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Where does the university end and learning begin? Facilitating personal learning environments to enhance ownership of knowledge.
0020 ALTC 2009 Alan Cann, Jo Badge, Stuart Johnson, Jon Scott
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The Cloudworks Team
24 August 2009
ALT-C 2009 Session: This Cloud has been set up to aggregate live blogs, comments, discussion and links for this session.
Alan Cann's session has the short totle 'Dude, where's my University?'. Some really nice work with students asked to draw their own PLE (for learning) and comparison with this and what the Uni provides (VLE, for control). Some lovely mindmaps.
Slides bear looking at, but curious under-reporting of (say) Blackboard use at 70% (VLE) compared with delicious (81%), wikipedia (1005) and google (99%).
Clearly coming across that we need both (other talks here at ALT on whether the VLE is dead), The students have a clear expectation of what the different spaces are for.
10:35 on 8 September 2009
AJ Cann, University of Leicester
- Key skills module for new undergraduates - numeracy and IT skills
- Needs changed over time e.g. most students have experience with MS Office before arriving these days
- Using VLE for what it's good for - authentication, storing student data to comply with data protection act, communication (convenient to be able to email all students just by clicking a button!)
- New version of course interleaves IT and numeracy components
- 2 semesters, towards end of first, ask students to draw a mindmap of their PLE. Second semester produce e-portfolio
- What do students perceive as being part of their PLE? (e.g. only 1% mentioned student support services, maybe see as something they go to when they have problems?). Also perceptions changed in terms of keeping work/personal separate perhaps (e.g. when used to do podcasting, students didn't want to put university podcasts on their mp3 player but listened to on a computer)
- e-portfolio - showed assessment criteria, used wiki architecture (e.g. wetpaint), given choice if public/private (about 50% each), reflective rather than about authenticating achievements
- only 1% updated e-portfolio after the end of the course, one example which worked was when e-portfolio essentially turned into a blog i.e. fortnightly update
- Planned changes: only assess at end of first semester (but give feedback), give e-portfolio chronological scaffolding and allowing tagging for cross-referencing
- Relation to PDP: in past PDP paper-based but put away in a filing cabinet! this will meet legal requirements but from personal point of view want to stress the reflective aspects
11:47 on 8 September 2009 (Edited 11:50 on 8 September 2009)