Learning in Knowledge Society: the different roles of VLEs and PLEs

5th WSKS - World Summit on the Knowledge SocietyRome, Italy

20-22 June 2012

Ana Loureiro | Inês Messias | Maria BarbasSchool of Education - Polytechnic Institute of Santarém, Portugal

[key words]

Ana Loureiro | Inês Messias | Maria Barbas | 5th WSKS

[Learning in knowledge society]


New Students

Profile

utilize simultaneously diverse types of media

Traditional teaching

uninteresting



Traditional teaching

VLEVirtual Learning Environment

PLEPersonal Learning Environment

Complementing



Teachers’ role

Competences to understand

Where How What

Information to select



Teaching

Networking

Relevant Connections

Study field

Social Networks

[Forms of learning]


Formal Learning

Has a curriculum | Is

Intentional | Confers

formal recognition

Non Formal Learning

Is intentional |Semi-organized |

May confer formal recognition |

Flexible | Operational

Informal Learning

Never organized | No

objectives | Not intentional |

Daily activities |Experience

Natural Learning

May or may not be

intentional | No time or

place |autonomous |

Depends on Socialization

[what are VLEs]


- Facilitate students access to teachers’ information

- Allow contact with peers

- Static appearence

- Don’t allow personalization

Not

motivating

Formal and closed environmentsEx.:

[what VLEs should encourage]


Use of meta-cognitive skills

Reflection on relevant content

Create knowledge

“Should be designed to adress learners’ diversity in terms of learning styles, prior knowledge, culture and self-regulation skills”

Vovides et al, 2007

[PLE]


Set of web 2.0 tools and services, gathered by the user, in a single webpage.

Graphically based.

PLEs agregate

Video sharing

email

bookmarking

RSS feeds

Websites of interestpinboards

Digital potfólios

Personal website

Collaborative tools

Social NetworkingLive conferencing

[PLEs Allow]


PLEs Allow

Choice of social networking tools

Work collaborativelly

Socialize and interact

Communicate directly

Management of ones’ learning evironment

More proactive role Peersonal selection of tools

Self organizationSelf construct & share

of knowledge

Self creation of community of peers

Create content

[PLEs Allow]


Continuos change

Produce of knowledge and reflection

Evolves and keeps up with new apps

More information is attainable

[VLE & PLE benefits for e-learning contexts]


Allows more

conectivity &

socialization

Focused on the

self

Allows sharing

with a broader

community

Allows

independent

learning

(acording to

our own

needs)

Motivation

Conectivism[described as the learning theory for the digital age]

[VLE & PLE benefits for e-learning contexts]


The connections within a

personalized environment shape

the knowledge one creates

Collecting information

Sharing information

Varied sources

enriching the learners personal data collection

the evolution of the students’

learning profile

active and reactive user

Developing information

[Conclusions]


Students engage with a wider network to enhance their own learning. In terms of learning, we can say it starts in the formality of a classroom and follows in the informality of the Web.

Ana Loureiro [[email protected]] |

http://accloureiro.weebly.com

Inês Messias [[email protected] ]

http://www.ese.ipsantarem.pt/usr/ines/index.html

Maria Barbas [[email protected]] |

http://mariapotesbarbas.com/

keep in touch…

http://accloureiro.weebly.com/



http://mariapotesbarbas.com/