Campus FLE Education

Langues - Communication - Ressources - Projets - Web 2.0

Apprentissage des langues et Réseaux Médias Sociaux - Language learning and social networks

 

 

Les réseaux sociaux peuvent jouer un rôle décisif dans le domaine de l’enseignement d'une langue étrangère, car ils favorisent la communication réelle, le travail collaboratif entre apprenants, entre classes et entre enseignants , ainsi que le développement des échanges et contacts interculturels.

 

"Members of online communities learn by making and developing connections (intentionally or not) between ideas, experiences, and information, and by interacting,sharing, understanding, accepting, commenting, creating and defending their own opinions, their view points, their current situations and their daily experiences.
Online communities allow, form, guide, foster, and stimulate connections. Learning in online communities takes place through storytelling, making jokes, giving examples, linking and making available different resources, asking questions, providing answers, developing empathy, and simply reading, to list a few examples. Communities provide the context, resources and opportunities to expand the members’ horizons and awareness of themselves and of other members. Personal development goes hand-in-hand with other forms of learning, such as knowledge and skill acquisition for practical and professional aims"
(Aceto et al. 2010).

 

  

RESSOURCES - Studies

 

Pedagogical Innovation in New Learning Communities: An In-depth Study of Twelve Online Learning Communities. Aceto, S., Dondi, C., Marzotto, P., Ala-Mutka, K.& Ferrari, A. - European Commission JRC http://ftp.jrc.es/EURdoc/JRC59474.pdf

 

Learning in Informal Online Networks and Communities - K. Ala-Mutka
http://ftp.jrc.es/EURdoc/JRC56310.pdf

 

Language learning and social media (elearningeuropa.info) - Resources
http://www.elearningeuropa.info/en/book/resources

 

Réseaux sociaux en Education Evaluation - Social Networks in Education
http://flecampus.ning.com/profiles/blogs/reseaux-sociaux-en-education

 

Réseaux sociaux et Apprentissage des langues
http://flenet.canalblog.com/archives/2009/08/03/14252673.html

 

Educational Networking - S. Hargadon
http://www.educationalnetworking.com/

 

Etude sur l’impact des technologies de l’information et de la communication (TIC)
et des nouveaux médias sur l’apprentissage des langues (EACEA 2007/09)
http://eacea.ec.europa.eu/llp/studies/documents/study_impact_ict_ne...

Educational Social Networks Evaluation Form Checklist - Réseaux Educatifs Grilles Evaluation

http://flenet.unileon.es/grillesnetworks.html#french

Publications Flenet Projet

http://flenet.unileon.es/actividades.htm#publications

 

BLOGS / RÉSEAUX / Web 2.0 - Education
http://flenet.rediris.es/blog/carnetweb.html

 

 

BIBLIOGRAPHIES Social Media & Web 2.0

 

Alexander, B. (2006) Web 2.0: A New Wave of Innovation for Teaching and Learning?. Educause Review, vol. 41, nº 2 Mars/avril, pages 32–44. http://net.educause.edu/ir/library/pdf/ERM0621.pdf

Anderson, P. (2007) What is Web 2.0? Ideas, technologies and implications for education. JISC Technology and Standards Watch. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.108.9995&rep=rep1&type=pdf
Bevan, P. (2010) After Web 2.0: Technologies and Strategies for the Social Web. Facet Publishing.
Castells, M. (1998). L'ère de l'information. Vol. 1. La société en réseaux. Paris: Fayard.
Creeber, G.& Royston, M. (2009) Digital Cultures: Understanding New Media. Open University Press.
Downes, S. (2006) Learning Networks and Connective Knowledge. Instructional Technology Forum. [En ligne]. http://it.coe.uga.edu/itforum/paper92/paper92.html

Downes, S. (2007) Learning Networks in Practice, Emerging Technologies for Learning 2 19-27, British Educational Communications and Technology Agency, March 22, 2007 http://partners.becta.org.uk/page_documents/research/emerging_technologies07_chapter2.pdf

Kimble, C., Hildreth, P. & Bourdon, I. (2008). Communities of Practice : Creating Learning Environments for Educators. . Charlotte, N.C.: Information Age Publishing.

Lévy, P. Réssources, publications, conférences  http://flenet.unileon.es/theor1.htm#Levy

Lister, M. et al. (2008) New Media: A Critical Introduction. Routledge.

O'Reilly, T. (2005) What Is Web 2.0 http://oreilly.com/web2/archive/what-is-web-20.html

Siemens, G. (nd) Elearnspace: learning, networks, knowledge, technology, community
http://www.elearnspace.org/blog/

Siemens, G., Weller, M.(coord.) (2011) The Impact of Social Networks on Teaching and Learning [online monograph]. RUSC  - UOC. Vol. 8, No 1, pp. 164-170.

Wenger, E., McDermott, R., & Snyder, W. (2002) Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.


Bibliography of Research on Social Network Sites
http://www.danah.org/researchBibs/sns.php



 
RÉSEAUX ÉDUCATIFS LANGUES - Communities - Networks

Campus FLE Education http://flecampus.ning.com

Foreigners in Lille http://foreignerinlille.ning.com/

Echanges Campus Education http://campusfle.ning.com/

Falando Francês com Francis http://falandofrancescomfrancis.ning.com/
EuroCall/Calico Virtual Worlds http://virtualworldssig.ning.com

 

List of social networks Education

http://www.educationalnetworking.com/List+of+Networks

 

D'AUTRES PISTES, RÉFÉRENCES ET RESSOURCES

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Balises : Language, Medias, Networks, Réseaux, Sociaux, learning

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Commentaire de Bea Anoux le 12 octobre 2010 à 13:16


Emission F. Culture- Place de la toile
http://www.franceculture.com/emission-place-de-la-toile-les-liaison...

En compagnie d'Antonio A. Casilli, chercheur associé au groupe de recherche ETOS (Institut Télécom/ Télécom Ecole de Management), sociologue, au Centre Edgar-Morin (Ecole des Hautes Etudes en Sciences Sociales, Paris), coordonne le blog de recherche Bodyspacesociety.

Auteur de Les liaisons numériques : vers une nouvelle sociabilité, paru aux éditions du Seuil

Site web - Les liaisons numériques http://www.liaisonsnumeriques.fr/

Présentations powerpoint des chapitres de Les liaisons numériques

http://www.liaisonsnumeriques.fr/?page_id=121
Commentaire de Zhying le 11 octobre 2010 à 13:14


The New Social Learning by Tony Bingham and Marcia Conner.
Web Site : http://www.thenewsociallearning.com/

The book draws on some of my academic heroes, John Dewey, Jean Piaget, Peter Berger, and Thomas Luckman to set the stage of how people most effectively learn through active participation and social interaction. They define learning as “the transformative process of taking in information that, when internalized and mixed with what we have experienced, changes what we know and builds on what we can do.’ I certainly agree and it aligns directly with how Piaget would define learning. Jocelyn Davis, head of R&D at the Forum Corporation, recently suggested that learning might be a major motivational driver on the level of David McClelland’s three main drives achievement, affiliation, and power. Social learning can draw on a number of these motivators.

After setting the stage, the authors provide a chapter each covering online communities, the power of stories, micro-sharing, growing the collective intelligence, and immersive environments. Each chapter begins with a detailed case example. The book concludes with some useful tips of making the most of in-person events. I let you read the book to get the useful details.


url: http://billives.typepad.com/portals_and_km/2010/09/review-of-the-ne...
Commentaire de Sylvie le 10 octobre 2010 à 11:59
Bonjour Monica,

Je vous passe des références bibliographiques en relation avec notre débat.
Elles font partie d'un blog/cours avec une grande documentation sur les réseaux sociaux:

La communication augmentée en ligne
Cours Internet et Usages 1 : communication et création collaboratives sur les interfaces du réseau - Cours de Camille P-B.
url: http://hypermedia-augmentation.blogspot.com/

Brigitte Juals, "Métaphores de l'accès à l'information des Lumières au numérique. L'exemple des outils de recherche sur Internet". (distribué en cours)
Jeremy Rifkin, L'Age de l'accès (extraits). (PDF en ligne).
Christopher Allen (octobre 2004), "Tracing the Evolution of Social Software". (blog)
Michel Foucault, "Des espaces autres : Hétérotopies"(1967). (En ligne, page web )

Pierre Lévy, "L'interface" - Extrait de Les technologies de l'intelligence (L'avenir de la pensée à l'ère informatique), Pierre Lévy (La Découverte, Paris, 1990), pages 199 à 208. PDF en ligne.
Pierre Lévy "Naviguer" - Extrait de Les technologies de l'intelligence (L'avenir de la pensée à l'ère informatique), Pierre Lévy (La Découverte, Paris, 1990). PDF en ligne.
Patrice Flichy, Une histoire de la communication moderne - Espace public et espace privé (1995) et L’innovation technique (2003)
Manuel Castells, La Galaxie Internet (2002) - résumé critique de l'ouvrage ici
Peter Morville, Ambient Findability (2005, O'Reilly Media)
Claude Shannon, Théorie mathématique de la communication (1948) - article wikipédia
Bernhard Rieder, "Dimensions culturelles et questions pratiques du traitement du savoir par les « Agents Informationnels »" (2003, télécharger PDF en bas de la page)
Pierre Dusmenil : "Economie de la langue et langage de l'économie".

Bibliographies :
"anthropologie de la communication numérique" (J-L. Weissberg - Hypermédia/Paris 8)
"sociologie des TIC" (C. Leteinturier - Institut Français de Presse/Paris 2)
Veille blog : Affordance, "le lien, le lieu" (15/09/07)
"Société de l’information, deuxième époque ?" (Félix Weygand, 2006)
"L‘usage et ses modèles : quelques réflexions méthodologiques" (Joëlle Le Marec, 2001)
"Matériel, logiciel et infoware" (Tim O'Reilly dans l'ouvrage Tribune Libre : les ténors de l'informatique, 1999)
Francis Pisani, "Le Webonaute", billet blog 17/09/2007
Dominique Cotte, "Ecrits de réseaux, écrits en strates" - 2004 (distribué en cours)
Alain Milon, "Hyperdocuments et hypercartes, vers une modélisation d'écriture" - 2004 (distribué en cours)

Evelyne Broudoux, "Outils informatiques d'écriture et de lecture : nouvelles conditions du devenir auteur" (2002)
Gautier Poupeau, "Blogs et Wikis. Quand le Web s'approprie la société de l'information" (2006)
Clay Shirky, "Lois de puissance, weblogs et inégalité" (2003)
Pablo Iriarte, "La diffusion de l'information documentaire et des actualités au format RSS"

Evelyone Broudoux, "Editer et publier en ligne : la proximité entre amateurs et auteurs" (2007)
Manuel Zacklad, "Réseaux et communautés d’imaginaire documédiatisées" (2007)
Pierre Van Rooten "Les formes d’engagement sur Internet. Analyse sociologique de communautés virtuelles fédérées autour d'un projet commun" (mémoire de licence, 2007)
Michel Gensollen, "Échanger : Comment le numérique modifie en profondeur les conditions de socilaisation de l'échange" (2007)
Thierry Phénard, Raphaël Suire, "Économie de l'Internet : une économie d'interactions sociales" (2007)

Commentaire de Monica le 9 octobre 2010 à 20:38
Salut,

Suggestive réflexion d' Olivier Ertzscheid sur le blog Affordance.info
Accroche-toi au pinceau de la contribution, j'enlève l'échelle de la participation.
http://affordance.typepad.com/mon_weblog/2010/10/accroche-toi-au-pi...

Extrait:

PROLOGUE. Web "participatif", "collaboratif", "contributif", voilà 3 termes qui, depuis l'avènement du web dit "2.0" sont souvent indistinctement et abusivement employés.

D'après le trésor de la langue française :

* la "contribution" peut être définie comme la "part apportée à une oeuvre commune". En l'occurrence, cette oeuvre commune sera constituée par le web
* la "collaboration" est "la participation à l'élaboration d'une œuvre commune"

La proximité sémantique des deux termes est évidente, même si dans le contexte du web 2.0 il est possible d'envisager des formes de collaboration non-nécessairement contributives. La collaboration relèverait alors davantage de l'engagement, et la contribution, de l'action.

* la "consultation" est "l'action de consulter quelque chose, de l'examiner pour y chercher un renseignement, une information, une indication". Toute dimension d'altruisme ou de construction d'un but ou d'une oeuvre commune est ici évacuée au profit de pratiques qui pour être solitaires ou égo-centrées ne sont pas pour autant nécessairement honteuses ou blâmables. ;-)
* La "participation" est "l'action de participer à quelque chose" en - deuxième sens - "manifestant une adhésion, une complicité, une conscience d'ordre intellectuel"


Adresse Image
http://www.affordance.info/.a/6a00d8341c622e53ef0133f4dafde0970b-800wi
Commentaire de Zhying le 9 octobre 2010 à 20:13
Dimensions of a Learning Network - Stephen Downes
Delivered to TTI Vanguard - The Power of Peer, Vancouver.
http://www.downes.ca/presentation/258


Presentation Slideshare http://www.slideshare.net/Downes/dimensions-of-a-learning-network

VOIR AUSSI: Stephen Downes - Publications
http://www3.unileon.es/dp/dfm/flenet/theor1.htm#Downes
Commentaire de Sylvie le 8 octobre 2010 à 14:16
Salut,

En relation avec notre conversation, deux notes ou remarques:

1- Un post sur le Livre: The Rise of Collaborative Consumption
http://www.betapolitique.fr/La-montee-de-la-consommation-58783.html

“La consommation collaborative correspond au fait de prêter, louer, donner, échanger des objets via les technologies et les communautés de pairs”, explique le site éponyme lancé par Rachel Botsman et Roo Rogers, les auteurs de What’s mine is yours, the rise of collaborative consumption (Ce qui est à moi est à toi, la montée de la consommation collaborative). Ceux-ci affirment d’ailleurs que cette pratique est en passe de devenir un “mouvement”. Un mouvement qui va des places de marchés mondiales comme eBay ou Craiglist à des secteurs de niches comme le prêt entre particuliers (Zopa) ou les plates-formes de partage de voitures (Zipcar).

Vidéo : la vidéo promotionnelle du livre de Rachel Botsman et Roo Rogers

The Rise of Collaborative Consumption
http://emergentbydesign.com/2010/10/03/the-rise-of-collaborative-co...


2. 62% vs. 60% - Email vs. Social Networks
http://pewresearch.org/databank/dailynumber/?NumberID=1088
Email remains the most popular activity for older internet users, but among young online adults, social networking sites are just as much a part of the daily routine as
email. Websites like Facebook are becoming increasingly popular among older internet users; the number of online adults ages 50 and older on social networking
sites nearly doubled in the past year. But on a typical day, while a majority of online adults ages 50-64 (60%) and ages 65 and older (55%) send and receive email,
relatively few check in with their friends and family via social networking sites (20% and 13%). Among online adults ages 18-29, however, there is little difference
between the two online activities. Fully 60% of young adults visit a social networking site daily, and relatively the same number (62%) send and receive email daily. It
should not be too surprising that young adults are more likely to visit a social networking site than are older adults, considering they are still much more likely to be
users. But nearly all online adults, young and old, use email at least occasionally.
Commentaire de Sylvie le 7 octobre 2010 à 13:54

height=300


Bonjour,

Les réflexions du post de Kirsten Winkler sont encore d'actualité:

The Proof that Language Learning Communities are the most efficient way of learning right now
http://www.kirstenwinkler.com/the-proof-that-language-learning-comm...

Quelques extraits:

Again, this is exactly the system of language learning communities. Asynchronous learning on the platform with vocabulary flashcards, discussion in the forums with other members and synchronous learning through live chats with other members or tutors.

On language learning platforms the student can decide which course, quizz or flash card set he wants to take. Exercises are corrected by other community members.

Again a clear plus for language learning communities over language teaching platforms which are focused only on the video conferencing / whiteboard part.

Language learning communities are build around that fact. They offer tests after each section or flashcard set in one way or the other.

My conclusions:

1. As soon as those communities will implement virtual classrooms with experienced teachers in their offers they will have a huge lead on the market. Time to buy some stakes in those companies .

2. 1o1 or group classroom teaching on the internet is not a market itself, it’s a niche or a complement to other online or offline learning products. And if taken the fact that it is a niche it only confirmes my conviction that this particular has to be premium.

This means that language learning platforms have to set another focus and offer more interactive content and courses to fit the needs and demand of their clients. This could be done by partnerships between them and the communities or, the hard way, by developing their own interactive courses and materials.
Commentaire de Crale le 6 octobre 2010 à 19:49
Bonjour à tous; intéressant débat !!!

Je vous apporte des questions et des bibliographies d'un rapport encore actuel:


Minocha, S. (2009) A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement. JISC Final Report,
http://kn.open.ac.uk/public/getfile.cfm?documentfileid=14865

Voir aussi: Shailey Minocha - Publications
http://mcs.open.ac.uk/sm577/publications.html

height=80



1. What are the characteristics of Web 2.0 methods and tools that make them 'social'?

2. What are the theoretical underpinnings of using Web 2.0 methods and tools in education?

3. What are the benefits to students and educators of using Web 2.0 methods and tools in learning and teaching, respectively?

4. What are the issues/problems/disadvantages of using Web 2.0 methods and tools?

For example, are some students hesitant to blog because of fear of loss of privacy or what others might think of them?
The use of Web 2.0 methods and tools constitutes change and change has to be managed to minimize a fear of the unknown that throws up a combination of
resistance and inertia. Such fears include invasion of privacy, exposure to ridicule, cyber-bullying, production of inappropriate material as well as the fear that some
learners will be penalized by lack of prerequisite computer skills (Crook et al, 2008).
Armstrong and Franklin (2008) discuss some of the barriers, for example:
1. institutional and network restrictions
2. lack of money to invest in technical infrastructure
3. lack of knowledge of some senior managers
4. inadequate ICT strategy
5. using different social tools can involve endlessly logging on to a multiplicity of accounts and the consequent difficulty of remembering and managing
passwords
6. some mature academic staff are resistant to having to learn new web 2.0 tools, and fear losing control to the students.
However Crook et al (2008) point out that even with increased “learner centredness”, there will still be significant demands on teachers to provide structure and
facilitate the learning. It could also be argued that Web 2.0 places mature students (or “digital immigrants”) at a disadvantage but a counter argument is that everyone
needs to be computer literate and able to work collaboratively in the workplace. Therefore being exposed to the latest technology as a student is excellent
preparation for work and provides an opportunity to acquire additional skills.

5. Which Web 2.0 methods and tools are most appropriate for which kinds of activities?

The many forms of Web 2.0 were considered in the section How is Web 2.0 used in education – methods and tools. In summary, the 4 main methods and tools are
perceived to be:
1. Blogs which support reflective practice, active learning and learning journals;
2. Wikis which support collaborative group work;
3. Podcasts whereby learners can listen and/or catch up on talks or lectures at their own convenience;
4. Social bookmarking which supports collaborative research projects.

6. Is there a link between the student skills and Web 2.0 methods and tools?

For example, skills of communication, writing, team-working, groupworking, collaboration, and so on.
Crook et al (2008) conclude that “there is little doubt that Web 2.0 learning practices encourage a more collaborative approach to study. This may fit with a feeling
that the present world of work is more collaborative than solitary.” However there can be a problem of assessment in that teachers are expected to mark the work
of an individual learner but it is not clear how this is to be done for collaborative work.

Sélection bibliographique:

Armstrong, J. and Franklin, T. (2008). A review of current and developing international practice in the use of social networking (Web 2.0) in higher education, a
report commissioned by the Committee of enquiry into the Changing Learner Experience. http://www.franklin-consulting.co.uk/ (Accessed January 12 2009)

Becta Report: Crook C., Cummings J., Fisher T., Graber R., Harrison C., Lewin C., Logan K., Luckin R., Oliver M. and Sharples M. (2008). Web 2.0
technologies for learning: The current landscape – opportunities, challenges and tensions. http://partners.becta.org.uk/uploaddir/
downloads/page_documents/research/web2_technologies_learning.pdf, (Accessed January 12 2009)

Dalsgaard C. (2006) Social Software: E-learning beyond learning management systems European Journal of Open, Distance and E-Learning, Issue 2006
http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm (Accessed January 30 2009)

Davis (2007) A Web 2.0 education http://www.education.ed.ac.uk/elearning/ gallery/davis_web2education.html#%5B%5BStart%20Here%5D%5D
(Accessed January 30 2009)

Franklin, T. and van Harmelen, M. (2007). Web 2.0 for Learning and Teaching in Higher Education, Report, The Observatory of borderless higher education,
London, http://www.obhe.ac.uk/documents/view_details?id=24, (Accessed January 30 2009).

Leslie, S. and Landon, B. (2007). Social Software for Learning: What is it, why use it? Report, The Observatory of borderless higher education, London
http://www.obhe.ac.uk/documents/view_details?id=8, (Accessed January 30 2009).

MacDonald (2007) The Web 2.0 Advantage. https://www.wiki.ed.ac.uk/display/Web2wiki/The+Web+2.0+Advantage;js...
EF90B16B81EC2B112D4F3458FFD0B5 (Accessed 30 January 2009)

Sharpe R., Benfield G., Roberts G. and Francis R. (2006) The undergraduate experience of blended e-learning: a review of UK literature and practice
http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/l... (Accessed January 30 2009)
Commentaire de Ashley le 6 octobre 2010 à 19:24
Le projet LS6
http://www.inrp.fr/vst/blog/2010/05/07/inclusion-sociale-et-web-2-a...

L’objectif est d’explorer l’usage des médias sociaux (outils web 2.0) dans l’enseignement et l’apprentissage des langues en Europe à travers six thématiques:

•l’apprentissage des langues, les médias sociaux et l’intégration sociale (avril 2010);
•l’apprentissage des langues, les médias sociaux et le développement de ressources (août 2010) ;
•l’apprentissage des langues et l’enseignement par les médias sociaux dans les nouveaux pays membres : le cas de la Roumanie, de la Lituanie et de la Pologne
(janvier 2011) ;
•l’apprentissage des langues, les médias sociaux et le multilinguisme (juin 2011) ;
•l’apprentissage des langues par les médias sociaux : l’évolution des pratiques d’enseignement (novembre 2011) ;
•l’apprentissage des langues et l’enseignement par les TICE dans des contextes formels et non-formels (mai 2012) .




Twitter du projet : http://twitter.com/languages_web2

Language resources and Web 2.0 – the latest hype or new perspectives?

Video sequences in: https://sas.elluminate.com/p.jnlp?psid=2010-10-01.0450.D.FD46A5B802...

* 00:00-03:30: introduction to the LS6 network and the role of webinars as focal points of our activities (by Katerina Zourou)
* 03:31-07: 12: the webinar resulting from the publication “language learning: resources and networks” (by Linda Rath-Wiggins)
* 07:13-end: panelists interviewed by the moderator and the participants face-to-face and online

Public forum discussion now open:
http://www.elearningeuropa.info/community/index.php?page=forum&f=8

A debate on the challenges (and controversies) of social media and their role in the development of language resources and in empowering language learning communities. These and other issues will be discussed by Regine Haschka-Helmer (Palabea), Marie-Noëlle Lamy (Open University, UK) and Kirsten Winkler (independent blogger). Moderator: Linda Rath-Wiggins (Deutsche Welle).
Commentaire de Zhying le 29 septembre 2010 à 13:31


George Siemens
elearnspace. learning, networks, knowledge, technology, community
http://www.elearnspace.org/blog/

VIDEOS - Conférences - Interviews

The impact of connectivism and networked learning - Iowa State University’s ComETS symposium
Social and Connected Learning - Empire State College’s CDL conference
The Impact of Social Software on Learning - Interview Youtube - Vidéo sous-titrée Campus FLE

SOURCE: Théories - G.Siemens http://www3.unileon.es/dp/dfm/flenet/theor1.htm#Siemens

Un guide de George Siemens et Peter Tittenberger
sur l’utilisation des technologies émergentes (web 2.0) en éducation

Handbook of Emerging Technologies for Learning
http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Te...
(version pdf) de George Siemens et de Peter Tittenberger.

Video sous-titrée
http://dotsub.com/view/cceda771-dc8e-433e-8e88-9f08a59aa3b2

Voir aussi: George Siemens: théories et publications
http://flecampus.ning.com/profiles/blogs/george-siemens-theories-et


A tour of PLEs and PLNS - diagrams, discussions, examples
http://ple.elg.ca/course/moodle/mod/wiki/view.php?id=60&page=We...

Readings for this week:

EDUCAUSE: 7 Things you should know about PLE's (.pdf)

Learning Networks in Practice (.pdf)

Personal Learning Environments: Challenging the dominant design of educational systems (.pdf)

Developing Personal Learning Networks for Open and Social Learning (.pdf)

Scott Leslie's Mother of All PLE Diagram Compilation

The Design and Development of a Personal Learning Environment

Five points about PLEs and PLNs - Dave Cormier (Blog post)

Stephen Downes: Personal Learning Environments (Video)

Photos

Chargement en cours…

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