Doing what we teach : promoting digital literacies for professional development through personal learning environments and participation
Laakkonen, I. (2015). Doing what we teach : promoting digital literacies for professional development through personal learning environments and participation. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development : expanding, enhancing and exploring higher education language learning (pp. 171-195). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000292
Tekijät
Päivämäärä
2015Tekijänoikeudet
© 2015 by Research-publishing.net (collective work). Autrhors. All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0
International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF
files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and
publisher are properly cited. Commercial use and derivative works are, however, not permitted.
Despite the proliferation of social media, few learners make effective
use of digital technology to support their learning or graduate with
the skills necessary for developing and communicating their expertise in the
knowledge-driven networked society of the digital age. This article makes
use of the concept of Personal Learning Environments (PLE) to approach the
question of how digital literacies for learning can be taught and learned in the
context of higher education. It presents a model of a PLE course, the overall
goal of which was to equip the learners with the skills and competences
needed to create their own digital environments that would enable them to
tap the online networks and resources relevant for their professional and
personal lives. From the viewpoint of Design-Based Research (DBR), the
article lays out the design principles, pedagogical choices and activities on
the course, and explains how these contributed to the creation of a learning
culture. Furthermore, the design and its outcomes are reflected upon in the
light of student feedback and reactions. The article argues that through the
personalised, dialogic and networked approach inherent in PLE ideology,
students with diverse goals, backgrounds and skills can explore practices and
learn digital literacies that help them progress toward their professional goals.
...
Julkaisija
Research-publishing.netISBN
978-1-908416-25-4Emojulkaisun ISBN
Kuuluu julkaisuun
Voices of pedagogical development : expanding, enhancing and exploring higher education language learning
Alkuperäislähde
http://dx.doi.org/10.14705/rpnet.2015.000292Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/24882980
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Lisenssi
Ellei muuten mainita, aineiston lisenssi on © 2015 by Research-publishing.net (collective work). Autrhors. All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0
International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF
files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and
publisher are properly cited. Commercial use and derivative works are, however, not permitted.
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