{"id":484,"date":"2025-02-08T10:42:15","date_gmt":"2025-02-08T17:42:15","guid":{"rendered":"https:\/\/blogs.ubc.ca\/rankang\/?p=484"},"modified":"2025-02-08T11:44:46","modified_gmt":"2025-02-08T18:44:46","slug":"week-5_situate-an-educational-graphic-within-online-learning","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/rankang\/week-5_situate-an-educational-graphic-within-online-learning\/","title":{"rendered":"Week 5_Activity 6: Situate an Educational Graphic Within Online Learning"},"content":{"rendered":"\n<h2 class=\"wp-block-heading has-accent-color has-text-color has-link-color wp-elements-10162684f68db85addfdce60fa7bdad6\">Topic 1: Personal Learning Environment<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">A <strong>Personal Learning Environment (PLE)<\/strong> is a system that enables individuals to take control of and manage their own learning. It integrates various tools, resources, and strategies to support lifelong learning in a personalized and flexible manner. It includes several key components as follows.<\/p>\n\n\n\n<p class=\"has-medium-gray-color has-text-color has-link-color wp-elements-2b197376c726308280f7a447b5cbf251 wp-block-paragraph\"><strong><em>Figure 1. Key Components of a Personal Learning Environment (PLE)<\/em><\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"703\" src=\"https:\/\/blogs.ubc.ca\/rankang\/files\/2025\/02\/PLE_1.png\" alt=\"\" class=\"wp-image-485\" srcset=\"https:\/\/blogs.ubc.ca\/rankang\/files\/2025\/02\/PLE_1.png 1024w, https:\/\/blogs.ubc.ca\/rankang\/files\/2025\/02\/PLE_1-300x206.png 300w, https:\/\/blogs.ubc.ca\/rankang\/files\/2025\/02\/PLE_1-768x527.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">A Personal Learning Environment (PLE) consists of several key components that support individualized learning. Multimedia learning involves utilizing various media formats such as videos, podcasts, and interactive content to enhance learning experiences. Interactive and informal learning encourages self-directed and experiential learning through online courses, forums, and gamified platforms. Social networking and peer learning facilitate knowledge sharing and collaboration through online communities, social media, and discussion groups. Learning management and tracking help learners organize, monitor, and evaluate their progress using digital portfolios, LMS platforms, and self-assessment tools. Content creation enables learners to develop and share knowledge through blogs, videos, and presentations. Communication and collaboration involve engaging in discussions, teamwork, and projects using messaging apps, virtual meetings, and cloud-based tools. Knowledge acquisition and research focus on gathering and analyzing information from academic papers, books, online databases, and expert discussions. Lastly, content management and organization ensure efficient structuring and storage of learning materials through note-taking apps, bookmarking systems, and cloud storage solutions. Together, these elements create a dynamic and adaptable learning environment tailored to individual needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A PLE fosters self-regulated learning, adaptability, and lifelong skill development, making it a valuable approach in both formal education and professional growth.<\/p>\n\n\n\n<p class=\"has-accent-color has-text-color has-link-color wp-elements-f5b33c685b8440e7c5d07327a6372c0e wp-block-paragraph\"><strong>Learning Activity<\/strong> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Based on your understanding of a PLE as described above, click each element to explore examples of relevant tools.<\/p>\n\n\n\n<iframe loading=\"lazy\" src=\"https:\/\/create.twu.ca\/h5p\/wp-admin\/admin-ajax.php?action=h5p_embed&#038;id=646\" width=\"959\" height=\"689\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" title=\"LDRS 101_Unit 4_PLE\"><\/iframe><script src=\"https:\/\/create.twu.ca\/h5p\/wp-content\/plugins\/h5p\/h5p-php-library\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\n\n\n\n<h2 class=\"wp-block-heading\">References<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Clark, R. C. &amp; Lyons, C. (2010). Three views of instructional visuals. In R. Taff (Ed.),&nbsp;<em>Graphics for learning: Proven guidelines for planning, designing and evaluating visuals in training materials<\/em>&nbsp;(2<sup>nd<\/sup>&nbsp;ed., pp.&nbsp;15\u201328). Pfeiffer.<br><a href=\"http:\/\/ezproxy.tru.ca\/login?url=https:\/\/ebookcentral.proquest.com\/lib\/trulibrary-ebooks\/reader.action?docID=624441&amp;ppg=37\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/ezproxy.tru.ca\/login?url=https:\/\/ebookcentral.proquest.com\/lib\/trulibrary-ebooks\/reader.action?docID=624441&amp;ppg=37<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Schnotz, W. (2022). Integrated Model of Text and Picture Comprehension. In R.E. Mayer &amp; L. Fiorella (Eds.),&nbsp;<em>The Cambridge Handbook of Multimedia Learning<\/em>&nbsp;(pp. 82-99). Cambridge University Press.<br><a href=\"https:\/\/www-cambridge-org.ezproxy.tru.ca\/core\/books\/cambridge-handbook-of-multimedia-learning\/integrated-model-of-text-and-picture-comprehension\/984E5EBEFF5D53F5DD8BDA62F6A60718\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www-cambridge-org.ezproxy.tru.ca\/core\/books\/cambridge-handbook-of-multimedia-learning\/integrated-model-of-text-and-picture-comprehension\/984E5EBEFF5D53F5DD8BDA62F6A60718<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Topic 1: Personal Learning Environment A Personal Learning Environment (PLE) is a system that enables individuals to take control of and manage their own learning. It integrates various tools, resources, and strategies to support lifelong learning in a personalized and flexible manner. It includes several key components as follows. Figure 1. Key Components of a [&hellip;]<\/p>\n","protected":false},"author":101268,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-484","post","type-post","status-publish","format-standard","hentry","category-blog-posts"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/484","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/users\/101268"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/comments?post=484"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/484\/revisions"}],"predecessor-version":[{"id":497,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/484\/revisions\/497"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/media?parent=484"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/categories?post=484"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/tags?post=484"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}