, p.18). George Siemens developed the idea in 2005, in the article: Connectivism: A Learning Theory for the Digital Age, and has a very informative website for anyone wishing to dig deeper into this concept. He describes Connectivism and its importance thusly: “We derive our competence from forming connections... our capacity to know more is more critical than what is currently known.” (Siemens, 2005). The idea of Connectivism is an ongoing and ever-evolving process. Since knowledge is everchanging, then more value is placed on being able to access this information, connect to it and share it. This theory again reinforces Vygotskys Social Development theory. There is a different way of thinking in connectivism that allows the storage of mass amounts of information to be outside of the
image retrieved from: http://www.bing.com/images/search?q=blooms+taxonomy&id=F9315F5535A5ECEA4D9729E6480F0E9A3C6DE 264&FORM=IQFRBA&adlt=strict#view=detail&id=F9315F5535A5ECEA4D9729E6480F0E9A3C6DE264&selecte dIndex=0
“Being able to see, navigate and create connections between nodes becomes the goal of connectivist learning.” (Veletsianos,2010, p.34). If we accept that a learner cannot create con77
nections without first understanding the ideas, and information, then it stands to reason that they are using extremely high order brain functions. So what does all of this have to do with Open Network Learning Environments? Finally, we are getting to ONLE. The ONLE concept is a pedagogy that allows, and promotes the idea of Connectivism. The Connectivist approach and ONLE go hand in hand. ONLE is the environment that allows for the freedom to develop the connections necessary to aggregate ideas in a way that makes sense to the learner, and since information, collaboration, and networks are ever-changing, so is the connectivist learning. “One of the most persuasive factors is the shrinking half-life of knowledge.” (Siemens, 2005). Siemens was referring to rate at which knowledge becomes obsolete, which furthers his idea of understanding and connecting to information rather than memorizing the information. Open Network Learning Environments is defined succinctly by Chi Tu in his article Concepts of PLE and ONLE. “ ONLE is a digital environment that empowers learners to participate in creative endeavors, conduct social networking, organize and reorganize social contents, and manage social acts by connecting people, resources and tools by integrating web 2.0 tools to design environments that are totally transparent or open to public view...” (Tu, 2011). In essence, ONLEs allow the learner the framework of an environment to design a personal learning environment (PLE) in a
manner that is suitable for their own learning. A PLE allows the learner to: organize, and connect all of their linkages in a way that is suitable for their learning goals, manage content, and processing and communicate, interactively, with others, through collaboration, sharing and networking. This occurs by utilizing the Open Network Linkage model. “This design model would guide learners and instructors to obtain linkage skills and knowledge to design and to develop their PLE and ONLE.” (Tu, 2011). The Network Linkage model provides an open guideline to link together resources and people in a way that makes sense to the learner. The model demonstrates the need to develop linkages of eight entities and resources from web 2.0 technology: a" Personal portal (Wikipedia, 2013) linkage, such as email accounts, youtube, Animoto, Google drives (Google Drive, 2013) b" RSS (Whatis.com, 2013) feeds, such as News feeds, sports feeds, site updates c" 3rd party linkages, such as Twitterfeed, Hootsuite,(Hootsuite, 2013) Google+ d" widgets (Wikipedia, 2013), such as simulations (Phet.colorado, 2013), weather reports 78
e" social tagging (Dictionary.com, 2013) linkage, such as Facebook, Delicious (Delicious.com, 2013), Pinterest f" social network (Whatis.com, 2013), such as Facebook, Pinterest, Twitter (Twitter.com, 2013) g" mobile linkage, Apps such as educational(Chempro.com, 2013), writing, drawing, games, banking h" infoviz (Infoviz.org, 2013) linkages, such as Wordle (Wordle.com, 2013), Voicethread Using the Open Network Linkage model, a framework for the learner and the teacher to develop and assess the use of personal learning environments can be individualized for personal functionality.
lives of learners on a daily basis. This is one of the ways that learners function and it should be addressed with appropriate emerging educational technology. At this point, you will be presented with a number of EETs with the appropriate uses and potential for use in online environments.
N ETWORK L EARNING A CTIVITIES : L EARNING A CTIVITY 1
S YMBALOO : P ERSONAL L EARNING E NVIRONMENT Background information:
The most important affordances involved in ONLE are the social networking, collaboration and sharing. Additionally, ONLE provides a high degree of self-responsibility to the learner and a sense of ownership instead of fulfilling the requirements for a product which entails the use of vast amounts of information that was learned.
Your Personal Learning Environment includes countless links, and various lines of thinking in developing your connections. Remember that this is YOUR Personal Learning Environment. When developing a PLE remember to make use of the Open Network Linkage Design model (see this topic above), as a framework to construct and make your connections. There are a number of PLEs available. For purposes of simplicity this learning activity will focus on Symbaloo.
ONLE may not be a panacea, but it is an idea whose time has come. In some part it will comprise some level of online education. In conjunction with other pedagogies, such as constructivism, connectivism stimulates high orders of thinking and is a pedagogy that is being driven by the technology that is in the
Symbaloo is a PLE that is designed with the Open Network Linkage model in mind. It is easy to maneuver, change tiles, copy, and make your own. Take a look at this site and familiarize yourself with the various videos which explain key parts of symbaloo: Symbaloo tutorial (Symbaloo.com, 2011). Using these tutori79
als, you should be able to design and make your own webmix, create or select key tiles, and share your webmix.
3" Be certain that you include at least one of EACH of the following open source linkages in your web mix.
Before getting to the activity, we need to review the basic ideas of Connectivism: Pedagogically speaking, Connectivism, ideally, allows the learner to demonstrate and share understandings by designing PLEs that link together social networks, information, collaborative projects, resources, and other portals in a way that demonstrates the learners understanding of the information. Key focus is placed on the ability to: share, collaborate, discuss, design, and link together lines of connection which make sense to the learner with regards to connecting to information, not memorizing it. Does this seem like higher order thinking?
a" Personal portal (Wikipedia, 2013) linkage, such as email accounts, youtube, Animoto, Google drives (Google Drive, 2013)
Here (Youtube.com, 2009) is a link to an example of a webmix that was done by a 7th grader. This is a great example of how you can apply it in class.
e" social tagging (Dictionary.com,2013) linkage, such as Facebook, Delicious (Delicious.com, 2013), Pinterest
Learning activity:
g" mobile linkage, Apps such as educational(Chempro.com,2013), writing, drawing, games, banking
1"
Set up a free account on Symbaloo (Symbaloo.com, 2013)
2" Symbaloo allows you to make as many webmixes as you want. Pick a topic or a class (such as chemical equations, chemistry, Biology, or Genetics).. This depends on what you teach and what level and how you wish to organize it.
b" RSS (Whatis.com, 2013) feeds, such as News feeds, sports feeds, site updates c" 3rd party linkages, such as Twitterfeed, Hootsuite,(Hootsuite, 2013) Google+ d" widgets (Wikipedia, 2013), such as simulations (Phet.colorado, 2013), weather reports
f" social network (Whatis.com, 2013), such as Facebook, Pinterest, Twitter (Twitter.com, 2013)
h" infoviz (Infoviz.org,2013) linkages, such as Wordle (Wordle.com, 2013), Voicethread
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4" Once you have designed your webmix, share it with a colleague. Have a colleague share theirs with you. Then evaluate your and theirs, using the surveys below.
a difficult concept to grasp scanning the code could bring you to an online video explaining it. This additional content could be created by students, teachers, or the general public.
5" Assessing a partners symbaloo (Surveymonkey.com, 2013). Assessing your own Symbaloo (Surveymonkey.com, 2013)
If you were to post a video or recorded lecture it can make posting relevant links for additional content difficult and cluttered. Incorporating these QR codes in slides or still frames within a video allows users to still access additional resources. This could go beyond simple additional reading resources to apps for download that branch the traditional reading assignments into fun interactive applications.
6" Questions to reflect on: Is Symbaloo designed to stimulate higher order thinking? Do you think this is a valuable method to provide for students to learn?
L EARNING A CTIVITY 2: QR C ODES - U SING QR C ODES I N EDUCATION
Background Information: QR codes are a great feature to any online curriculum because it allows for easier linking to other material than the traditional link. When a book is digitized it is not always done with the web in mind. Pages are just scanned and put on the web. This is not any better than a traditional classroom experience, but has potential to be so much more with QR codes. If books would intentionally use QR codes when being produced this allows for people to access links regardless if it is printed, or digital. Adding these codes to references throughout a book can make reading much more immersive. If you do not understand
In some cases QR codes have an added benefit of keeping the learner engaged even when using the alternative simple clickable link that could do the same function. To use a QR code it is not as simple as moving a mouse, and clicking the link. QR codes gain the attention of a student. This added benefit will keep people more engaged, and branching out into new platforms for learning. They now have the added benefit to take this resource on the go for more education outside of the class. Learning Activity: Required resources: ●"
Smartphone or tablet with built in camera.
●"
Internet access. 81
●"
Computer or Laptop
●"
Smartphone App for scanning QR codes.
●"
Microsoft “PowerPoint” or Google Apps “Presentation”
●"
www.qrstuff.com
4" This allows you now to place this image into the PowerPoint or Presentation you have created. a" As an example here is a QR code I created for Wikipedia.org
Steps: 1" Create a quick PowerPoint or Presentation about a simple subject you are interested in, or you may use an existing lecture/presentation if you prefer to save time. 2" Create or use existing content that has references to the subject on the web that can be used in a classroom. 3" Find the references on the web in regards to your selected topic. a"
Copy and paste the URL.
b" Head to www.qrstuff.com (you may use a different site if you prefer.)
5" To be able to use this QR code you must scan it with an app installed to your tablet or smartphone. a"
Free QR scanner app for Iphone.
c"
Paste the link in provided box labeled under “Content”.
i" https://itunes.apple.com/us/app/qr-reader-for-iphone/id3684946 09?mt=8
d"
Press “Enter” Key and download the QR code.
b"
Free QR scanner app for Android.
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i" https://play.google.com/store/apps/details?id=com.google.andro id.apps.unveil c"
Free QR scanner App for Windows Phone.
i" http://www.windowsphone.com/en-us/store/app/qr-code-reader/ e21dee2d-9c1c-4f25-916f-c93d25da8768 6" One important fact to remember about QR codes is the source needs to be made available without the need for an account. If someone scans a code but the code is in reference to something that requires login credentials it will fail to load. Also keep in mind copyright and fair use laws.
Assessment: Reference the rubric below to see how the assignment will be graded. QR Rubric
L EARNING A CTIVITY 3: D ATA V ISUALIZATION Background Information: Data visualization gives us just another way to see numbers and figures. Looking at statistics in a spreadsheet or a database can be very dry for most people, but data visualization gives us a way to represent that information so it is more engaging and helps to interest more people in what is going on. It can also lend itself to a better understanding of what statistics and other data mean. Data visualization has been around for a long time in the form of basic charts and graphs. In the era of Microsoft Office, we have even had the ability to easily generate basic charts and graphs from data in Excel. As the population has moved more and more online, we have been given even more flexibility in the way we can see and generate data visualizations. For example, when using Google Docs/Drive to store information in spreadsheets, as we will demonstrate, this data can be easily made available to a variety of external tools that can use that data to generate dynamic charts and graphs. These will even adjust as more data is put into the spreadsheet. One other example that we won’t cover in the assignment is infographics. These are static images that take information
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Learning Activity:
Google Fusion Chart - Broadband Statistics, December 2006
1" For this assignment, we will work in groups of 3-4. Each group should be given a Google Account that they can use to complete this activity.
If you look at the Google Sheet first, you can see how the original data looked. You can then go into the Fusion Chart and see how that data is visualized. The red dots are countries ranked 30-20, yellow is 20-10, and green are the top 10 ranked countries. (OECD, 2006)
2" Within your group, decide what kind of statistics or data you want to turn into a data visualization. This can be anything from taxonomy data (categories) to the amount of an item sold over a period of time.
(Hint: look online for government or nonprofit statistics that you could upload to Google Docs to use) 3" Find a tool that you can use to do data visualization. Probably the easiest to use is either Google Fusion Tables (click here for instructions) or the Charts in Google Sheets. 4" Generate a chart and save it in your Google account. Then share it with the rest of the groups in the class so they can see what you have done.
Example: Here is an example of a chart you can play with to see how the data works: Google Sheet - Broadband Statistics, December 2006
Assessment: Please see the rubric for this activity linked below for how it will be graded. Data Visualization Activity Rubric
Required readings Emerging Technologies http://www.aupress.ca/books/120177/ebook/01_Veletsianos_20 10-Emerging_Technologies_in_Distance_Education.pdf QR Codes http://opus.bath.ac.uk/11408/1/getting_started_with_QR_Codes .pdf 84
Do’s and Dont’s on Data Visualization
Glossary
http://www.smashingmagazine.com/2011/10/14/the-dos-and-do nts-of-infographic-design/
Connectivism is a theory of learning which emphasizes the role of the social and cultural context opposed to a more essentialist notion which foregrounds the individual.
Optional/Suggested readings Emerging Technologies http://www.llt.msu.edu/vol7num1/pdf/vol7num1.pdf#page=11 Visualization in Education http://www.eric.ed.gov/PDFS/ED466379.pdf Additional resources https://delicious.com/tag/ETC655+Emergent Data Visualization http://datajournalismhandbook.org/1.0/en/understanding_data_ 7.html
Learning Resource: Prezi for Group 6
QR Codes (Quick Reference Codes)- Bar codes are optical machine-readable labels attached to items that record information related to the item. Emerging Technologies are contemporary advances and innovation in various fields of technology. Various converging technologies have emerged in the technological convergence of different systems evolving towards similar goals. Convergence can refer to previously separate technologies such as voice (and telephony features), data (and productivity applications) and video that now share resources and interact with each other, creating new efficiencies. ONLE (Open Network Learning Environment) is the environment that allows for the freedom to develop the connections necessary to aggregate ideas in a way that makes sense to the learner, and since information, collaboration, and networks are ever-changing, so is the connectivist learning. Data Visualization is the study of the visual representation of data, meaning information that has been abstracted in some
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schematic form, including attributes or variables for the units of information.
References Anderson, T. (2011). Three generations of distance education pedagogy. The International Review Research in Open and Distance Learning. retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Chapter Discussion
Attitude Group LTD. (n.d.). What is RSS? Retrieved from http://www.whatisrss.com/
1" In what ways can emerging technologies positively or negatively affect your classroom?
BeQRious (2013). Education Made Interesting by Incorporating QR Codes Into Books.
2" Does Connectivism seem like the next step in the evolution of education or just the latest "flavor" to come along? How so?
Retrieved from http://beqrious.com/education-made-interesting-by-incorporatin g-qr-codes-into-books/
3" Is there a viable place in a classroom for a combination of educational pedagogies, including Connectivism (such as PLEs)... In other words, what type of educational value would you place on the use of Connectivism?
Connectivism. In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Connectivism Culatta, R. (2013). Social development theory (L. Vygotsky). Retreived from http://www.instructionaldesign.org/theories/social-development. html Educational Researches. (n.d.). Affordance theory (Gibson). Retreived from http://www.educationalresearches.com/affordance-theory-gibso n/ 86
Emerging Technologies. In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Emerging_technologies Miller, J., Green, I., & Putland, G. (2005). Emerging Technologies: A Framework for Thinking. Australian Capital Territory Department of Education and Training. Retrieved 13 November 2008, from http://www.det.act.gov.au/__data/assets/pdf_file/0019/17830/e mergingtechnologies.pdf Organization for Economic Co-operation and Development. (2006). OECD broadband statistics to December 2006. Retreived from http://www.oecd.org/internet/broadband/oecdbroadbandstatistic stodecember2006.htm#Data2005 Siemens, G. (n.d.). Connectivism. Retreived from http://www.connectivism.ca/ Siemens, G. (2005, January). Connectivism: a learning theory for the digital age. Retreived from http://www.itdl.org/journal/jan_05/article01.htm
Stegmaier, J. (2012). Best Practice. Retrieved from: http://prezi.com/-bkvfk81lqcj/best-practices/?auth_key=7efcc0e de1835907f4daaa18473dece5751cf075 Survey (self, and peer) from Survey Monkey, (2013), retrieved from: http://www.surveymonkey.com/s/5CV2MXS & http://www.surveymonkey.com/s/8R2DFVJ Tu, C. H. (2011). Concepts of PLE & ONLE. Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. Veletsianos, G. (Ed.). (2010). Emerging technologies in distance education. Edmonton, AB: AU Press. Web portal. (n.d.). In Wikipedia. Retreived from http://en.wikipedia.org/wiki/Web_portal Web widget. (n.d.). In Wikipedia. Retreived from http://en.wikipedia.org/wiki/Web_widget What is visualization? (n.d.). Retreived from http://infovis.org/
Social networking. (2013, May 5). Retreived from http://www.whatissocialnetworking.com/ Social tagging. (n.d.). In Dictionary.com. Retreived from http://dictionary.reference.com/browse/Social+tagging 87
Preface
Conclusions Throughout this text, we have explored the ONLE approach from multiple points of view. First, we attempted to understand the need and theoretical purpose of an ONLE from a historical path. We noted that the theory and application have strong ties to existing connectivist and constructivist ideals, and that the creation of an ONLE allows for not merely always available learning throughout the globe, but it allows for an individual to create their own learning environment tailored to their specific needs and skills. Next we explored strategies of ONLE implementation. From the basics design of setting up your learning environment to the intricacies of polishing and perfecting the way learner to learner education can be accomplished. " As our journey continued through ONLE we turned our focus to the creation of student work and presentation materials via cloud based or Web 2.0 tools. These allow learners and community members from throughout the world to create dynamic, often interactive presentations without the need to purchase software suites, and more and more often, they are available on every platform from a desktop to computer, to a tablet, to a smartphone.
" Moving deeper into the creation of ONLEs, Chapter 4 focused primarily on design modalities and linkage. This chapter explains how to use linkage design to create and organize a personal learning environment. In addition, the chapter gives some examples of assignments you could give to students at different learning levels. " In Chapter 5 we explored the relationship between development and teaching. Clearly this is an area that is deserving of in-depth analysis. Not only does this chapter delve into how to implement and utilize an ONLE with students, it gave some real life examples of tools that teachers can integrate into their teaching. Furthermore this chapter gave some instructional strategies such as SIMA (story-telling, integrating, modes of learning, application) that can be utilized to help students make connections within an ONLE. " Finally in Chapter 6 we reach the end of our journey with an introduction to up and coming or emergent theory on the subject. " We, the authors and editors of this text hope that the exploration of topics has led to a deeper coalescence of thought between theory and application. So many educational developments happen in the realm of theory, and the application is often lacking. Our purpose in design was to give real world examples of how best to implement each learning goal, and to help the learner create their own framework of understanding. The lxxxix
chapters relate to one another in structure as well as sharing common threads of knowledge. As you have now completed your time with this text, you should realize that this is not the end, but merely the beginning as you forge forward utilizing your own Personal Learning Environment as it relates to your Open Network Learning Environment.
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