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
Authors
Date
2015Copyright
© 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.
...
Publisher
Research-publishing.netISBN
978-1-908416-25-4Parent publication ISBN
Is part of publication
Voices of pedagogical development : expanding, enhancing and exploring higher education language learning
Original source
http://dx.doi.org/10.14705/rpnet.2015.000292Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/24882980
Metadata
Show full item recordCollections
- Yliopistopalvelut [57]
License
Except where otherwise noted, this item's license is described as © 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.
Related items
Showing items with similar title or keywords.
-
Development of pedagogical design in technology-rich environments for language teaching and learning
Jalkanen, Juha (University of Jyväskylä, 2015)This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis ... -
Constructing intercultural competence in Italian social service and healthcare organizations : pedagogical design, effectiveness research, and alternative visions for promoting ethnorelativism
Castiglioni, Ida (University of Jyväskylä, 2013) -
Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design
Mäkelä, Tiina; Fenyvesi, Kristof; Mäki-Kuutti, Matias (J-STEM, 2020)The need for effective and attractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and ... -
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija (Elsevier BV, 2021)This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic ... -
Social networks : promoting Mexican popular cultures and building a participatory culture
Montes Vega, Diana (2012)For over 30 years, the General Direction of Popular Cultures has been in charge of promoting, preserving, and disseminating the cultural diversity of Mexico, regarding indigenous and popular cultural practices. With the ...