Неделя 1 Персональная учебная среда
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Мы очень много говорим о соцсетях и соцмедиа в контексте обучения, года 2 назад, помню, слово "web 2.0", в контексте обучения, не говорил только ленивый. Сейчас как мне кажется у многих есть понимание, но мало у кого есть реальный опыт. Но...
We’ve always been a little acronym happy in the world of online learning. The inevitable explosion of web technologies has led to a mangled pile of nearly incomprehensible acronyms swimming around in many of today’s trendiest headlines and articles. So what is all this stuff about, and why all the hype / excitement etc. around the latest wave of acronyms? Below is a simple summary, along with a little context. LMS: Learning Management Systems (LMS) are not new.
Web-based learning and collaboration tools are driving a new breed of learning management. Web-based learning and collaboration tools are driving a new breed of learning management. Social networking, Web 2.0 tools, online collaboration — these are all concepts that have forever changed the technology world and the way we interact with each other online. These solutions also represent a significant milestone in the evolution of learning management. As a result, the learning management system (LMS) has been reborn to include social networking and collaboration tools that capture informal learning and foster internal collaboration.
Частичный перевод интереснейшей презентации Пола Адамса (Google). Пол рассказывает о том, что механизм социальных сетей сформировался давным-давно. Не стоит гнаться за новыми технологиями, нужно понять мотивы и побуждения людей, которые на протяжении тысяч лет остаются одними и теми же. ( Прим.: Оригинальная презентация находится здесь: REAL LIFE SOCIAL NETWORK .
Recently, a colleague asked me what technology I use each day and how does it help me or my students. So, here is my answer: (all of them are free) 1. Email - I use email for communication. All of my students have my school email address, and I give it out to parents also. I can send messages to my students, communicate with parents, and communicate with other educators.
Download the ebook with the 30 challenges and all the information and details you need to incorporate these strategies into your classroom and teaching life. It is EXCELLENT, and thought provoking! “Over 4600 educators joined the The 30 Goals Challenge for Educators since January 2010. The 2011 journey for The 30 Goals Challenge for Educators began officially February 1st. For the next 30 days a community of educators will aim to accomplish 30 short-term goals related to education. We support each other through various social networks.
“Simply showing up is not enough. As with most things in life, you get back what you put in. If you want to build a Personal Learning Network, then you must be an active part of that network; it’s not a spectator sport.”
The concept of the Personal Learning Environment in all of its wondrous forms has been one that I’ve struggled with over the last four or five years that I’ve been familiar with it. I’m very excited to be taking part in the PLENK10 course in order to take the time to focus on these ideas and get a clearer sense of what I mean by the word. I would add, that I think this is one of the central values of an open course… it provides the opportunity to bring clarity to a subject in a field… even if we end up with different clarities The PLE related to the LMS (LCMS, VLE etc…) I came to the idea of the PLE as an alternative to the LMS (learning management system, blackboard, moodle, desire2learn etc). There is a sense in which it is the opponent of the institutional sponsored and controlled LMS and as that I am quite fond of it as a student controlled alternative.
Personal Learning Environments (PLEs) do exactly what they say on the can - they are personal to each individual, created by them, owned by them, used by them within their lifelong learning. Originally a counterpoint to the institutional Managed Learning Environment (iMLE or 'VLE'), PLEs are becoming a much talked about concept, and were the prime focus of the recently held PLE Conference in Cornella, Barcelona. Delegates at the conference could not agree whether PLEs should remain the sole domain of the learner, or whether in some way they could be incorporated into institutional infrastructures.
I’m enrolled on PLENK 2010 and look forward to seeing how the debate on personal learning environments has developed over the last 3 years. In 2007 I was interested in the relationship between the emerging PLE and the traditional LMS / VLE (that is, if a technology only 15 years old can be called ‘traditional’) and gave a presentation at the NZ Moodle Moot on the topic ‘Can MOODLE become more SUPPLE ?’ Since then I’ve had to explore the limitations of Blackboard in relation to the same question – to what extent is it possible to develop a PLE space for learners in an institutional context dominated by the lecture as the default mode of on-campus teaching, with the corresponding mirroring of transmission-pedagogy in the default use of the LMS ? I think that while the PLE debates ( and diagrams ! have become a lot more nuanced and complex, we haven’t really seen a shift away from the LMS into a setting where the PLE becomes the default mode of online engagement for learners.
I don't really think in terms of personal learning environments and personal learning networks but more in terms of personal knowledge management plan, which I see as more action oriented and focused. To implement my personal knowledge management plan, I use a number of tools and techniques (my Personal Learning Environment ) and I draw upon the people within my network ( Personal Learning Network ). I'm still trying to figure this out but I don't want to spend too much time on terminology. It's personal in the sense that it is uniquely my creation and my responsibility.
Before Christmas I did an interview over Skype with Janine Schmidt, Dennis Brüntje, Franz Büchl, Oliver Härtel from the University of Ilmenau in Germany. the title of the interview was ‘Identität 2.0 durch E-Portfolios’ – Indentity 2.0 through e-Portfolios. They have very kindly sent be a transcriot of the interview. A slighly edited versiona appears below.
I started out mapping out all the tools and doing a real diagram but that's like trying to understand how my brain works and I don't care that much about the details. The point of the diagram above is that most of the annoyances I encounter with my PLE/PLN have to do with the bipolar nature of the beast. There's "WORK", which is quite interesting, but constrained by "this is a government computer" types of issues, and there are PERSONAL/PROFESSIONAL" interests beyond work. There are work-tools and personal tools.
I agree with Sebastian and Terje’s paper on this point: “The development of Personal Learning Environments represents a significant shift in pedagogic approaches to how we support learning processes” . . . “(and it) is not a separate space on the internet, it is an essential part of the users’ workspace”. As S&T point out, many people are already experiencing a self-directed life in the digital realm, often with an essential PLE workspace, and they are finding that traditional institutional power and pedagogical relationships are incompatible with this new world. Just from a practical point of view, PLEs are usually embedded in users workflow and daily routine.