In this Drexler, W. (2010) The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy : a model for student construction of personal learning environment that balances teacher control with increased student autonomy. This is a very interesting paper with lots of insights on the application of Web 2.0 and Personal Learning Environment
Here are my comments and questions in italics
In guided inquiry, the teacher provides the problem and directs the students to the materials for investigation (Colburn, 2000)
Under such guided inquiry, is a teacher-centered approach adopted? Could people other than the teacher provide the problem? How about the learner providing the problem? Or the community of learners providing the problem?
The teacher is necessary to help the student navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
To what extent is the help of teacher necessary? Would this depend on prior experience and skills of the students? What sort of digital literacy skills are important?
Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.
Five of 15 responses directly mentioned the teacher as still necessary, even if the student was prepared to take on more of the responsibility for learning.
What is the significance of having 33% of students mentioned that the teacher as still necessary?
What did the 67% of students think about the role of the teacher?
Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010).
Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design.
My experience in networked learning also share similar considerations.
As the experience was related to 15 students in this case study, I am wondering how such networked learning experience would be translated in massive open online course (MOOC) in higher grades of K-12.
We have gained some insights into networked learning with CCK08, CCK09 and the current course of Critical Literacy 2010, and some of the research findings of CCK08 could be found below.
- The Ideals and reality of Participating in a MOOC
- Blogs and Forums as Communication and Learning Tools in a MOOC
As discussed in my other posts on Complexity Theory here, it could be difficult to predict the outcomes of networked learning in advance, but we might be able to understand the impact of complexity on emergent learning after the course experience.
I think Wendy’s research provides valuable direction on how one could develop and implement networked learning based on PLE. Thanks Wendy.