knowledge practices through personal learning environments (ple)
DESCRIPTION
You can find the additional paper for the doctoral consortium of the PLE conference 2012, Aveiro here: http://revistas.ua.pt/index.php/ple/article/view/1463TRANSCRIPT
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Sabine Reisas, M.A.Kiel University, Germany
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Why do students need a diverse repertoir of knowledge practices in higher education and what does it have to do with PLEs?
Sabine Reisas, M.A. (@srmpbi)
Image Reference: http://jaeselle.com/2012/04/planning-ness/
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
What course concepts should address
• Consider latent needs of students• Explore context situations and the use of technology• Initiate reflective processes
„Media are not only ‚new toys‘ but a possibility to gain experiences with practices in contexts.“ (Fiedler & Väljataga 2010)
Sabine Reisas (@srmpbi), Kiel University
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Underlying assumptions
• Actual teaching and learning situations (in higher education) are affected significantly by personal learning environments and incorporated knowledge practices.
• Personal Learning Environments as activity systems are helpful for students to articulate knowledge practices.
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Aim of this research
• to facilitate refining and co-production of diverse knowlege practices
• to allow critical reviewing of negotiated practices• to encourage students to take over responsibility• to enable students to transform their own Personal
Learning Environment (PLE)
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Research questions• Is it possible to conceptualize a PLE as a sociocultural/ socio-
material practice?• Is a PLE in terms of the activity system a vehicle to make explicit
practices observable for empirical research ?• Which incorporated knowledge practices can become explicit?• Which interventions facilitate reflective processes?• Which kind of intervention are able to induce dissonance in
specific situation to challenge practices and therefore the transformative development of PLEs?
• How do students recognize discrepancies between the systemic relations of an activity system and how do students deal with them?
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Personal Learning Environments as Practices
technologically-oriented view of PLEs
(e.g. Jones, 2008)
pedagogigcally-oriented view of PLEs
(e.g. Downes, 2007)
Co-evolutionary:practice-oriented
view of PLEs
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Key concepts for the researchEthnography
(Garfinkel, 1967, 2003)
Activity Theory(Engeström, 2007)
Legitimate peripheral participation in
Communities of Practice(Lave & Wenger, 1991)
Sociomateriality(Orlikowski, 2007)
• Frictions of Intervention are visible in students` behavior
• Observing disorganized interactions to understand how activities are produced and maintained
• How and why students interact in specific context sitations
• Role of epistemic artefacts
• How students move from „peripheral participation to full membership in a community“
• Learning as participation
• Material and social practices are constitutively entangled
• Co-evolutionary perspective
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Given task
Personal Learning Environments as socio-material Practices
Socialenvironment
Materialenvironment
Culturalenvironment
Constitutiveentanglement(Orlikowski, 2007)
dynamic activity system
subject object
tool
rules community
Sabine Reisas, M.A. (@srmpbi)
division of labor
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Exploring seminar settings
Sabine Reisas, M.A. (@srmpbi)
1) Seminar Setting 2) Seminar Setting
Development of ebook concepts
(task: Exploring the act of reading)
Development of collaborative scenarios
(task: Exploring a collaborativ process)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
Mixed-method approach
• Artefact analysis (Students as co-researchers)• Activity system analysis• Conversation analysis• Semi structured interviews
Sabine Reisas, M.A. (@srmpbi)
Diverse Knowledge Practices through Personal Learning Environments (PLE)
Kiel University, Faculty of Arts and Humanities, Department of Media Pedagogy/Educational Computer Sciences
References
Sabine Reisas, M.A. (@srmpbi)
• Bryant, S. L., Forte, A., Bruckman, A. (2005). Becoming Wikipedian: Transformation of Participation in a Collaborative Online Encyclopedia. GROUP`05 (ACM), November 6-9, 2005, Sanibel Island, Florida, USA.
• Buchem, I., Attwell, G., & Torres, R. (2011). Understanding Personal Learning Environments: Litera-ture review and synthesis through the Activity Theory lens. In Proceedings of the The PLE Conference 2011 (pp. 1–33). Retrieved from http://journal.webscience.org/658/1/ PLE_SOU_Paper_Buchem_Attwell_Torress.doc
• Fiedler, S. & Väljataga, T. (2010). Personal learning environments: concept or technology?• Engeström, Y. (2007). Activity theory and individual and social transformation. In Y.
Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
• Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge.
• Orlikowski, W. J. (2007). Sociomaterial Practices: Exploring Technology at Work. Organization Stu-dies, 28(9), 1435–1448.