After I wrote my last post about my eLearning course, I started thinking about Learning Environments (LEs). I made concept maps for both of my classes that include the designed LE as well as the personal learning environment (PLE) I’ve created to make sense of the courses. My PLE starts with the LE, and then I add the components I need for an effective learning environment.
Here’s the c-map for the eLearning course:
I’d say this is a behavorist-styled designed learning environment
Here’s the c-map from my Inquiry and Measurement course:
I’d say this is a constructivist design.
To be fair, I created a concept map of how one of the courses I am working on has been designed. I have to design courses based on the method my department dictates.
I think we do a good job of creating a real-world environment with our labs. That’s pretty important for technical training. But as I look at how I’ve designed this course, I can’t help but think how our students must augment our designed LE to create a PLE that facilitates their learning. In particular:
- Could we design the LE to more closely match some of the common PLE components our students have?
- Do different audiences have different PLEs?
- How can you capture this information?
5 responses so far ↓
1
Ron C. de Weijze
// Jan 25, 2009 at 6:12 pm
Those maps look nice, but isn’t putting one topic in as ‘including’ a bit cheaty? I would create maps that only show the hardest possible empirical or logical connections and then try to synthesize them into a new map.
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2
gminks
// Jan 29, 2009 at 1:16 pm
Ron what would it be instead of “including”? I didn’t geek out too much on the maps…but since you are calling me on it maybe I should revise them.
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3
PLE construction, instructors, & converting Instructor led learning to eLearning | Adventures in Corporate Education
// Feb 1, 2009 at 8:08 am
[...] In my last post I talked about the learning environments (LEs) we as developers create for students, and the Personal Learning Environments (PLEs) students create to situate themselves so that they can master the course objectives. In this post I want to explore the instructor’s role in helping students get over barriers they have to meeting course objectives, and if this role is still critical to eLearning. [...]
4
Ron C. de Weijze
// Feb 1, 2009 at 3:12 pm
I believe it is not a good idea to replace facts and / or ideas as nodes, by merely verbs such as ‘includes’, because it sort of undermines the main effect that mindmaps/concept maps have or should have on their ‘readers’: to bring out the logical or experiential relationship between them as concepts or phenomena directly relating those facts and ideas. When you use verbs as nodes, this immediacy is broken and the representational value of the logical or empirical world is less self-evident.
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5
What is Informal Learning | Adventures in Corporate Education
// Feb 19, 2009 at 5:04 am
[...] I don’t always learn in the way the instructors have decided I should learn. I have to set up my own personal learning environment to augment what the course designer created. My PLE includes talking to other experts, reading [...]
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