i

ii

Edited by

Hoda Harati & Qi Liu

Northern Arizona University Fall 2016

iii

Foreword

"As a function of the environment, the learner forages for knowledge when and where it

is needed. Real life, not theory, drives this learning type. As an ongoing, natural process,

learners and organizations are apt to devalue or deemphasize accretion learning.

Accretion learning is the constant activity of our work and life. We gain new insights

from conversations, from a workshop, or an article. We gain experience through our

reflection on failed (or successful) projects. We connect and bring together numerous

elements and activities, constantly shaping and creating our understanding and

knowledge." George Siemens

We encourage the educators, practitioners, teachers, faculty members, and the students in the

field of “Educational Technology” to read this eBook under the title of “Creating Technology

Learning Environment”. This eBook supports the stakeholders in this field to learn about the

most promising and new teaching & learning concepts mostly based on the Connectivism and

Constructivism theories. This eBook is designed in 6 chapters including diverse and interesting

topics such as foundation and theory of Connectivism, ONLE, PLE, instructional design,

emerging technologies, Linkage Design Model, and Web 2.0 technologies.

The aim of this eBook is to gather useful information regarding the hot educational topics in the

recent years to the publishing date of this book. The language of this book is simple and

understandable with any kind of technological expertise.

This eBook also tries to provide information regarding the application of ONLE and PLE in the

real learning environments. Therefore, it is called a “Handbook” since it can be used as the

manual by the teachers or practitioners to apply the tools, technologies, instructional strategies,

and sample activities mentioned in this eBook in the formal, non-formal, or informal learning

enviros.

This eBook is completed by the endeavor of Educational Technology Master's and Doctorate

students in the Fall 2016 at the Northern Arizona University. However, this eBook is like a drop

in the oceans of information, our hope is to help the colleagues in this field to learn more about

the concepts introduced here.

Editors,

Hoda Harati Qi Liu

Doctorate Student Doctorate Student

Curriculum and Instructional Design Curriculum and Instructional Design

Educational Technology Department Educational Technology Department

Northern Arizona University Northern Arizona University

Hoda.Harati@nau.edu ql53@nau.edu

December 2016

iv

Acknowledgment

This eBook is dedicated to Dr. Chih-Hsiung Tu, Ph.D. our mentor and professor at the

Northern Arizona University for his dedicated consecutive attempts to help the ESP scholars and

students at NAU.

1

Table of Contents

Chapter 1: Foundation and Theory of PLE and ONLE ................................................................ 1

What is a PLE?.............................................................................................................................................. 2

What is ONLE? ............................................................................................................................................. 3

How to set up a PLE? .................................................................................................................................... 4

Connectivism relationship with ONLE ......................................................................................................... 8

Conclusion .................................................................................................................................................... 9

Learning activities/assignments .......................................................................................................... 10

Readings .............................................................................................................................................. 12

References ........................................................................................................................................... 13

Chapter 2: Instructional strategies for PLE & ONLE ..................................................................14

What is the instructional strategy in the digital age? .........................................................................15

PLE and ONLE Instructional Strategies .........................................................................................15

Online Constructivist Instructional Strategies: .................................................................................17

Conclusion .................................................................................................................................................. 17

Learning Activities/assignments ......................................................................................................... 19

Readings .............................................................................................................................................. 22

References ........................................................................................................................................... 23

Chapter 3: Web 2.0 Technologies in PLE & ONLE .....................................................................25

What is Web 2.0 technology? ..................................................................................................................... 25

Why integrate Web 2.0 technologies to support teaching and learning? .................................................... 27

What is mobile learning and its application in higher education? .............................................................. 28

Augmented Reality and Virtual Reality ...................................................................................................... 29

Quick Response Codes ............................................................................................................................... 30

Mobile App Design ..................................................................................................................................... 31

Minimester Courses .................................................................................................................................... 32

Discussion/Conclusion ................................................................................................................................ 34

Learning Activities/Assignments ........................................................................................................ 34

Readings .............................................................................................................................................. 36

References ........................................................................................................................................... 38

Chapter 4: Designs of PLE, ONLE, and the Linkage Design Model..............................................41

2

Personal Learning Environment (PLE) ....................................................................................................... 42

Open Network Learning Environment (ONLE) ......................................................................................... 44

Linkage Design Model ................................................................................................................................ 44

Self-Empowered Learning .......................................................................................................................... 47

RSS Feed ..................................................................................................................................................... 48

Personalized Learning ................................................................................................................................. 49

Adaptive Technologies ............................................................................................................................... 50

Conclusion/Discussion ................................................................................................................................ 51

Learning activities/assignments .......................................................................................................... 52

Readings:............................................................................................................................................. 56

References ........................................................................................................................................... 58

Chapter 5: Development & Practices/Teaching for ONLE ...........................................................61

Teaching with ONLEs and PLEs ................................................................................................................ 62

Third Party Tools ........................................................................................................................................ 64

Wearable Technology ................................................................................................................................. 65

Formal and Informal Learning .................................................................................................................... 66

Conclusion .................................................................................................................................................. 67

Learning activities/assignment ............................................................................................................ 68

Readings:............................................................................................................................................. 75

References ........................................................................................................................................... 76

Chapter 6: Conclusions and Wrap Up ........................................................................................78

How to use this book as learners? ............................................................................................................... 78

How to use this book as educators? ............................................................................................................ 78

Conclusion .................................................................................................................................................. 78

Glossary .....................................................................................................................................79

Creating Technology Learning Environment 1

Chapter 1: Foundation and Theory of PLE and ONLE

Robert Davis, Shera Gilmore, & Mary Loder

Chapter Overview

Personal Learning Environments (PLE) and Open Network Learning Environment

(ONLE) use the principles of Connectivism to utilize Web 2.0 tools, open networks and

resources to build lifelong learners. In chapter one, we will define an ONLE and PLE, exploring

and discussing, how they are inter-related. The chapter will continue by providing suggestions

on how to set up the PLE, suggested uses, and examples; in addition, you will be encouraged to

set up your own PLE. The chapter will define Connectivism and how Connectivism relates to

PLE and ONLE. Finally, this chapter will apply these concepts to several practical lessons and

activities so the reader can achieve a complete understanding of the topics.

Keywords: Personal Learning Environment (PLE), Open Networked Learning Environment

(ONLE), Connectivism, adult education, Web 2.0, Collaboration, e-Learning.

Learning Objectives

● Define a personal learning environment

● Define an open network learning environment

● Understand the interrelationship of a PLE and ONLE

● How to create and maintain a PLE

Creating Technology Learning Environment 2

● Understand how Connectivism connects to online learning theories

What is a PLE?

A personal learning environment (PLE) is described as a collection of Web 2.0 tools and

services that are personalized, usually with a common technology interface platform like

Netvibes, Symbaloo or Google Chrome that helps people manage formal and informal learning.

This PLE platform thrives under the notion of openness, interoperability of technology, and

learner control (Tu, 2014, p14). The technology that facilitates a PLE allows learners to create

their environment to control learning, networks, and materials with a centralized group of tools

rather than a traditional instructor. Learners set and manage their learning goals by deciding

what tools to include and how to use these tools to communicate with others (Atwell, 2007).

Figure 1.1 - Example of a PLE user interface, Google Chrome Apps & Extensions in the toolbar

area at the top. Users can monitor their sources of learning in one view.

Creating Technology Learning Environment 3

Figure 1.2 PLE example 2: Close up of left side of tool bar showing some PLE Apps.

A successful PLE is developed using technologies that the learner finds useful or

relevant. Breaking away from traditional Learning Management Systems (LMS) or Course

Management Systems (CMS) and utilizing Open Educational Resources (OER) and the learner’s

personal learning network, the PLE can create learning that is more useful and engaging.

(Saadatmand & Kumpulainen, 2012, p. 266)

Figure 1.3: Tools and Processes in a PLE (Saadatmand & Kumpulainen, 2012)

What is ONLE?

Open Network Learning Environment (ONLE) is a digital environment that, “empowers

learners to participate in creative endeavors, conduct social networking, organize and reorganize

social content, 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 et

al., 2012, p. 14). Unlike Learning Management Systems (LMS) or Course Management Systems

Creating Technology Learning Environment 4

(CMS), ONLE is not restricted to learners enrolled in a class by proprietary limits or institutional

rules. ONLEs offer modalities that allow learners and educators to interchange tools to cater to

learning needs (Mott, 2010). ONLEs allow learners to learn from others with similar interests in

a formal or informal setting. Furthermore, ONLE permits the learner to transition their learning

outside of the rigid structure of academia and utilize the Open Network to create self-directed

lifelong learning that benefits from collaboration among their peers.

Inter-relationship between PLE and ONLE

ONLE bridges the gap between the formal learning of LMS or CMS and the flexibility

and customization of a PLE. PLE and ONLE work together to engage network learners to

transform information. PLEs link Web 2.0 tools and processes into one platform which then can

be used to support ONLE. Indesign, a PLE can be utilized as linkage for ONLE to monitor,

organize, construct, share and grow knowledge with others. Tu (2014) refers to this as the Open

Network Linkage Model. Within this Network Linkage design model, there are eight linkages:

● Personal Portal Linkage - Links multiple Web 2.0 tools in one location.

● Widget - An app that can be embedded into another tool or Web 2.0 tool.

● RSS linkage - Allows live feeds to receive updates from Web tools or services.

● Third Party Linkage - Use of other application to link multiple Web 2.0 tools.

● Social Tagging Linkage - Tags that link relevant content, networked friends/fans and

community to a PLE or user service.

● Social Network Linkage - Linked to others by connecting to their social media platform.

● Mobile Linkage - Use of mobile technology and apps to link to Web 2.0 Tools or

services.

● InfoViz Linkage - Information that is conveyed using pictures, symbols, colors and words

to communicate ideas, illustrate information or express relationships.

Through the Open Network Linkage Model, PLEs appropriate the tools necessary to

support the ONLE. By combining this Open Network Linkage Model with capable linkage skills

and knowledge, learners and instructors can evaluate and select appropriate tools for their

learning and teaching, design and develop their PLE and ONLE, and analyze their existing PLE

and ONLE as to improve them (Tu, 2014, p. 17).

How to set up a PLE?

Personal learning environments (PLE) help organize the chaos of not only learning in an

open and networked environment, but can also be leveraged to organize the chaos of our lives

(Tu, 2014). Before building your own personal learning environment, please view one YouTube

video and the site tutorials on the following personal portal tools;

Creating Technology Learning Environment 5

Netvibes Symbaloo Google Chrome Apps/Extensions

These 3 personal portal tools host unique differences in the visual appeal and

performance offered in personal learning environments. Netvibes could be considered a life

organizer in addition to a personal learning environment portal. However, the limited apps and

confusing potion programming can limit utilization. Symbaloo is a stand-alone site, like

Netvibes; whereas Google Chrome apps and extensions are saved and organized on a Gmail

account, connecting them to Google Drive and other commonly used collaborative and

innovative Web 2.0 tools. Regardless of which portal you choose to use, you will need to reflect

on your desired connections to the web and your mobile accessibility via apps before you build

your PLE.

Figure 1.4: PLE layout model and available apps/widgets in Google Chrome

This figure was arranged in reference to how one person organizes their life and

resources. As seen in the figure, social media access is a primary concern. Another area of

access organization could be dividing and visually arranging tiles/widgets based on work,

personal, and school tools and connections, as viewed in the figure above. You could also

separate them by formal and informal learning connections. Or, as shown in Figure 1.5, your

resources could be split by types of learning activity; social, formal and informal.

Creating Technology Learning Environment 6

Figure 1.5: PLE model of resources arranged by type of learning activity; social, formal

and informal resources.

Dabbagh and Kitsantas (2012) suggest building a PLE based on 3 phases: forethought,

performance, and self-reflection. The forethought phase focuses on personal information

management and gathering your resources; such as, email, calendars, YouTube, RSS feeds,

preferred bookmarks and other ways the learner receives and organizes information. The

performance phase is based on social interactions and collaborations between the learner and

other learners or resources; such as Twitter, Facebook, LinkedIn, DropBox, Diigo and other web

2.0 tools. The final phase, self-reflection, is important for properly assessing, using, and refining

your PLE based on your needs. This phase also involves the access to aggregate and remix

information. Utilizing reflection activities ensures the PLE will work for the user, as intended;

and ensures the PLE is current and useful to address positive life-long learning habits and goals.

Phase 1: Resource Gathering and Forethought.

Phase one of our PLE creation will be a reflection on our everyday habits online. The

sites you frequent each day should be in your primary list. Please complete this reflection prior

to reaching the activities section listed at the end of this chapter. Some of your daily sites may

overlap with phase 2, performance based interactions.

Phase 2: Web 2.0 Tools and Performance Links.

Web 2.0 tools are collaborative tools available in an online environment. These tools

assist in creating opportunities to connect online. Collaboration apps, blogs, wikis, social

network systems (sns), video platforms, such as YouTube, all make up Web 2.0 tools. Please

Creating Technology Learning Environment 7

review these Web 2.0 tools and sign up for a free account with Diigo and twitter prior to

reaching our activities section.

Diigo A social networking tool that stores resources, allowing PDF uploads

and annotations. Tagging structures assist organizing your content.

Twitter A social networking tool connecting users to each other and new

information in our field

Evernote A social collaboration and personal organization tool, with a web clipper

for easy online research

Drop Box An online storage and sharing site with access to your files from any

computer and mobile device via their app.

Performance tools can be links to discussion boards, links to a LMS or CMS, links to

preferred research databases and other classroom specific tools that assist with information

distribution and actions to increase ease of access for formal and informal learning opportunities.

Phase 3: Self- Reflection and Aggregation of Learned Material.

This phase can be completed when you complete your PLE set-up. A reflection on your

work will assist in defining the proper links in your PLE, reducing clutter and increasing the

efficacy of your learning space. Additionally, using tools such as Google Drive, Evernote and

other Web 2.0 tools will assist with the reflection, creating user generated content via blogs or

using other web 2.0 tools to build an Infoviz. InfoViz are visual models of information learned;

they can be mind-maps, process flows, info graphics, graphs, etc. They can be made using tools

such as Lucidcharts or MindMeister in Google Drive compatible apps. Using tools in your PLE

to assist with your own reflection on the content of your learning and within your learning space

will increase its efficacy and ensure your PLE stays relevant to your current search for

information. Reviewing your PLE, every semester or bi-annually, will create a renewed and

consistent application of your PLE deepening your learning and keeping current on your

preferred sites and links online.

In the next section we will discuss how a PLE works to create a connected feel to a

chaotic learning environment online. Mobile apps, such as Netvibes mobile interface app, make

our PLEs accessible anywhere, connecting learners to their contacts and resources. Connectivism

will address the engagement issue so often seen when moving learning online. At the end of this

chapter you will create a PLE to engage with the material you just learned. Continue to reflect

on how you “connect” online to ensure your PLE reflects how you engage with the internet and

its vast resources.

Creating Technology Learning Environment 8

Connectivism: Learning theory of the digital age

The most popular learning theories in education are behaviorism, cognitivism, and

constructivism. However, society has changed since the creation of these theories, the advent of

the internet being one of the largest changes, and so have the needs and demands of learners.

With the invention of technology, people can engage with information in completely new ways.

This means new learning theories need to be created to accommodate for the change in learning

with technology. George Siemens and Stephen Downes developed a theory to incorporate

learning with technology called “Connectivism”.

Connectivism is best described as “social learning that is networked” (Duke, Harper &

Johnston, 2013). In more detail, Connectivism is another avenue to learn, but is not limited to

one way of teaching, as we are used to in the classroom. Connectivism uses well designed

communities of practice to share knowledge. The teacher’s role is to “model and demonstrate”

(Downes, 2009), which means the teacher is to be a facilitator to the discussion, helping the

students engage in the discussion and the lesson in diverse ways; providing additional

engagement in student practice, reflection and feedback. The student’s overall role is to

“practice and reflect” (Downes, 2009). This can be done by encouraging students to create or

join a community of practice, group, and class to deepen their learning. They also engage in the

group discussion boards; engaging as facilitators and participants, linking their understanding

with what others post, commenting and making additional connections, bring the knowledge

transference to the next level. An example of how this can be used in the classroom is in an open

course, an instructor can facilitate Connectivism theory in their course. They can do this by

suggesting a topic or a branch of the topic, and allow the students to be able to follow that path

with minimal direction, a scaffolding approach, seeing where it leads the student and what they

can learn from it.

Connectivism relationship with ONLE

The concept of Connectivism is the network strands can go anywhere, connecting the

learner to a million things at once. Due to this chaos in access, some guidance is needed to be

able to be a successful learner in an ONLE. The PLE assists in organizing the students preferred

connections. In a PLE a student is able to follow one set of connections to a blog, or another to a

community of learning that shares the same interest as them, or an open course that will help

facilitate their knowledge by giving some guidance. This is what is important to Connectivism,

following as many paths as possible, connecting learners to content, other learners, the facilitator

and expert information easily and impactfully.

Creating Technology Learning Environment 9

Another way ONLE helps focus Connectivism is it helps narrow down the focus on all

the types of technology used, like social media, wikispaces, LMS, blogs, etc. It helps by using

RSS feeds on important blogs or news articles on the focus topic. PLEs can also help

incorporate social media networks into one place and create connections with experts or other

interest parties. By being exposed to different mediums associated with ONLE, it helps a student

of Connectivism narrow their focus and find the best way to approach their topic.

Conclusion

In conclusion, the theory of Connectivism is the basis of using PLE and ONLE together

for networked digital online learning. Connectivism benefits from the freedom and flexibility

that PLE and ONLE allow their users. PLE and ONLE help facilitate open learning by allowing

students to go beyond the instructors suggested materials and find other resources from social

networks and Web 2.0 tools. ONLE uses PLE to collect, organize and display the resources need

for facilitation of these Web 2.0 tools and networks. By properly creating a PLE, ONLE will

facilitate and personalize the student’s learning and creating a lifelong digital learner.

Creating Technology Learning Environment 10

Learning activities/assignments

Activity 1: Set-up Your PLE and InfoViz

This activity walks users through building a personal learning environment using three distinct

phase of construction. The activity also incorporates the creation of an InfoViz activity, wherein

users reflect on the choices and formatting of their PLE. Using Google Docs, participants are

encouraged to email their InfoViz to fellow participants and the instructor to reflect and

comment upon choices in the visual organization and resources choices within their PLE. The

activity has an included rubric at the end.

Click here to access PLE activity

Activity 2: Reflection of a PLE

After any activity, it is important to get a sense of where the students are and their thoughts about

the activity, especially if they are allowed to have their personal opinion incorporated into the

design. A reflection activity is the best way to get more insight on what the students are

thinking.

Here are some sample questions that can be asked to the students.

1. What platform did you use to create a PLE? Explain why you choose that platform.

2. List the type of applications you added to your PLE. Explain your application choose.

3. What type of categories did you notice arise from your PLE model? Explain what pattern

you notice.

4. Would you use your PLE in the future? Explain your reasoning.

5. Can and would you use your PLE on a mobile device? Explain your reasoning.

Here is a sample reflection activity, using Google Forms, that can be used to help the students

think upon their reflection and choices made when creating a PLE.

Here is a suggested grading rubric.

After this activity, a suggested follow up activities would be to share a screenshot of their PLE to

an online discussion, and explain key features and elements from it. Possibly explain why they

chose specific applications, and comment or create InfoViz on the categories or organization

they saw arise from their PLE.

Creating Technology Learning Environment 11

Activity 3: Build an Open Network Learning Community (ONLE) using Google Plus

Activity Objective: Participating in this lesson will help develop an understanding of ONLE and

how to build a basic online tool to facilitate an ONLE experience. Learners will accomplish this

objective by building a basic ONLE in the Communities of Google Plus.

PLE and ONLE instructional strategies that apply to this lesson include:

● Participatory Web, where learners are engaged in contributing online content and/or Web

pages, etc.

● UGC - User Generated Content : Students are empowered to create learning content for

peers rather than instructors

● Community-Community Interactions where learning goes beyond a semester and is a tool

for learners to continue to develop new ideas and expand on existing knowledge.

● CC: Cloud Computing: Learners utilize distant network servers for web applications, data

storage and management rather than on a local computer.

● Connectivism: This lesson links utilizes connectivism by enabling learners using online

technology to network with other learners to expand knowledge and ideas.

Activity 4: Building a ONLE

Click Here to access Building an ONLE activity

Click Here to link to a sample Google+ Community for this lesson:

Here is a suggested grading rubric for Activity 4.

Creating Technology Learning Environment 12

Readings

Required readings

Tu, C. H. (2014). Chapter 2: Concepts of PLE & ONLE. Strategies for building a Web 2.0

learning environment. ABC-CLIO. Santa Barbara, CA. 13 - 16.

Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from

http://www.itdl.org/journal/jan_05/article01.htm

Optional/suggested readings

Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-

regulated learning: A natural formula for connecting formal and informal learning. The Internet

and Higher Education. 15 (1), p. 3-8.

Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory.

Retrieved from https://www.hetl.org/wp-

content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

Network learning resources

Social Tagging: ETC655, Chapter1, PLE, ONLE, connectivism, adult education, Web 2.0. You

can search through our resources on the ETC655 Diigo Group Page.

Teaching resources

Prezi Presentation of the Chapter

Discussion Questions

1. How can you use a PLE to organize your learning?

2. Why is a LMS or CMS not the same as an ONLE?

3. How does ONLE use a PLE to enhance learning?

4. What are the similarities and differences from Connectivism and ONLE?

5. What is another example on how Connectivism can be modelled in the classroom?

Creating Technology Learning Environment 13

References

Anderson, T., & Dron, T. (2011). Three generations of distance education pedagogy. Retrieved

from http://www.irrodl.org/index.php/irrodl/article/view/890/1663

Attwell, Graham (2007). The Personal Learning Environments - the future of

eLearning?eLearning Papers, 2 (1). Retrieved from

http://somece2015.unam.mx/recursos/ACC/PLE_future_of_eLearning%20.pdf

Dabbagh, N., Kitsantas, A. (2012). Personal learning environments, social media, and self-

regulated learning: A natural formula for connecting formal and informal learning. The

Internet and Higher Education. 15 (1), p. 3-8.

Downes, S. (2009). Connectivist learning and personal learning environment. Retrieved from

http://www.slideshare.net/Downes/connectivist-learning-and-the-personal-learning-

environment

Duke, B. Harper, G. & Johnston, M. (2013). Connectivism as a digital age learning theory.

Retrieved from https://www.hetl.org/wp-

content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

Heick, T. (2013). The difference between instructivism, constructivism, and connectivism.

Retrieved from http://www.teachthought.com/uncategorized/the-difference-between-

instructivism-constructivism-and-connectivism/

Mott, J (2010). Envisioning the post-LMS era: the open learning network. Educause Quarterly.

Retrieved from http://www.educause.edu/ero/article/envisioning-post-lms-era-open-

learning-network

Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from

http://www.itdl.org/journal/jan_05/article01.htm

Saadatmand, M. & Kumpulainen, K. (2012) Emerging technologies and new learning ecologies:

learners’ perceptions of learning in open and networked environments. Retrieved From:

http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/saadatmand.

pdf

Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). Linking research and practice

to improve learning.TechTrends. 56 (3), 13-19.

Weller, Martin (2009). Using learning environments as a metaphor for educational change. On

the Horizon 17(3), 181-189. Retrieved from

http://nogoodreason.typepad.co.uk/no_good_reason/ple/

Creating Technology Learning Environment 14

Chapter 2: Instructional strategies for PLE & ONLE

Brad Olson, Emily Ruiz, Kimberly Keseloff

Overview

In this chapter readers will be introduced to the instructional strategies for integrating

Personal Learning Environments (PLE) and Online Networked Learning Environments (ONLE).

Understanding the concepts and strategies behind PLE and ONLE is a crucial step in creating

successful virtual learning environments. In this chapter we will explore PLE and ONLE

strategies that can enhance and connect students with online learning.

In this chapter we will examine many different instructional strategies and how they

integrate with online learning. We will also cover PLE and ONLE instructional strategies and

participate in three learning activities that will further investigate these strategies.

Learning Objectives

● Learners will be able to identify and describe PLE and ONLE strategies.

● Learners will be able to describe how PLE and ONLE strategies enhance and integrate

into online learning,

● Learners will be able to assess various ONLE strategies for uses in instruction.

● Learners will be able to integrate PLE into online learning.

Creating Technology Learning Environment 15

Online learning has many unique strategies to enhance the learning experience and create

exceptional learners. Personal Learning Environments (PLEs) and Online Networked Learning

Environments (ONLEs) utilize web 2.0 tools to create a personalized and connected educational

experience. This begs us to answer this question:

What is the instructional strategy in the digital age?

The following serve as instructional techniques in ONLE and PLE instructional

strategies.

PLE and ONLE Instructional Strategies

Participatory Web - The ability for students to share resources utilizing web 2.0

technologies. These technologies can include wiki pages, blogs, and social networking tools to

create and share the content with other users. This content is created, shared and users contribute

to this networked resource.

User Generated Content (UGC) - User generated content is the content generated by

users that voluntarily contribute data, information, or media that then appears before others in a

useful, or educational way.

Community-Community Interaction (article) - In a community such as an online learning

environment interaction, collaboration and communication happen within that community. The

Creating Technology Learning Environment 16

learners within the community create connections that allow the community to create, share and

analyze various resources. This can be accomplished through class discussion, presentations and

group projects.

Aggregation /Aggregator - Aggregator allow

for the sharing and gathering of learning resources.

This can be accomplished via a specialized piece of

computer software or website that collects and gather

information based on a specific topic or category.

PLE and ONLE strategies can use these aggregators

to college and display relevant data on a particular

learning topic.

Mashup - Mashup is the use of multiple web

technologies for users to create their own learning

environment and content. Mashup allows for online

collaboration and online learning communities.

Examples of mashup technologies include Diigo and

Delicious.

Social Content Sharing - Social content sharing

encompasses the sharing of content using web 2.0

technologies such as blogs, wikis, etc. Content that is

shared via the web is published within a learning

community. This type of online interaction and social

sharing allows for networked collaboration and peer

review.

Creating Technology Learning Environment 17

Remix - Remix is a strategy based on using current instructional technologies and

repurposing them to create a personalized learning experience. Remix, also allows students the

ability to mix and combine various tools to create personalized learning resources.

RSS - RSS stands for Rich Site Summary or in some cases Really Simple Syndication.

RSS is a web format that is used for delivering regularly changing web content. Updating content

can include news publications, blogs, or other sites that have many updated topics. RSS is great

for getting information fast and not having to visit a large number of webpages to get the

information. RSS feeds can be integrated in PLE environments for personalized updates on

specific topics.

InfoViz- InfoViz or Information

Visualization is the use of digital tools to

demonstrate thoughts and ideas or to demonstrate a

subject through creation of a visual representation.

Information Visualization supports visual learning

strategies. A visual tool can create connections

through images or word associations to represent an

abstract idea.

Online Constructivist Instructional Strategies:

Open Network Learning Environments (ONLEs) have paved the way for learners to control their

own Personal Learning Environments (PLEs). Using a plethora of Web 2.0 tools available,

learners can construct their own path to knowledge that suits their particular learning style.

Online instructional strategies make use of technology that allows learners to discover and share

information across social platforms and communities of practice.

The following paragraphs present some PLE instructional strategies in line with the

Constructivist approach to learning in the online environment. Interactive Learning Activity:

Click here to explore the connections between ONLE Instructional Strategies and Online

Learning Constructivist Instructional Strategies.

Conclusion

Sense of community is an important aspect of a successful online learning environment;

it helps learners retain information and gives them a sense of belonging as well as a forum to

Creating Technology Learning Environment 18

further explore and discuss concepts.

Open online technologies are available now that provide learner-to-learner interaction

and let learners collaborate and share information, engaging in a community of learning. ONLE

strategies discussed in this chapter included Participatory Web, where students interact with

content and each other through the use of wiki pages, blogs, and other social networking tools;

User-Generated Content (UGC) that allows learners to contribute data; Community-to-

Community interaction that allows learners to connect with each other through discussion,

presentations and group projects; Aggregation that allows for the sharing and gathering of

learning resources; Mashup, where multiple web technologies are combined to tailor a learning

environment; Social Content Sharing that allows for online interaction and networked

collaboration and peer review; Remix which repurposes current instructional strategies to create

a personalized learning experience; Rich Site Summary (RSS) used for information that

continually changes; and InfoViz digital tools that support the visualization of information.

The open online environment has evolved to provide a more Constructivist approach,

whereby the individual learner can design/organize his or her own Personal Learning

Environment, thereby controlling their learning experience.

Online Constructivist instructional strategies discussed in this chapter include learner-to-

learner interaction, learning resources, online collaboration, online learning community, online

student publishing, and peer evaluation.

Research surrounding the pedagogy of PLEs and ONLEs was presented in three separate

readings. Pontydysgu discussed the philosophical, ethical and pedagogic aspects of PLEs and

how they support lifelong learning. Sadera, Robertson, Song and Midon examined the role of

community in the online learning environment and reported it as an important aspect of success

in the online learning environment. Greenhow & Robelia examined the new literacies evolving

around social practices and how learning occurs in the social and technical contexts of today’s

learners.

Creating Technology Learning Environment 19

Learning Activities/assignments

Activity 1: Create an interactive quiz / poll in Socrative

Socrative is an application that allows instructors to interact with students via the internet and

mobile apps. Socrative empowers you to engage and assess your students as learning happens.

Through the use of real-time questioning, result aggregation, and visualization, you have instant

insight into levels of understanding so you can use class time to better collaborate and grow as a

community of learners.

Instructions

● Sign up with a Socrative account (link) and create a quiz / poll to be used in the class of

your choice.

Socrative Tutorial

● Integrate interactive aspects of Socrative in your quiz / poll to enhance the learning

experience of the students.

Socrative Resources

● Take screen captures of the quiz / poll and

share them with the class.

Discussion / Evaluation

● Discuss the pros/cons of Socrative. What

would you improve on, or is there a better application to accomplish the required tasks.

● Write a paragraph on how Socrative utilizes ONLE strategies. Give specific examples.

● Write a short paragraph on if you would or wouldn’t integrate Socrative into your

learning environment.

● Review and respond to a least two additional students Socrative quiz/poll.

Activity 1 Grading Rubric

Creating Technology Learning Environment 20

Activity 2: Create a Collaborative Document in Google Docs

Google Docs is an application that allows the user to create documents with the ability to

share and collaborate with others. Once it is shared everyone is able to work on the same

document. Google Docs has a chat feature within the document, so there is no need to go to

another collaboration source to discuss the work. You are also able to leave comments within the

document for others who may not be on working when you are.

Instructions

● Sign in or create a Google/Gmail account (create an account link).

● Once signed in, click on the link to open the shared document

● The document is titled ONLE

Discussion/Collaboration

● Write a paragraph on how Google Docs fits into an ONLE, provide specific examples.

● Write a short paragraph on how Google Docs can be integrated within your classroom to

be used with students and colleagues.

● Leave a few comments for others on their writing.

● Open the chat board, if others are in there with you, discuss.

Video on how to create and share a Google Doc: Creating and Sharing

Creating Technology Learning Environment 21

Activity 3: Online Discussion Forum

Forums.com is a free and open user friendly discussion board forum that

allows learners to join in discussion. Discussion boards can be created by

building a discussion topic and discussion questions. Discussion boards can

also be joined, allowing learners to participate in learning communities that

have already been created.

Creating Technology Learning Environment 22

Readings

The following articles and websites discuss the importance of PLE/ONLEs and examine the role

of community and communication in online learning environments.

Required Readings

● Personal Learning Environments - The Future of eLearning?

● The Role of Community in Online Learning Success

● Old Communication, New Literacies: Social Network Sites as Social Learning

Resources

Instructions for participating in Online Discussion Forum: Discussion Instructions

An overview of the Discussion topics:

● Discussion 1, Personal Learning Environments provide more responsibility and more

independence for learners. Do you see this as a benefit or a downside to incorporating

PLEs within your learning environment? Explain.

● Discussion 2, which ONLE strategies presented in the readings would you use to build a

community of learning in your online course?

● Discussion 3, how does social networking promote meaningful learning?

Activity 3 Grading Rubric

The following articles and websites provide specific examples of ONLE strategies that can be

used to foster an online Constructivist learning environment.

Optional/Suggested Readings

● Building an Online Learning Community

● PLE & ONLE Instructional Strategies

● Learner-Learner Interactions

● 5 Reasons User Generated Content is Critical for Brands

● The Beauty of Data Visualization

● User Generated Content

Network Learning Resources

Social Tagging: https://groups.diigo.com/group/etc655

Teaching Resources: Chapter 2 Prezi

Learning Checkpoint: Chapter 2 Questions

Creating Technology Learning Environment 23

References

Bazictips. (2016, February 25). List of do follow social bookmarking sites list 2016 [Weblog

post]. Retrieved from http://bazictips.com/backlink/list-of-do-follow-social-

bookmarking-sites-list-2016/65

Callari, R. (2016). Top ten social media aggregators. Inventor Spot. Retrieved from

http://inventorspot.com/articles/aggregators_spindex_google_buzz_streamline_social_me

dia_experien_41426

Castelo, V. [TEDx Talks]. (2013, March 11). Sailing in the perfect storm of user-generated

content: Peter Esperson at TEDx Vianado Castelo. [Video File]. Retrieved from

https://www.youtube.com/watch?v=n5PVqlXrOA0.

Dork, M. (2013). Critical InfoVis. University of Calgary. Retrieved

fromhttp://mariandoerk.de/criticalinfovis/.

eLearning Learning. (2016). eLearning Learning [Web log post]. Retrieved from

http://www.elearninglearning.com/ple/rss/.

Fichter, D. (2005). The many forms of e-collaboration: Blogs, wikis, portals, groupware,

discussion boards, and instant messaging. Online, 29(4), 48-50.

Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:

Computer conferencing in higher education. The Internet and Higher Education, 2(2-3),

87-105.

Garrison, D. (2007). Online community of inquiry review: social, cognitive, and teaching

presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.

Gomez, P. (2015, November 17). The beauty of data visualisation [Web log post]. Retrieved

from http://plgomez.com/ted-talks/the-beauty-of-data-visualisation/

Heil, J. [Jim Heil]. (2014, July 3). Sharing educational content through social media. [Video

File]. Retrieved on December 10, 2016 from

https://www.youtube.com/watch?v=r9WN6AdwacM.

Ibrahim, R. & Oxley, A. (2011). Assessing the use of mash-ups in higher education. ICSECS

Part I CCIS 179, p. 278-291. Retrieved from

http://link.springer.com/chapter/10.1007%2F978-3-642-22170-5_25#page-1

Marsden, P. [Paul Marsden]. (2009, September 18). Idea platforms|diamond in the web 2.0

rough? [Video File]. Retrieved on December 10, 2016 from

http://www.slideshare.net/paulsmarsden/idea-platforms-diamond-in-the-web-20-rough.

Matsueda, K. & Roxanne, T. (2010). 7 things you need to know about Google documents. Penn

Creating Technology Learning Environment 24

State University. Retrieved from http://tlt.psu.edu/files/2012/10/Google-docs.pdf

Open Pedagogy through Open Educational Resources. (2016). Retrieved from

https://mcli.maricopa.edu/mcli-calendar/events/open-pedagogy-through-open-

educational-resources

Phong, (2010, October 14). Super ultimate list of best amazing social media, web 2.0 icons.

Blog Tips. Retrieved from http://9blogtips.com/super-ultimate-best-amazing-social-

media-web-2-0-icons.html

Pinkard, N., Lee, A., & Chang, R. (2010). Remix learning. Retrieved from

http://remixlearning.com/.

Pontydysgu, G. (2007). Personal learning environments – the future of eLearning? eLearning

Papers, 2(1). Retrieved form

http://digtechitalia.pbworks.com/w/file/fetch/88358195/Atwell%202007.pdf

Rouse, M. (2005). Aggregator. TechTarget. Retrieved from

http://searchnetworking.techtarget.com/definition/aggregator.

Sadera, W., Robertson, J., & Midon, M. (2009). The role of community in online learning

success. MERLOT Journal of Online Learning and Teaching, 5(2), 277-284. Retrieved

from http://jolt.merlot.org/vol5no2/sadera_0609.pdf.

Sharp, J. & Huett, J. (2005). Importance of learner-learner interaction in distance education.

Proc ISECON. Retrieved from http://proc.isecon.org/2005/2323/ISECON.2005.Sharp.pdf

Socrative. (2015). Socrative. Mastery Connect. Retrieved from

https://www.masteryconnect.com/socrative/resources.html.

Suen, H. (2014). Peer assessment for massive open online courses (MOOCs). The International

Review of Research in Open and Distributed Learning. 15(3), Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/1680/2904

Technology for Teachers and Students [Technology for Teachers and Students]. (2015,

September 30). Socrative tutorial 2015 new. [Video File]. Retrieved on December 10,

2016 from https://www.youtube.com/watch?v=WlnI1f-Q1JM.

Wesch, M. [Michael Wesch]. (2007, October 12). Information R/evolution. [Video File].

Retrieved on December From https://www.youtube.com/watch?v=-

4CV05HyAbM&list=PLA042408DF37A9B7B.

Creating Technology Learning Environment 25

Chapter 3: Web 2.0 Technologies in PLE & ONLE

Sarah Davis, Alexandra Miller, Lisa Veliz

Learning Objectives

● Learners will be able to able to identify and apply Web 2.0 tools to their PLE and ONLE.

● Learners will identify and produce an augmented reality via a QR Code for a learner-

selected environment.

● Learners will develop and evaluate a mobile application for their PLE and ONLE.

● Learners will research relevant topics and utilize social media tools to facilitate

conversation and analysis.

What is Web 2.0 technology?

The 2.0 of Web 2.0 implies that a previous version of the web existed (Web 1.0). Indeed,

Web 2.0 describes the second stage or second generation of website design and development.

Unlike earlier versions, web 2.0 allows for user-generated content, collaboration, and personal

and professional social networking (WebSmart, 2010). Think of some of the more popular

social, sharing platforms like Twitter, Facebook, Blogging, Wikis, and YouTube, just to name a

Creating Technology Learning Environment 26

few. This generation of web design is all about sharing ideas with your network and or the

world. New technologies designed to make your life easier are created by individuals who want

to share their findings and have you utilize their services. This is the ultimate way to educate

yourself informally, or formally in an online Personal Learning Environment (Veletsianos,

2010). Web-based communities and hosting services make up other web 2.0 technologies and

further represent the change from Web 1.0 to 2.0 that emphasizes the now participatory nature of

the web and our ability to now not only access content, but to mold and further develop it.

Web 2.0 is always available, innovative, and has opened up a world of opportunities for any and

all learners with access to the internet. This technology means that …“small bits of information,

generated by huge numbers of individuals, can be easily published to form vast information

sources” (Veletsianos, 2010). Examples/Links to three current and innovative Web 2.0

Technologies are as follows:

Animoto – This website will allow you to create a professional video that you can share

within minutes. You can add your own photos, music, and video clips to your choice of design

backgrounds. This is a great example of user-generated content that allows learners to create and

share their knowledge.

Google Drive – It’s a lot more than file storage. Google Drive houses all of your files

online that are accessible anywhere using the cloud. You can get to your Google Docs, Slides,

Spreadsheets, Forms, Spaces, Groups and more by accessing your Drive online. This technology

allows for collaboration using all of the Google products and has streamlined the way students

work together on projects.

Twitter – Social Media’s home page. This is where, in 140 characters, you can share and

learn about what interests you. Users use #hashtags to categorize tweets, lead, and follow

conversations. Using a hashtag for a class, is a great way to keep a group connected and sharing

information. Watch this video for a 30 second recap of what Web 2.0 technology looks like:

Click Here

Creating Technology Learning Environment 27

Why integrate Web 2.0 technologies to support teaching and learning?

Figure 1.1 - Example of how Web 2.0 technologies, combined with teaching and learning, make

up a successful PLE/ONLE

Integrating Web 2.0 technologies into our instruction design is important in order to

support teaching and learning because it carries learner-centered learning to an advanced level.

Because of the interactive and social nature of Web 2.0 tools, learner engagement and

collaboration are able to interconnect. For example, Twitter is a social media platform that

allows you to follow and read the tweet of anyone or any organization of interest to you. By

integrating the use of Twitter into our instructional design, not only can our learners follow each

other and read their tweets, but they can follow field experts and link to articles that coincide

with their interests. This informal learning takes place through the use of social sharing and

advances learner support by growing their ONLE.

Watch this brief video interview of Dr. Joyce Gulley from the University of Southern

Indiana about integrating Web. 2.0 technologies in online learning for an example of how to

support teaching and learning in an online environment.

Creating Technology Learning Environment 28

Click Here

What is mobile learning and its application in higher education?

Mobile learning is a ubiquitous instructional

strategy. That means that when you want to learn

something, you can do that no matter the place, or time.

In higher education, that opens the door to learning

outside of traditional online modes of instruction such

as what you’ll find in any LMS on the market.

“The big potential with mobile is that it really is the

primary portal for social communication right now.

Young people learn best when it’s relevant to them,

when there’s social connection tied to it, and when they

actually have a personal interest” (Schoology, n.d.).

Mobile learning engages students and connects

them to an ONLE that enables collaboration and social

connectedness. In higher education, we can help

students connect their formal and informal learning by

encouraging mobile learning usage by hosting Bring

Creating Technology Learning Environment 29

Your Own Device (BYOD) learning sessions and incorporating the use of mobile compatible

instructional strategies into our curriculum.

Augmented Reality and Virtual Reality

In recent years, augmented reality and virtual reality applications have become more

common in education. While similar concepts, there is a fundamental difference between the

two. Virtual reality refers to the use of an entirely synthetic environment. Technologically

based, virtual reality environments are meant to be fully immersive. Augmented reality, by

contrast, refers to the blending of a virtual world with actual reality. While there are virtual

elements in the augmented reality, they are clearly distinguishable from reality (McKalin, 2014).

Latest trends have focused augmented reality in location-specific applications, but it is not

necessarily a technology that can only be used in a shared environment (Rattanarungrot et al.,

2014). Both virtual reality and augmented reality enhance mobile learning as they rely on

mobile devices for implementation.

Virtual reality can require a significant investment of resources to implement, but there

are numerous opportunities for its use in learning. Virtual reality can be used to provide students

with experience that replicates reality without the risks associated with actual experience. For

example, medical students can use virtual environments to perform surgeries or other medical

procedures without risk to human patients. In another adult learning example, education students

can use programs, such as TeachMe at the University of Central Florida, to hone their teaching

skills to classrooms filled with virtual students. The virtual students are a result of sophisticated

behavioral programming and actual character actors and realistically replicate typical classroom

behaviors (Sawchuk, 2011). Virtual reality can also be used as an alternative to traditional field

trips; virtual reality allows students to visit sites otherwise inaccessible (Perez, 2016).

Augmented reality has recently risen in interest in education following the popularity of

the game, Pokemon Go (e.g., Kmeich, 2016) and the spread of commercialized augmented

reality products such as Crayola Color Alive. While these applications are not specific to

learning, there are numerous ways in which augmented reality can be used in the classroom. For

example, QR codes (see below) can be placed around a foreign language classroom attached to

various common objects. Students can use a QR code reader to access additional information

related to those nouns such as definitions, examples of word usage, and pronunciation.

Augmented reality can also be integrated in learning using applications such as Aurasma to add

virtual information to students’ actual environment (Brown, 2015). Aurasma allows users to

Creating Technology Learning Environment 30

take a picture of their classroom or other environment and tag specific spots. When someone

views the image, they can access additional videos, links or other information that has been

associated with the tagged locations. The following quick response code is a link to the Aurasma

site (https://www.aurasma.com).

Quick Response Codes

A quick response code is commonly known as a QR code. QR

codes are modernized versions of bar codes; QR codes are two

dimensional as opposed to bar codes’ one-dimensionality. QR codes are

typically squares consisting of a pattern of black and white pixels that can

be scanned by a QR reader, typically via an application on a mobile

device. While traditional bar codes can only convey a maximum of

twenty characters of information, the more complex QR codes can contain up to 7,089 characters

instantaneously. As a result, QR codes can be used to convey complicated information such as

web addresses. QR codes typically serve as links to websites, videos, or text (Crompton et al.,

2012).

QR codes can be used to benefit the social aspect of learning. Group activities, such as

scavenger hunts, can be enhanced using QR codes. QR codes can also be used as a means of

communication between learners or between learners and teachers by linking codes to

communication modes (Rikala and Kankaanranta, 2014).

The specific ways that QR codes can be used in education are many. QR codes can be

attached to anything where additional information may be beneficial. For example, QR codes

linking to explanatory YouTube videos could be added to homework assignments. Alternatively,

QR codes can be added to classroom library books which link to additional information about the

text or to student-generated content related to the book. Using QR codes to link classroom books

to previous classes’ user-generated content can also foster community-community interaction.

QR codes can also be placed around a school campus with links to information or activities to

create an augmented reality situation (Miller, 2011; Ramsden, 2008; Walsh, 2014).

Creating Technology Learning Environment 31

One way that QR codes are being

used in classrooms is as a form of

assessment or survey response. Plickers

is one application that uses QR codes for

formative assessment. To use this tool, a

teacher distributes cards with printed QR

codes that represent multiple choice

answer options. When the question is

posed to the students, they select the

orientation of the Plicker card that

indicates their answer, and they hold it up

in the air. The teacher uses their

smartphone or tablet to quickly scan the

room into the Plicker application, and the

results are instantly summarized. This is

an engaging way to perform confidential,

informal assessments (Combs, 2014;

Tribune, 2015). The following QR code

is a link to the Plickers website

(https://www.plickers.com).

Mobile App Design

In 2016, the number of smartphone owners was projected to reach 2 billion, with 220

million Americans projected to own a smartphone by 2018 (“2 Billion,” 2014). More than 20%

of Americans wear a wearable, with 35% of Millennials and Generation Y adopters making them

the largest demographic of wearable technology users (Quartz, 2015). Furthermore, nearly half

of adults, 45%, report owning a tablet computer (Weise, 2015). In fact, the two largest app

Creating Technology Learning Environment 32

stores, Google Play and Apple iTunes, reached 2 billion available apps as of June 2016

(“Number,” 2016). Mobile technology is a vital component of our ubiquitously connected

society.

Exhibiting substantial variety, it was last recorded that 80,000 educational apps were

offered in Apple’s App Store (Nordrum, 2015). However, as educational apps are largely

unregulated, recent criticism has spurred debate regarding the apps’ ability to truly facilitate

learning through the mental and physical activities that result in knowledge acquisition. Argued

to be little more than glorified games (Nordrum, 2015), many educational apps available may not

provide the robustness or relevance to an educator’s instruction and/or strategies.

To circumvent these limitations while embracing the benefits of ubiquitous learning that

apps offer, educators may now develop their own apps to suit their needs. There are many

mobile app development tools available online nowadays. Most allow beginners without any

programming knowledge to develop their own app through drag and drop functions.

PLE-asy APP is one such example, as it was developed by the author who has no

programming knowledge via Apply Pie (for more resources visit the chapter’s Google Site). In

as little as an hour, educators can now create their own customized apps to support their

instruction and/or personal learning. Whether the app is designed for specific instructional

strategies, such as Connectivism and constructivist theories, or to encourage and foster more

learner interaction with peers and community, designing one’s own app affords the

customization and focus rarely available in mass-marketed apps.

Minimester Courses

Minimesters, or mini-semesters, are terms that follow a much shorter timeline than

traditional 16-week semesters, often lasting between 3 to 8 week sessions. Growing in

popularity, especially in distance learning graduate programs, universities have begun adopting

minimesters out of a growing demand to quickly educate adults in a short, highly intensive

format that delivers immediately applicable skills (Treckles, & Sims, 2013) along with higher

education’s aims to make schooling more available to non-traditional students (Kuzmar, 2013).

Other reasons for higher education’s embracing of accelerated online terms may be market-

driven, and seen as a response to budgetary restraints or low-enrollment (Kuzmar, 2013).

Like other course formats, minimester courses offer distinct advantages and

disadvantages. Just as traditional online courses are not simply face-to-face courses offered

Online, so too do online minimesters courses require specific instructional design strategies for

successful delivery. In an online environment, great attention must be paid to adequately

Creating Technology Learning Environment 33

frontloading the accelerated

online course (Wick, 2014).

The speed of the course

makes it nearly impossible to

make changes during the

minimesters (Wick, 2014),

therefore, preparation is key

to a smooth, robust, and

pedagogically sound online

minimester course. Course

mapping is imperative, as

students need to have a clear

upfront understanding of

expectations, due dates, and

materials (Wick, 2014). In

accelerated courses, students

need structure. Therefore, consider eliminating material if it can’t be combined with an activity,

such as writing assignment. Also, as the speed of the course negates changes to the course, care

should be taken that all materials are highly organized, as well as technology know-how (Wick,

2014).

Creating Technology Learning Environment 34

Discussion/Conclusion

1. Please follow this link to our Google Site Minimester page for your thoughts on

minimester advantages and disadvantages. This is your chance to list out what’s

important to you. Please see the self-reflection section.

2. Have you ever used Plickers? Can you see yourself using this in the classroom or

designing instruction using this? Please share your thoughts on Plickers with us here.

3. Regarding mobile app design, we encourage you to create your own app after

reading our chapter. Please join in the discussion in our Google Group. You get to it by

visiting our Google Site here.

Learning Activities/Assignments

Activity 1: QR Codes and Augmented Reality

❏ Identify an “environment” to be turned into augmented reality (e.g., a classroom, school

campus, photograph, and document).

❏ Identify 3-5 areas of this environment that can be enhanced by providing additional

information.

❏ Create QR codes for the areas to be augmented (those identified in step 2).

❏ Attach the QR codes to those areas either manually (in the case of a classroom or other

physical environment) or digitally (for documents or other non-physical environments).

ThingLink (https://www.thinglink.com/) is a useful tool for doing this digitally.

❏ Design a learning activity for students to use the augmented environment. Describe this

activity in a brief write-up.

Activity 2: Mobile App Design

❏ Research and explore mobile app design websites.

❏ Choose a mobile app design website to create your own PLE app. There are many

websites that accommodate varies levels of technological skills, so choose one that best

aligns with your needs and skills.

❏ Create your PLE app. Be sure to check out Google Site and PLE-asy APP for resources

and an example of a PLE App.

❏ Share with your app with your fellow learners via the chapter’s Google Site .

Creating Technology Learning Environment 35

❏ Discuss your experience building the app with your classmates in the discussion board.

❏ Elaborate on the strengths and weakness of the process and/or your app, and whether you

find the app useful in digital lifelong learning. Respond to at least three post with

significant contributions that drive the conversation further.

Activity 3: Mobile Learning

❏ If you are not already familiar with Twitter and would like detailed instructions, please

review the following video to learn how to create and begin using your Twitter Account.

❏ Go to https://twitter.com and create a login.

❏ Using Your Android or iOS device, download the Twitter App from the Play or App

Store.

❏ Next find a mobile learning article that you find interesting and would like to share. You

can find this using Twitter or independent of Twitter on the web.

❏ Click on the Twitter icon on your smartphone, or other mobile device that you are using.

❏ Click on the write a tweet icon and paste the article link. Use #ETCMobileL so that we

can follow the string of tweets.

❏ 7. Follow this link to our Google Site where you can see the #ETCMobileL

conversation.

Activity 4: Minimester Online Courses

❏ Learning Activity Four: Minimester Online Courses

❏ After reading the chapter, visit the chapter’s Google Site to review in additional

minimester resources.

❏ Follow the Self-Reflection prompts to further explore the uses and impacts of accelerated

online courses, and discuss design elements on Twitter with your peers. Respond to at

least three Twitter posts in addition to your own contribution of experiences and design

techniques.

Rubrics

As learners progress through the chapter and complete the learning activities, rubrics are

used to assess learning. To access rubrics for the learning activities, visit the chapter’s Google

Site.

Creating Technology Learning Environment 36

Readings

Required Readings

Accelerated Online Course. (2009). Retrieved from eLearning Services website

http://www.pgcconline.com/aboutOnlineLearning/acceleratedOnline.html

Hsu, Y., & Ching, Y. (2013). Mobile app design for teaching and learning: Educators’

experiences in an online graduate course. The International Review of Research in Open

and Distributed Learning, 14(4).

http://www.irrodl.org/index.php/irrodl/article/view/1542/2635

Lequerica, A. (2016, May 11). Harvard University will teach a MOOC in virtual reality. Class

Central. https://www.class-central.com/report/harvard-cs50-virtual-reality/

Mantas, C. (n.d.). Communities of Practice and Web 2.0.: Moving from the classical paradigm

to Virtual Communities of Practice. University of Leicester: Leicester, UK.

http://www.academia.edu/1658065/Virtual_communities_of_practice_and_WEB_2.0

Miller, A. (2011, December 5). Twelve ideas for teaching with QR codes. Edutopia.

https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller

Stevens, K. (2013, August 11). Teachers favored Web 2.0 tools. EdSurge News.

https://www.edsurge.com/news/2013-08-21-teachers-favored-web-2-0-tools

Optional/Suggested Readings

García-Peñalvo, F.J., & Conde. M.Á. (2015). The impact of a mobile personal learning

environment in different educational contexts. Universal Access in the Information Society,

14 (375). doi:10.1007/s10209-014-0366-z

Pappas, C. (2016, January 11). 6 mobile learning trends for 2016. eLearning Industry

https://elearningindustry.com/6-mobile-learning-trends-for-2016

Creating Technology Learning Environment 37

Network Learning Resources

Social Tagging Architecture: https://groups.diigo.com/group/etc655_nau_chapter3

Teaching Resources: Prezi Presentation

Chapter 3 Supplemental Resource: Google Site:

Chapter content visualization

This Tagul word art illustrates keywords that represent Web 2.0 technologies in PLE and ONLE.

Creating Technology Learning Environment 38

References

2 billion consumers worldwide to get smartphones by 2016. (2014, December 11). Retrieved

from eMarketer website https://www.emarketer.com/Article/2-Billion-Consumers-Wo

rldwide-Smartphones-by-2016/1011694

6 Tips for Launching Successful Mobile Learning in Your District | Schoology. (n.d.). Retrieved

December 5, 2016 from: https://info.schoology.com/how-to-plan-mobile-

learning.html?utm_source=4 -

Mobile Learning eBook&utm_medium=email&utm_campaign=K-12 Nurture

forUSA&utm_content=Button&mkt_tok=3RkMMJWWfF9wsRojvajMZKXonjHpfsX56+

ksWKWxhYkz2EFye+LIHETpodcMScZmM6+TFAwTG5toziV8R7bFLc1jys0QXBfm

Ally, M. (2009). Mobile Learning: Transforming the Delivery of Education and Training.

Edmonton, Alberta: Athabasca University Press.

Brown, P. (2015, November 2). How to Transform Your Classroom With Augmented Reality

(EdSurge News). Retrieved from https://www.edsurge.com/news/2015-11-02-how-to-

transform-your-classroom-with-augmented-reality

Combs, N. (2014, December 2). 6 Easy Steps for Getting Started Using Free Plickers for

Assessment. Retrieved from http://www.emergingedtech.com/2014/12/getting-started-

using-free-plickers-for-assessment/

Cox, David (2015, Feb. 15). Twitter Tutorial For Beginners. Retrieved from:

https://www.youtube.com/watch?v=SBDYYGER5iM

Crompton, H, LaFrance, J., & van ’t Hooft, M. (2012, June/July). QR codes 101. Learning &

Leading With Technology, 39(8), 22-25. Retrieved from http://www.learningandleading-

digital.com/learning_leading/20120607#pg24

Kmeich, J. (2016, July 25). Pokemon Go and Higher Ed Campuses. Retrieved from

http://er.educause.edu/blogs/2016/7/pokemon-go-and-higher-ed-campuses

Kuzmar, A. S. (2013). Mini-session compared to normal-length in the construction management

program at Sam Houston State University. Retrieved from American Society for

Engineering Education [ASEE] website https://www.asee.org/documents/sections/middle-

atlantic/fall-2013/18-Kuzmar-Paper-ASEE-DC.pdf

Gulley, J. (2015, April 20). Integrating Web 2.0 Technologies Into Online Learning. Retrieved

December 7, 2016 from: https://www.youtube.com/watch?v=P2q6XE0H9uk

Creating Technology Learning Environment 39

Matzner, R. (2012, April 11). Designing a mobile app? Don’t make these 10 mistakes.

Retrieved from Mashable website http://mashable.com/2012/04/11/mobile-app-design-

tips/#VS1P4MvtmkqN

McKalin, V. (2014, April 06). Augmented Reality vs. Virtual Reality: What are the differences

and similarities? Retrieved from

http://www.techtimes.com/articles/5078/20140406/augmented-reality-vs-virtual-reality-

what-are-the-differences-and-similarities.htm

Miller, A. (2011, December 05). Twelve Ideas for Teaching With QR Codes. Retrieved from

https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller

Nordrum, A. (2015, May 7). Little evidence to support claims that 80,000 educational apps in

Apple store actually improve learning. Retrieved from International Business Times

website http://www.ibtimes.com/little-evidence-support-claims-80000-educational-apps-

apple-store-actually-improve-1913252

Number of apps available in leading app stores as of June 2016. (2016). Retrieved from Statista

website https://www.statista.com/statistics/276623/number-of-apps-available-in-leading-

app-stores/

Perez, S. (2016, June 27). Google opens up its Virtual Reality field trips for all, debuts new apps

and services for teachers. Retrieved from https://techcrunch.com/2016/06/27/google-

opens-up-its-virtual-reality-field-trips-for-all-debuts-new-apps-and-services-for-teachers/

Quartz, A. R. (2015). 20 percent of Americans say they use wearable tech. Retrieved from

Nextgov website http://www.nextgov.com/mobile/2015/09/20-percent-americans-say-

they-use-wearable-tech/122421/

Ramsden, A. (2008) The use of QR codes in Education: A getting started guide for academics.

Working Paper. (Unpublished doctoral dissertation). University of Bath, Bath, U. K.

Rattanarungrot, S., White, M., & Newbury, P. (2014, February 28-March 2). A mobile service

oriented multiple object tracking augmented reality architecture for education and

learning experiences. Paper presented for the International Conference for Mobile

Learning 2014, Madrid, Spain.

Rikala, J., & Kankaanranta, M. (2014, February 28-March 2). Blending classroom teaching and

learning with QR codes. Paper presented for the International Conference for Mobile

Learning 2014, Madrid, Spain.

Sawchuk, S. (2011, January 5). Virtual Students Are Used to Train Teachers. Retrieved from

http://www.edweek.org/ew/articles/2011/01/05/15simulate_ep.h30.html

Students’ Mobile Learning Practices in Higher Education: A Multi-Year Study. (n.d.). Retrieved

December 6, 2016 from: http://er.educause.edu/articles/2015/6/students-mobile-learning-

Creating Technology Learning Environment 40

practices-in-higher-education-a-multiyear-study

Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open

and Distance Learning, 8(2). Retrieved from

http://www.aupress.ca/books/120155/ebook/01_Mohamed_Ally_2009-Article1.pdf

Treckles, A. M., & Sims, R. (2013). Designing instruction for speed: Qualitative insights into

instructional design for accelerated online graduate coursework. Online Journal of

Distance Learning Administration, 16(4). Retrieved from the University of West

Georgia website http://www.westga.edu/~distance/ojdla/winter164/trekles_sims164.html

Tribune, J. P. (2015, May 13). Mishawaka teacher uses technology, new ideas. Retrieved from

http://www.southbendtribune.com/news/local/keynews/education/mishawaka-teacher-

uses-technology-new-ideas/article_86a3b13f-154c-5d5d-b3b8-d17b39728c96.html

Veletsianos, G. (Ed.) (2010). Emerging Technologies in Distance Education (2nd ed.).

Athabasca, AB, Canada: AU Press. Retrieved from

http://www.aupress.ca/index.php/books/120177

Veletsianos, G. (Ed.) (2016). Emergence & Innovation in Digital Learning: Foundation &

Application. Athabasca, AB, Canada: AU Press. Retrieved from

http://aupress.ca/index.php/books/120258

Walsh, K. (2014, December 7). 25 Fun Ways to Use QR Codes for Teaching and Learning.

Retrieved from http://www.emergingedtech.com/2014/12/25-ways-to-use-qr-codes-for-

teaching-learning/

[Websmart]. (2010, Jan. 25). What is Web 2.0?. [Video File]. Retrieved on December 6, 2016

from: https://www.youtube.com/watch?v=NVeICpFAB-s

Weise, E. (2015, October 29). Smartphones reaching saturation among Millennials. Retrieved

from USA Today website http://www.usatoday.com/story/tech/2015/10/29/smartphones-

saturation-millennials-pew-research/74805506/

Wick, A. A. (2014, September 22). Maximizing learning in a mini-mester [Blog]. Retrieved

from Cengage Learning website http://blog.cengage.com/maximizing-learning-mini-

mester/

Creating Technology Learning Environment 41

Chapter 4: Designs of PLE, ONLE, and the Linkage

Design Model

Melissa Tole and Michael Finley

Chapter Overview

In this chapter, we will learn about Personal Learning Environment, Open Network

Learning Environments, and the Linkage Design Model. Throughout this chapter you will take

the knowledge that you have gained and participate in several activities that will help to increase

your understanding.

This Tagul word art creates a visual piece of art that relates to the content this chapter.

The words Learn, Person, PLE, ONLE, Linkage, Create, and Line are the largest words

because they are the most relative to the main topics found in this chapter. As you read about

Linkage Design Mode you will begin to understand how it applies to a Personal Learning

Creating Technology Learning Environment 42

Environment (PLE) and Open Network Learning Environment (ONLE). The words found in the

word art image connect to the main components of the chapter. You will discover the importance

of social networking and how to use various Web 2.0 tools to make an impact on your learning

in your own learning environment. Within the word art you will notice tools that can be used

within your ONLE and PLE, such as RSS, website, tags, infographic, and video.

Learning Objectives

● Learners will be able to define and distinguish

between a Personal Learning Environment

(PLE), Open Network Learning Environment

(ONLE), and the Linkage Design Model.

● Learners create their own Personal Learning

Environment on Symbaloo.

● Learners will link an RSS Feed to their PLE.

● Learners will create an infographic or other

information visualization.

● Learners will create a website.

● Learners will learn how to embed a PLE on a

website to create an ONLE.

Personal Learning Environment (PLE)

Just as digital cameras have disrupted the world of

photography, Web 2.0 Tools have disrupted the world of

online learning, providing learners with new tools for

collaboration, information sharing, information

remixing, and knowledge presentation. In recent years,

tools like YouTube, WordPress, Twitter, Snapchat, open

source textbooks, Prezi, and hundreds more have

become irrevocably part of a student’s online toolset.

With these tools comes a need for organization and that

is exactly what a personal learning environment aims to

do.

A personal learning environment is a digital

toolbox, a place where a person can collect and organize commonly accessed websites, RSS

feeds, community widgets, social networks, blogs used primarily to support student learning (See

Creating Technology Learning Environment 43

Figure 4.1). While some consider a PLE a space, others like Ash (2013) describes it as “a

process that aims to visualize and organize the influx of information and resources that students

are confronted with daily.” Indeed, it can very likely be a process of selecting tools, replacing

tools, collecting source, etc.

Other benefits of the PLE include saved time searching the internet for various locations

and inputting usernames and passwords for these frequently checked resources and social sites.

Beyond a mere collection of websites, the personal learning environment provides the portal

through which online learners become “network” learners, a concept described in the following

section. Popular personal learning portals include iGoogle, Netvibes, Evernote, and

SymbalooEDU.

Watch this video to see an example of how to create a PLE on Symbaloo and answer the

embedded, critical questions: How to Create a PLE on Symbaloo

Figure 4.1

This is Michael Finley’s PLE spoke model. In this model, he categorized the learning

tools in the following way: creation tools, devices, networking, Google Drive, and

information. Note that the tools linked to each category are tools that support him in accessing

Creating Technology Learning Environment 44

information (TedED, Google Scholar, Diigo), generating information (Prezi, Coggle, Google

Draw), and share information through social networks in a cognitive way (Twitter). The

networking tools and collaboration tools serve as “links” between the learner and community

of learners.

Open Network Learning Environment (ONLE)

An extension of the PLE, an Open Network Learning Environment is comprised of

networked learners who socially and collaboratively generate cognitive discourse and

representation. This means that learners write, discuss, create information visualizations, create

videos, and remix or mash up information sources. ONLE’s are based on online collaboration

and constructivist theories of learning. They maximize the use of open source materials and

Web 2.0 tools. Most importantly, an ONLE is generated by learners for learners. Although an

instructor may be an invited viewer and provide the impetus for its generation, students drive the

creation of, content, tool selection, and social

networks that link the ONLE together.

Rather than a space or place, an ONLE is a

concept made up of connections between users. For

instance, it may be initiated by users collaborating on

an open source textbook, linking that document to a

website, which is then shared on the World Wide

Web for other learners to consume. However, the

ONLE includes more than just that cognitive

collaboration on the work. It includes the social

networking tools used to discuss it and coordinate its completion, the tools used to generate

information visualizations for it, which are stored in each learner’s PLE’s and may also be shared

and made collaboratively.

Watch this video for an example of one way to create an ONLE and respond to the

embedded critical questions: Create an ONLE

Linkage Design Model

The Linkage Design Model supports ONLE’s and PLE’s. It is the glue that connects the

learners to the information, other learners, and to the world. Alex Miller (2016) described it best

by saying, “If compared to the metaphor of a house, the ONLE technology are all of the different

rooms of the house, the ONLE environment is the house itself, and the Open Network Linkage

Creating Technology Learning Environment 45

Design Model is the system of floors, walls, and ceilings that keep the house in one piece.” In

his presentation to ICEM in 2010, Dr. Tu defined the linkages as those relating to the following

categories:

Customized Personal - This refers to the PLE, where the ONLE begins. In other words, it is

like creating a customized Webmix on Symbaloo, Netvibes, or iGoogle. Complete Activity One

for better understanding of this concept.

Portal Linkage - This refers to sharing a portal, which can be done by sharing the link to

your PLE with a fellow colleague or embedding a PLE on a website that will be shared with

colleagues. Complete Activity Two for better understanding of this concept.

Widget/Gadget/Embedded Script Linkage - This refers to embedding RSS feeds, widgets (a

miniature app with limited functionality) into a PLE or website that will aggregate information

from a variety of sources. Some common widgets include YouTube, weather, RSS Feeds, etc.

(Tu, 2010).

Social Tagging Linkage - This refers to using tagging architectures to socially share

resources on sites like de.li.cious or Diigo or YouTube. Tagging has also come to mean hashtags

(used on social media sites). For more understanding of this concept, complete Activity Five.

Social Network Linkage - This refers to the process of learners connecting on social

networks by “friending” or “following” each other. This is a voluntary and important process

that requires learners to engage in continuous and frequent interaction that is both social and

cognitive.

Mobile Apps Linkage - This refers to using the applications on a mobile device to support

ubiquitous learning. Many Web 2.0 tools have mobile apps that make sharing information easy.

For a greater understanding of this, complete activities 1 - 4 or participate in the interactive

questions embedded in the video link at the end of this section.

Information Visualization Linkage - This can refer to the sharing of infographics which can

be created either individually or collaboratively. For instance, some timeline makers, like

hstry.com, and chart creating tools, like Lucid Chart or Google Drawings or Coggle, allow for

collaborators to work on conceptual maps together, which utilizes online collaborative learning

theory. Furthermore, Information Visualization Linkage can refer the embedding or link sharing

of these products on a collaborative website, discussion board, or other learning product for the

purpose of clarifying an idea or assisting those with learning challenges. For more information

regarding Information Visualization Linkage complete Activities Three and Four.

Third party Linkage - This is the linkage that occurs behind the scenes. It involves the

connections made through other sites (Padlet, Wix, etc.)

Watch this video about how to embed an RSS Feed on a website and respond to the

embedded, critical questions: How to Embed an RSS Feed on a Website

Creating Technology Learning Environment 46

Figure 4.2 This diagram of an ONLE was created by Mary Loder (2016).

Environment vs. System

An environment is an open, student-centered, flexible technology enriched space that

supports learning. Environments tend to be loosely structured and can change with the needs of

the learner. On the other hand, a system is a closed, teacher-controlled, inflexible technology

space that support learning. Systems are highly modular, linear in their delivery and changes

occur slowly.

To address the similarities, Davis (2016) and Pinner (2014) explained that “both offer

similar features, such as quiz, forms, and reports.” However, both attribute the collaborative

nature of the ONLE as the distinction between the two.

Creating Technology Learning Environment 47

Self-Empowered Learning

Quantified self (also known as lifelogging) is when technology is incorporated into

acquiring data about a person’s daily life. This

can include food consumed, quality of

surrounding air, mood, blood oxygen levels,

performance, calories burned, steps taken, etc.

When we refer to the quantified self we are

talking about the technology use to track any

aspect of an individual's experience. When you

quantify yourself you are collecting data on

yourself.

Currently we have various fitness

trackers like a Fitbit.

It seems that the technology is moving in

the direction that perhaps a tracker could be

created that tracks a student's heart rate and

other biometric measures that could then give

an instructor feedback on the excitement and

interest levels during class in real time.

Finding a way to track learning is going to be

an invaluable resource.

Figure 4.3

This Venn diagram

illustrates some of the

similarities described by

Davis (2016) and Pinner

(2014) as well as main

differences.

Creating Technology Learning Environment 48

Fitness trackers that are using data to quantify a person are also developing game aspects

for this data to motivate users to move more. Using this gamify idea and data collected to

measure learning could eventually be used to motivate students to stay more engaged in their

learning. Gaming has periodic rewards, ways to level up, receive badges or awards, and quests to

embark on. These concepts could be used to enhance and encourage learning through the data set

collected in quantified self.

Watch this video: The Quantified Self

● How do you see the education world using quantified self-data to enhance and push

learning to the next level?

● Post your answer on the Padlet and respond to 2 other people.

RSS Feed

Rich Site Summary or Really Simple

Syndication (RSS) is a real time feed from online

sources. From these feeds a learner can get real time

information and updates from the various sites they

want to get data or information. As a website

publishes content, the headings are pushed to the

RSS feed. This allows a user to see the headings and

choose what they want to read. Typically RSS feeds

come from new sites and blogs. Using this tool

allows users to get notifications from multiple

websites without logging into and visiting several

websites.

RSS feeds support learning because it allows

learners to stay in one place to gather large

quantities of information from a variety of sources.

Learners subscribe to the websites and journals they visit most often. As a result efficiency

improves by making it easier to access content. The learner can have these subscriptions

delivered to their PLE. The PLE is enhanced through providing automated updates of blogs, new

services, journals, discussion boards, and much more. Having all the information in one place

helps to keep the learner engaged anywhere anytime.

● Learn more about RSS by watching this video: RSS in Plain English

● Search your favorite sites and discover if they have RSS feeds.

Creating Technology Learning Environment 49

● What are your favorite sites that have RSS feeds? How could these sites for your own

personal learning and your own PLE? How would they support your learning?

● Post your answer on this Padlet and respond to 2 other people.

Personalized Learning

Personalized learning is a customized learning experience created through instructional

strategies, technologies, and activities. Individual needs of a learner are the focus of personalized

learning; including the pace, space, tools, and sometimes the content. As technology continues to

change and become adaptive personalized learning becomes easier and easier. Personalized

learning helps educators meet the individual needs of their students. The technology that is being

developed helps to differentiate the learning for each student in a classroom.

Personalized learning can be enhanced through the creation of PLEs. As a learner we can

create an environment that best meets our learning needs, thus personalizing our learning. In a

PLE we can organize and engage with formal and informal learning tools and spaces. When

learning is personalized the learner is able to choose how to interact with content through

authentic activities designed for learning.

● For more information on Personalize Learning watch this video: What is Personalized

Learning?

● For more information on Personal Learning Environments watch this video: Personal

Learning Environment (PLE)

Creating Technology Learning Environment 50

Personalized Learning Personal Learning Environment (PLE)

● Type of Learning

● Determined by the learner

● Technology based

● Changeable

● Formal & Informal learning

● An Environment

● Personalized by the learner

● A tool to organize your learning

Personalized learning and Personal Learning Environment are similar but different.

Personalized learning is designed for the individual needs of the learner, also referred to

differentiated learning. A PLE is the technology that a learner used access the personalized

learning.

● Watch these video: RSA Animate: Changing Education Paradigms & Bring on the

Learning Revolution

● After watching this video how are you inspired to personalize learning for your students

and their talents? How can personalized learning revolutionize Learning?

● Post your answers on this Padlet and respond to 2 other people.

Adaptive Technologies

Adaptive technologies are software and online platforms that adjust to individual students’

needs as they learn. These technologies customize the learning experience for each learner. A

one-size fits all does not meet the needs of all students. As a result adaptive technologies are

being developed. Adaptive technologies are one pathway for meeting the individual learning

needs of students. Adaptive technology is the tool that makes personalize learning possible.

These technologies allow for large scale implementation across large groups of people PLEs can

be used to access the tools of adaptive learning technology. Personal learning, PLEs, and

adaptive learning work together to enhance the learning of individual.

Question:

● What adaptive technologies do you know about? How effective are they? What would

you change about them?

● Post your answers on this Padlet and respond to 2 other people.

Creating Technology Learning Environment 51

Conclusion/Discussion

1. How do you see yourself using PLE and ONLE to support your own personal learning?

2. In your own words define PLE, ONLE, and Linkage Design Model.

3. How does the Linkage Design Model support PLEs and ONLEs?

Creating Technology Learning Environment 52

Learning activities/assignments

Activity 1: Create a Personal Portal

For this activity, you will create a Personal Portal on Symbaloo. This assignment contains

two linkage practices: 1) customized personal portal creation; 2) mobile apps linkage; 3) third

party linkage

Symbaloo

❏ If you wish to, review the video to learn how to create a Symbaloo PLE.

❏ Go to www.symbalooedu.com and create a login.

❏ Customize your dashboard by deleting tiles you don’t want and adding tiles you do want.

❏ Add at least 1 productivity tool (i.e., a tile for Lucid Charts, Google Slides, etc.).

❏ Add at least 1 social network link (i.e., a tile for Instagram, Twitter, Snapchat, etc.).

❏ Add at least 1 information tool (i.e., a library database site, YouTube, TedEd, etc.).

❏ Add at least 1 personal favorite website, picture gallery, etc. (i.e., ESPN, a picture of your

dog, etc.).

❏ Take a screenshot or use the snipping tool to capture a picture of your finished PLE.

❏ Post the picture of your PLE to this Padlet. Comment on two other screenshots.

Assignment 1 Target (8-10 points) Proficient (7-5

points)

Needs Work (0-4

points)

Personal Learning

Environment

Created

The PLE has been created

with all required elements:

productivity, social

network, information, and

personal favorite website

The PLE may be

missing one

required element

Little or no attempt

was made to modify

the Webmix from

original settings.

Mobile Apps

Linkage

The picture successfully

posted and the user

commented on other

learners’ PLE’s.

The use

successfully

posted the

picture, but did

not engage in

communication

with other

learners.

Either the linkage

was unsuccessful or

no effort was placed

into sharing the

picture on Padlet.

Creating Technology Learning Environment 53

Activity 2: Customization of PLE and RSS feed

For this activity, you will create customize a personal portal and link an RSS. This activity

utilizes RSS linkage.

1. Watch this video about how to link an RSS Feed to your Symbaloo PLE.

2. Change the background and customize your groups by changing labels, colors, etc.

3. Add an RSS Feed. An RSS Feed can be linked by using an RSS Feed URL.

Frequently, these are just a copy of the URL with an ending of /rss or /feed or /rss.feed.

Look up your favorite blogs, websites and look for the RSS symbol. If you don’t know where

the RSS feed is, you can often Google how to create an RSS feed for your favorite website. If

you don’t know of one to add, you can use the rss feed for this chapter’s Diigo group. Just copy

and paste the URL below:

https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-and-

onle/rss/2957745/4b8e7fa0631e4d52129132600028bcc2

4. When you are finished, use the snipping tool to screen shot the RSS feed and draw

arrows to the RSS feed and one customized choice.

5. Post the picture of your PLE to this Padlet. Comment on 2 other screenshots.

Assignment 2 Target (8-10 points) Proficient (7-5 points) Needs Work (0-4

points)

Customized

Personal

Learning

Environment

The PLE has been

created with all

required elements: an

RSS feed has been

added and at least one

customization has been

made.

The PLE may be

missing one required

element

Little or no attempt

was made to

modify the

Webmix from

original settings.

Mobile

Apps Linkage

The picture

successfully posted and

the user commented on

other learners’ PLE’s.

The use successfully

posted the picture, but

did not engage in

communication with

other learners.

Either the linkage

was unsuccessful

or no effort was

placed into sharing

the picture on

Padlet.

Creating Technology Learning Environment 54

Activity 3: Create an Infographic Using Canva.com

This activity uses ‘infovisualization’ linkage and social tagging linkage.

1. Create an account with canva.com. (This site is free. There are pay options, but are not

needed for this assignment.)

2. Watch this Canva Tutorial.

3. Create an infographic to represent your understanding of Linkage Design Model.

4. Bookmark your infographic in Diigo Group. Add tags ETC655, Chapter 4, ONLE, PLE

Designs. That will help your classmates easily locate your infographic to enhance their

learning.

5. Share your infographic assignment on the website you create in activity four.

Activity 4: Create a Website and Embed in Your PLE

Creating a website is just one way you can create links join an ONLE. In this activity, we

are practicing using a Web 2.0 Tool that will support the Linkage Design Model.

1. Go to Wix.com

2. Watch this video that explains the overview of Wix.com tutorial.

3. Choose a theme and a change the title to include your name.

4. Add an image box and upload the image of your infographic to it.

5. Now watch this video to learn how to embed your PLE on the website:

https://youtu.be/KL9HXIK1clk

❏ From Symbaloo, click share.

❏ Change settings to private.

❏ Click share my webmix.

❏ Copy and paste the embed code into an embed code html box on the website.

6. Watch this video that explains how to get feedback on your Wix Website.

7. Share the website link to this Padlet.

*** Note, it does not need to be published to be shared. Comment on 2 other screenshots.

Creating Technology Learning Environment 55

Assignment

3 and 4 Target (8-10 points) Proficient (7-5 points)

Needs Work (0-4

points)

Created a

website

The PLE has been

created with all required

elements: infographic,

theme, name, and PLE

The PLE may be

missing one required

links

Little or no

attempt was made to

link Infoviz or PLE

Mobile Apps

Linkage

The picture of the

infographic, the PLE

and web link

successfully posted to

Padlet, and the user

commented on other

learners’ websites.

The use

successfully posted the

link, but did not

engage in

communication with

other learners.

Either the

linkage was

unsuccessful or no

effort was placed into

sharing the website

link to the Padlet

Infographic

The infographic

indicates a working

knowledge of

canva.com, and proof

that more than one

feature was used.

The infographic

indicates a basic

knowledge of

canva.com.

Little or no

effort was made to

create an infographic.

Knowledge/

Concepts

The infographic

shows understanding of

Linkage Design Model.

The graphic shows

connections when it is

appropriate to do so.

The infographic

shows basic

knowledge of Linkage

Design Model.

The infographic

shows little or no

understanding of

Linkage Design

Model.

Social

Tagging

The infographic is

bookmarked with

appropriate tags in the

Diigo Group and shared

with the instructor.

The infographic

was shared with the

instructor, but not with

the Diigo Group for

others to access.

Little or no

effort is done to share

the infographic with

others.

Creating Technology Learning Environment 56

Readings:

Required readings

❏ Concepts of PLE & ONLE

❏ Gaming the Quantified Self

❏ The Fifty Best Web 2.0 Applications for Education in 2016

Optional/Suggested readings

❏ 25 of the Best RSS Feeds for Educators

❏ Seven Things You Should Know About… Personal Learning Environments

❏ Classroom Collaboration Using Social Bookmarking Service Diigo

Network Learning Resources

Social Tagging: https://groups.diigo.com/group/etc655-chapter-4-designs-of-ple-and-onle

Teaching Resources: Chapter 4 Prezi

Creating Technology Learning Environment 57

Web 2.0 Tools

Tagul

Google

Netvibes

Evernote

SymbalooEDU

Diigo

YouTube

hstry.com

Lucid Chart

Google Drawings

Coggle

Padlet

Edpuzzle

Canva

Creating Technology Learning Environment 58

References

Arvan, L. (2009). Dis-integrating the LMS. EDUCAUSE Quarterly Magazine 32 (2). Retrieved

from: http://er.educause.edu/articles/2009/7/disintegrating-the-lms

Ash, K. (2016, April 30). 'Personal learning environments' focus on the individual. Retrieved

from http://www.edweek.org/ew/articles/2013/05/22/32el-personallearning.h32.html

Bates, T. (2015). What is a learning environment? Retrieved from

https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-learning-environment/

Bray, B. & McClaskey, K. (2014). Personalize your learning environment. Retrieved from

https://www.iste.org/explore/ArticleDetail?articleid=11

C. (2016, April 14). Personal Learning Environment (PLE). Retrieved December 06, 2016, from

https://www.youtube.com/watch?v=vlJjvqKlQac

E. (2016, April 04). What Is Personalized Learning? Retrieved December 06, 2016, from

https://www.youtube.com/watch?v=6oLNLCO0vfI

Gaming the Quantified Self | Whitson | Surveillance & Society. (n.d.). Retrieved December 04,

2016, from http://ojs.library.queensu.ca/index.php/surveillance-and-

society/article/view/gaming

Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A Study on Using Learning Management

System with Mobile App. In 2015 International Symposium on Educational Technology

(ISET). 168-172. Retrieved from

http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report:

2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved

from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf

Keppell, Mike (2014). Personalised Learning Strategies for Higher Education. Australian Digital

Futures Institute. Retrieved online at:

https://eprints.usq.edu.au/25679/1/Keppell_2014.pdf.

L. (2007, April 23). RSS in Plain English. Retrieved December 06, 2016, from

https://www.youtube.com/watch?v=0klgLsSxGsU

Loder, M. (2016). Onle & online strategies [Chart]. In ETC655 Nabble Discussion Board Fall

2016. Retrieved from http://etc655-discussion-board-fall-

2016.2360883.n4.nabble.com/L7-KEY-1-ONLE-Teaching-td660.html

Loder, M. (2016). Onle model [Chart]. In ETC655 Nabble Discussion Board Fall 2016.

Retrieved from http://etc655-discussion-board-fall-2016.2360883.n4.nabble.com/L5-

Creating Technology Learning Environment 59

KEY-1-Open-Network-Linkage-Design-Model-td617.html

Miller, A. (2016). L5-Key-1-open network linkage design model. Retrieved from http://etc655-

discussion-board-fall-2016.2360883.n4.nabble.com/L5-KEY-1-Open-Network-Linkage-

Design-Model-td617.html

Mott, J. (2010). Envisioning the Post-LMS Era: The Open Learning Network. EDUCAUSE

Quarterly, 33(1), Retrieved from

http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=

eric&AN=EJ890469&site=ehost-live&scope=site

Novak, T. P., Hoffman, D. L., & Yung, Y. F. (2000). Measuring the customer experience in

online environments: A structural modeling approach. Marketing science, 19(1), 22-42.

Retrieved from

http://pubsonline.informs.org/doi/abs/10.1287/mksc.19.1.22.15184?journalCode=mksc

Pinner, R. (2014, August 14). What is the difference between an LMS and a VLE? Retrieved

from https://elearningindustry.com/difference-between-lms-and-vle

Quantified Self. (2011, March 11). The future of education: Online and quantified. Retrieved

December 04, 2016, from http://quantifiedself.com/2011/03/the-future-of-education-

online-and-quantified/

Rouse, M. (2016). Learning management system. Retrieved from

http://searchcio.techtarget.com/definition/learning-management-system

RSS. (n.d.). Retrieved December 04, 2016, from https://en.wikipedia.org/wiki/RSS

Robinson, K. (2010, May 24). Bring on the learning revolution! Retrieved from

https://www.youtube.com/watch?v=r9LelXa3U_I

RSA Animate. (2010, October 14). Changing education paradigms. Retrieved from

https://www.youtube.com/watch?v=zDZFcDGpL4U

TechTalkAmerica. (2015, June 18). Canva tutorial: Create beautiful graphics quickly, easily,

and for free! Retrieved from https://www.youtube.com/watch?v=3-lB4Q-k1OI

Tole, M. (2016, December 05). Create a ple on Symbaloo. Retrieved from

https://youtu.be/FvwGDgZI3ng

Tole, M. (2016, December 05). Link an rss feed to your Symbaloo ple. Retrieved from

https://youtu.be/2qmqflKWn-I

Tole, M. (2016, December 06). Embed your PLE on a website. Retrieved from

https://youtu.be/KL9HXIK1clk

Creating Technology Learning Environment 60

Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from

https://prezi.com/e-ueht3zr6mh/linkage-design-model/

Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0

learning environment. ABC-CLIO. Santa Barbara, CA.

What is RSS? (n.d.). Retrieved December 04, 2016, from http://www.qwhatis.com/what-is-rss-2/

Wolf, G. (n.d.). The quantified self. Retrieved December 04, 2016, from

http://www.ted.com/talks/gary_wolf_the_quantified_self?language=en

Creating Technology Learning Environment 61

Chapter 5: Development & Practices/Teaching for

ONLE

Daniel Cradic, JoAnn Lara, & Sharrie Lommen

Chapter Overview

Chapter five builds upon the concepts, methods, and instructional strategies of ONLEs

and PLEs discussed in the previous chapters. This chapter provides learners with the practical

knowledge and applied skills to begin designing learning environments that are collaborative and

interactive. The demonstrative examples of learning environments presented in this chapter can

be applied to both personal learning and larger online communities of learning. This integration

of learning environments is essential to the collaborative nature of global digital citizenship and

the continual learning necessary for digital lifelong learning.

Throughout this book, we have been actively involved in learning about integrating a

variety of different Web 2.0 tools in open network learning environments and for our personal

learning environments. One important way to support learners of all types is through visual

representation. Information visualization or InfoViz allows users to see, process, and understand

content. It can be used to manipulate data, identify patterns, and to simplify complex

Creating Technology Learning Environment 62

information.

The word cloud displayed above contains a variety of words that identify what open

network learning environments and personal learning environments use. Each circle represents

instructional strategies that can be used to support ONLEs. As you can see each circle

highlights different words and allows each individual learner to process the meaning of the

words in their own way.

Word clouds can be used to support the learning and development of users. They provide

users with unique opportunities to analyze, design, develop, and implement solutions in an easy

to follow format. Incorporating word clouds into your class assignments can support reading,

writing, collaboration, assessment, and reflection.

Learning Objectives

● Learners will understand the unique characteristics of teaching in ONLE environment

● Learners will gain insight into the advantages applying Web 2.0 tools for PLE and ONLE

implementation

● Learners will design and create platforms for supporting online learning through online

portal linkages that integrates tools that emphasize web-based applications, collaboration,

and user-generated content.

Teaching with ONLEs and PLEs

Historically in education the teacher has been in charge; in charge of the curriculum, the

content of the lessons, the desired outcome, and the direction that they wish students to take.

The invention of the personal computer along with the creation of the internet and subsequent

Creating Technology Learning Environment 63

technologies has changed all of that. Today education and learning can take place anytime or

anywhere in the world as long as there is an internet connection. The role of education has

changed and so has the role of the teacher.

ONLE, Open Network Learning Environments, and PLE, Personal Learning

Environments, are platforms that becoming more prevalent in education today. PLEs and

ONLEs are environments that encourage learners to take control and manage their learning

through various web 2.0 tools. Through the use of PLEs and ONLEs, learners are able to set

learning goals and manage the content and the process of learning that best fits their learning

style helping them become successful learners. These learning environments encourage students

to apply the learning they have gained through personal experiences to enhance their formal

learning. PLEs allow students to generate their own tools that assist them in their academic

learning. It is through the use of PLE and ONLEs that individuals can access numerous web

locations from one site.

Along with strengths, there are of course weaknesses with ONLEs. Many schools and

institutions of higher education (IHE) utilize a Learning Management System (LMS). A

particular prominent LMS is BlackBoard Learn. The systems provide a defined and structured

environment for faculty to distribute learning materials, track grades and participation, and

conduct other instructional administration tasks. The nature of the ONLE emphasizes learner

over administrative tasks. However, this does come with a trade-off, as an ONLE is not as

structured as a LMS. ONLEs are also unfamiliar to many, and a learning curve may be called for

with some users.

ONLE focuses on collaboration, connectivity, and the use of a wide array of technologies

to deliver content and instruction. The technologies used in ONLE instructional strategies

include the use and application of Web 2.0 tools such as aggregators, remixing, social content

sharing, and user-generated content. Along with technologies, ONLE strategies include

approaches such as Connectivism and community-community interaction. ONLE teaching does

have its challenges. Digital equity is among them. Do students have the access to participate in

ONLE teaching? What about digital literacy? A longer learning curve may be necessary for

ONLE teaching. Teachers applying ONLE strategies may also face concern from school

administrators and districts who are leery of utilizing systems and technologies not specifically

tied and connected to their systems.

Creating Technology Learning Environment 64

Opportunities

There are a number of opportunities that an ONLE presents. These open systems can be used to

increase digital life-long learning and global digital citizenship. An ONLE can be utilized to

create learning communities across distances, schools, and even semesters.

Threats

One particular threat that an ONLE may face is from the very schools and institutes of

higher learning (IHE) that could very well benefit from an ONLE. Given the scope of liability of

public perception, schools and IHEs may feel weary of networks and systems not directly under

their control. Another potential threat may come from inaccurate or malicious editing. An ONLE

can provide a wealth of materials and open education resources. However, given the open nature

of an ONLE, there is the potential for unintentional or malicious harm from users.

An ONLE can utilize discussion boards to facilitate and archive communication amongst

members. The two more prominent formats of boards are threaded and flat. Each board format

has its own advantages and may take on unique characteristics. For many threaded boards help to

effectively organize the many ideas and thoughts that may otherwise be more difficult to connect

with a flat board. Threaded boards offer linear conversations between the original poster and

those that reply. However, threaded replies may go unnoticed if other individuals only focus on

original postings. However, the flat approach ensures that all posts are seen. Moving towards

other formats of boards may be difficult for many learners. The primary advantage of flat boards

is the ability to be more compatible with mobile technology. Flat boards also include abilities

that threaded boards do not, such as the addition of avatar icons, tags, and use of visual elements

such as pictures, figures, and diagrams. Regardless of which choice to use, as a modular and

open environment, an ONLE can take advantage of whichever format of board works well with

them.

Third Party Tools

Third Party tools can enhance the

capabilities of an ONLE. The network learning

environment utilizes linkages between third party

tools such as Web 2.0 tools to provide content and

enhance collaboration among users.

The suite of Google Apps is an increasingly popular and effective collection of web based

applications that can be linked to an ONLE. Google Docs is a collaborative tool that offers a

Creating Technology Learning Environment 65

space for user generated content to be created and edited by multiple users in real-time. Google

Plus is another collaborative tool that

allows users to search for communities

that may interest them or create their own

community with specific focuses, similar

to an Online Community of Practice.

Diigo is another web based application

that can be utilized to provide a wealth of

resources and archived content within an

ONLE. This tool allows users to create

bookmarks, highlight specific sections of

web pages, and create tags. This social

tagging architecture allows multiple

users within an ONLE to quickly search

and access content previously tagged by other users.

Wearable Technology

The Educause Learning Initiative (2013) makes the distinction clear: “an Internet-

connected smart watch or pair of running shoes with sensors in them are ‘wearable technology,’

whereas a smartphone or a tablet is simply ‘mobile’” (para. 5). Wearable technology is used by

many to track personal data with devices like the Fitbit and the Apple iWatch. While personal

usage is great the potential of wearable technology in the classroom is even greater.

With wearable technology teachers would have the ability to differentiate curriculum for

students in their classrooms. Students could use devices like the Oculus Rift (a virtual reality

device) to “travel” to other places to learn languages, take virtual field trips or to conduct

research. Textbooks or class materials could be accessed online, allowing for differentiation and

student engagement. Students and teachers would be able to collaborate from anywhere to create

projects or share information.

Student records, class progress, search patterns, reading patterns, test scores could all be

accessed using wearable technology. Students who move from school to school would have

their records with them, instead of the new school having to wait days or weeks to get the

information.

There are concerns along with the excitement of this developing technology. Student privacy

Creating Technology Learning Environment 66

laws and concerns are a major one. Also the training of teachers. There is a sharp learning curve

for teachers when faced with new technology and how to use it in the classroom. Teachers need

to have the skills and comfort level to use

technology effectively. Professional

developments, workshops and time to learn

would have to be available to make this an

effective process.

Formal and Informal Learning

Formal and informal learning in lifelong learning - Digital lifelong learning can be

achieved through formal and informal learning. Given the mobile capability of today’s

technologies we have a desire to learn about many different things, both in and out of the

classroom. Many informal experiences can take place within an ONLE. Through an ONLE a

blend of formal and informal learning occurs as learning comes from interacting with peers as

well as content. The OER materials of an ONLE are an effective and valuable blend of formal

and informal learning. While such materials may not be published by the big publishing houses,

they nonetheless have the potential for providing a wealth of information passed on from learner

to learner. This community-community interaction is significant whether introduced in formal or

informal learning.

Creating Technology Learning Environment 67

Conclusion

Open Network Learning Environments (ONLE) and Personal Learning Environments

(PLE) are the direction that education is taking. Students are being asked, or allowed to take

control of their learning, formally and informally. As teachers our role in the classroom, virtual,

online or face to face is changing. We need to acknowledge this and change our mindset if we

are to be effective in the classroom. Learning to use ONLE and PLEs is one step on this journey

that we have undertaken. Teachers will always be needed by students, just in different ways and

on different platforms.

Creating Technology Learning Environment 68

Learning activities/assignment

Activity 1: Google Docs

Google Docs is a Web2.0 application that is more than just a word processor. Docs can

act as a collaborative tool where multiple users can type and edit a document all in real-time.

This makes Doc a valuable tool for an ONLE where user-generated content is emphasized. Let’s

go beyond creating a simple document. Let’s strengthen the capabilities of our Google Docs and

share them with those in the community.

Adding an add-on to your Google Doc. A wealth of add-ons are provided for Docs. These

tools and resources can be implemented to add such capabilities as real-time collaboration

among users. Watch this quick video on how to insert an add-on into a Google Doc:

https://www.youtube.com/watch?v=lZqX6ocwHWU

Select the Education category in Add-Ons. What add-ons would be useful to a PLE or

ONLE? How can Add-Ons allow for greater real-time collaboration?

Figure 5.1 - Example of a Google Add-Ons. Users can research and integrate third-party

add-ons for Google Docs.

Creating Technology Learning Environment 69

2. Publish your Google Doc

A significant component of Web 2.0 tools and ONLEs is user generated content. Docs allows

students to easily share their work with those in as class and the greater community. We can also

link to social media such as Facebook or to Google Plus.

Figure 1.2 - Example of a process for publish a Google Doc. Users can publish Google Docs to

the web using a link or embedding within another page. Publishing can also be completed

through Web 2.0 tools.

Activity 2: iGoogle Portal

Create your own PLE using iGoogle Portal

Creating Technology Learning Environment 70

❏ Watch this video from Nicole Michel on how she uses her PLE on iGoogle Portal

PLN on iGoogle Portal

❏ Explore iGoogle Portal to set up your own pages and tabs

Figure 5.2 - Example of a iGoogle Portal Home Page.

Creating Technology Learning Environment 71

Figure 5.3. Example of an iGoogle Portal personal Page

Creating Technology Learning Environment 72

Figure 5.4. Example of an iGoogle Portal Social Following.

❏ Create your own iGoogle Portal to suit your interests and needs. Create at least 2 other

tabs besides the home tab.

❏ Add at least 4 gadgets to each new tab.

iGoogle Portal Assessment

Activity 3: Google Plus

Create your own social media page using Google+

❏ Go to https://plus.google.com/ and create your own Google+ account (sign in using your

Gmail account)

❏ Create your own home page that reflects your interests

Creating Technology Learning Environment 73

5.5. Example of a Google+ Home Page.

5.6. Example of a Google+ Communities Page.

Creating Technology Learning Environment 74

5.7. Example of a Google+ People I Follow Page.

● Do a search to discover different communities that you would like to join and create a

communities member page

● Do a search for people that you know and create a people page, or add people to different

circles on your people page

● Google+ Assessment

Creating Technology Learning Environment 75

Readings:

Required readings:

Dowdy, M. & Martindale, T. (2010). Personal learning environments. In G. Veletsianos (Ed.),

Emerging technologies in distance education. (pp. 177-193). Alberta, CA: AU Press.

Mott, J. (2010). Envisioning the post-LMS era: The open learning network. Retrieved from

http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network

Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0

learning environment. ABC-CLIO. Santa Barbara, CA.

Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from

https://sites.google.com/site/etcnle/ple-nle-instructional-strategies

Optional/Suggested readings:

Tu, C., Blocher, M., & Gallagher, L. (2010). Asynchronous network discussions as

organizational scaffold learning: threaded vs. flat-structured discussion boards. Journal of

Educational Technology Development and Exchange, 3(1), 43-56.

Network learning resources

● https://www.diigo.com/user/etc655chapter5

Teaching resources

● How to set up Nabble

● Prezi

Discussion Forum

● Nabble

Creating Technology Learning Environment 76

References

Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. The

International Review Of Research In Open And Distributed Learning, 12(3), 80.

http://dx.doi.org/10.19173/irrodl.v12i3.890

Attwell, G. (2007). The social impact of personal learning environments. Pontydysgu bridge to

learning. Retrieved from http://www.pontydysgu.org/2007/11/the-social-impact-of-

personal-learning-environments/

Avella, J. T., Kebritchi, M., Nunn, S. G., & Kanai, T. (2016). Learning analytics methods,

benefits, and challenges in

higher education: A systematic literature review. Online Learning, 20(2), 13-29.

Casey, G. & Evans, T. (2011). Designing for learning: Online social networks as a classroom

environment. Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/1011/2021

Clare, J. (2015). The Difference in cooperative learning & collaborative learning. Retrieved from

http://www.teacherswithapps.com/the-differences-in-cooperative-learning-collaborative-

learning/

Figlei, M. (2016)."Fun with words: Boost reading engagement with word clouds." Concordia

Portland Online. http://education.cu-portland.edu/blog/news/word-clouds-reading-

engagement

Fugle, M. (2015). Fun with words: Boost reading engagement with word clouds. Concordia

Portland Online. Retrieved from http://education.cu-portland.edu/blog/news/word-

clouds-reading-engagement/

Hung, P., Lam, J., Wong, C., & Chan, T. (2015, July). A study on using learning management

system with mobile app. In 2015 International Symposium on Educational Technology

(ISET) (pp. 168-172). Retrieved from

http://ieeexplore.ieee.org.libproxy.nau.edu/stamp/stamp.jsp?arnumber=7439657

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report:

2015 Higher Education Edition. Austin, Texas: The New Media Consortium.

Morrison, D.(2013). "How to create a personal learning environment to stay relevant in

2013. "Online Learning Insights. 18 Nov. 2014..Retrieved from

https://onlinelearninginsights.wordpress.com/2013/01/05/how-to-create-a-

personal-learning-environment-to-stay-relevant-in-2013/

Creating Technology Learning Environment 77

Mott, J. (2010). Envisioning the Post-LMS Era: The open learning network. EDUCAUSE

Quarterly, 33(1), Retrieved from

http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db

=eric&AN=EJ890469&site=ehost-live&scope=site

Resource-based learning; What is it?. (2016). Edu.pe.ca. Retrieved, from

http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx

Ribeiro, J. (2015). Wearable technology and the future of education. The Learning Bird Ednest.

Retrieved from https://blog.learningbird.com/wearable-technology-and-the-future-of-

education/

Schiffer, B. (2013). What is the difference between xMOOCs and cMOOCs?

Retrieved from http://blogs.onlineeducation.touro.edu/distinguishing-between-cmoocs-

and-xmoocs/

Sharples, M. (2000). The design of personal mobile technologies for lifelong learning (1st ed.).

Edgbaston, Birmingham: Computers & Education 34 (2000) 177±193. Retrieved from

http://www.ingedewaard.net/papers/mobile/2000_Design_PersonalMobileTechnologies_f

or_LifeLongLearning_MikeSharples.pdf

Straley, C. (2016). Using-word-clouds-support-learning-development. Retrieved from

https://elearningindustry.com/using-word-clouds-support-learning-development

Stricklan, J. (2008). How google docs works. Retrieved from

http://computer.howstuffworks.com/internet/basics/google-docs1.htm

Tu, C.H. (2014). PLE and ONLE instructional strategies. Retrieved from

https://sites.google.com/site/etcnle/ple-nle-instructional-strategies

Tu, C. (2012, December 02). Linkage design model Prezi presentation. Retrieved from

https://prezi.com/e-ueht3zr6mh/linkage-design-model/

Tu, C., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of

personal learning environments & open network learning environments. Techtrends, 56(3),

13-19. Retrieved from http://dx.doi.org/10.1007/s11528-012-0571-7

Tumelty, S. (2015). 5 Ways to Use Word Clouds in the Classroom. Edudemic Connecting

Education And Technology.

Creating Technology Learning Environment 78

Chapter 6: Conclusions and Wrap Up

Hoda Harati and Qi Liu

How to use this book as learners?

This book is a guide for the educational technology students and learners who would like to

adapt their learning based on the latest technological advancements. This guide helps the learners

to create their own PLE, know about the theory of the 21th century, Web 2.0 technology, ONLE,

data visualization, application of different digital tools in personalized learning, wearable

technology, adaptive technology, linkage design, and open education, to name a few. There are

plenty of resources that help the learners internalized each concepts and evaluation her or himself

through various interactive and interesting activities provided at the end of each chapter.

How to use this book as educators?

As an educator, this guide would provide you with plenty of hot technological issues. It is a best

source that you can use as the teaching materials, curriculum and instructional design guide, and

online class management strategy. This is the ABC steps which is designed in a simple language

for different technological savvy people.

Conclusion

Over the past decades, our world and expectations have changed dramatically. The

learning skills, we as lifelong learners need to succeed are significantly different today from

what we had 10 years ago. To prepare our learners for success in the future, we need to rethink

learning and take advantage of all of the resources available to us. One important step in

transforming education is ensuring learners are ready to embrace and use technology. We have to

learn to apply online technology and online learning strategies to our lifelong learning, not

merely as a tool, a resource, or an add-on, but as an essential element in the process of teaching

and learning. It is the Digital Learning Era now!

As the editor, we hope that this book would entice you to use new and innovative ways of

teaching or learning in your life. We hope that this eBook would encourage you to reflect on

your current state of education and explore the world of possibility using new strategies and

technologies with regards to technology in education.

Creating Technology Learning Environment 79

Glossary

Chapter One:

Personal Learning Environment: A fixed space online that collates many Web 2.0, bookmarks

and access points into one convenient online dashboard.

Open Educational Resources: Materials used for educational purposes that have a Creative

Commons license or are present in the public domain.

Open Network Learning Environment: Is a digital environment that allows learners to

participate in learning, networking and organization endeavors that us Web 2.0 tools to design

and implement a transparent and public experience.

Web 2.0 Tool: Is a second generation of Internet functionality that focuses on user collaboration,

sharing of user generated content and social networking.

Constructivism: The teacher is the facilitator and the students interact with each other to learn

and understand the concept.

Connectivism: the theory that learning is an active process in which learners construct new ideas

or concepts based upon their current/past knowledge.

Similar to constructivism except it makes connections by networking and using a variety of

resources to learn. Similar to constructivism except it makes connections by networking and

using a variety of resources to learn.

Chapter Two

Aggregator: A web site or computer program that aggregates a specific topic or information

from multiple online sources. An aggregator groups together similar pieces of information based

on their characteristics.

Data Visualization: Representation of data by placing it in a visual context. Data visualization

take abstract concepts and puts them into a visual representation.

Mobile Learning: Learning is education via the Internet or network using personal mobile

devices, such as tablets and smartphones to obtain learning materials through mobile apps.

Mobile learning allows students to access educational data from virtually anywhere at any time.

Creating Technology Learning Environment 80

Network: A specific group of individuals that share common interests. In an educational setting

these networks can be created through shared knowledge and collaboration. Web 2.0 applications

such as social networking, blogs, and wiki’s help establish these networks of learning.

Online Learning Community: Is a public or private destination on the internet that address the

learning needs of its members by facilitating peer-to-peer learning, collaboration and assessment.

Open Educational Resources: Are freely accessible, openly licensed resources, media, and

software that are useful for teaching, learning, and research.

Open Education: Academic practices and implementation of learning environments that stretch

beyond the traditional classroom. Open education removes boundaries and creates a flexible

learning atmosphere that develops and integrates open educational resources.

Social Annotation: Annotation of web pages and resources. Social annotation allows multiple

users to interact via specialized collaborative software that allows users to leave comments on

web pages and web resources to highlight ideas, content and give direction.

Chapter Three

Augmented Reality: Augmented reality is the superimposition of digital or virtual elements

over the actual environment. Using mobile devices, users can access the enhanced reality of

augmented reality.

Course Mapping: A visual tool representing the organization and structure during the design

and/or redesign of a course

Minimester Course: An accelerated, intensive course that may be offered between one to eight

weeks.

QR Codes: QR codes are two-dimensional barcodes that can be used to convey large quantities

of information. Users access the information using QR code readers via mobile devices.

Virtual Reality: Virtual reality is a fully immersive, entirely synthetic environment. A user of

virtual reality should not have any awareness of reality outside of the virtual environment.

Creating Technology Learning Environment 81

Chapter Four

Social Tagging: keywords generated by internet users on a platform that are used to describe

and categorize an object, concept, or idea.

Really Simple Syndication or Rich Site Summary (RSS): Uses a family of standard web feed

format to publish frequently updated information: blogs, journals, news, audio, video, etc.

Personal Learning Environments (PLE): Systems that help learners take control of and

manage their own learning.

Open Network Learning Environment (ONLE): personalized, communicative, interactive,

and collaborative network of learners in a digital environment. It is a network created by teachers

and students as an extension of personal learning environments, whereby students share their

self-generated infographics, documents, websites, research, etc. with one another in order to

generate new knowledge (Tu, 2014, p. 18). It involves social tagging, social networking,

cognitive sharing via social tagging, and sharing of networked sources via RSS feeds and other

widgets (Tu, 2014, p. 18).

Linkage: A connection or relationship between two or more things.

Adaptive Technologies: Software and online platforms that adjust to individual students’ needs

as they learn.

Chapter Five

Personal Learning Environment (PLE): A collection of digital tools and resources that allows

individual learners to control their learning interface by supporting the integration of multiple

tools and resources with an emphasis on Web 2.0 applications.

Learning Management System (LMS): A closed-system learning environment that provides a

structured system for administrative tasks of instruction.

Threaded Discussion Board Format: Discussion postings are displayed in a threaded or parent-

child text-based structure.

Flat Discussion Board Format: Discussion postings are displayed in a chronological order

Creating Technology Learning Environment 82

within a single level as opposed to a threaded reply structure.

Wearable Technology: Devices that are worn on the body; watch, bracelet, necklaces, shoes,

backpack