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Personal Learning Environments are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals manage their learning; managing both content and process communicate with others in the process of learning
Personal Learning Environments ( PLE ) are systems that help learners take control of and manage their own learning. [ 1 ] This includes providing support for learners to: set their own learning goals manage their learning, both content and process communicate with others in the process of learning Technically, the PLE represents the integration of a number of " Web 2.0 " technologies like blogs , Wikis , RSS feeds , Twitter , Facebook , etc.— around the independent learner.
"What has been will be again, what has been done will be done again; there is nothing new under the sun." - Ecclesiastes 1:9 "In a hunting society, children play with bows and arrows. In an information society, children play with information" - Henry Jenkins "Good artists borrow, great artists steal." - Pablo Picasso What do these quotes have in common? They represent what is happening right here, right now, on the web.
Are you considering building an online community? In order to build a strong community , there are a few key factors every business should take into consideration. This article will assist you in gathering the building blocks for a strong online community.
When I watch videos, I take notes, so here they are. Stephen covers a lot of territory in this video – some technical, some practice, and some theory and speculation. My next post will have some notes of my own. Managing a MOOC >I describe the organization of connectivist courses such as CCK08 and PLENK2010, demonstrate some of the technology, and discuss some of the thinking behind the design. —- OV of PLENK2010 from moderator’s perspective. Discusses tech elements of the course: wiki, blog, moodle forum, elluminate discussions.
I recently was thinking.. which can be a dangerous thing and I found myself asking the question “how did social media happen?” and how did it evolve from the primordial web soup? So I looked up some Wikipedia references on social media and social networking and also about it’s early history to obtain some insights into the what, why and how. The “Free” online encyclapedia Wikipedia said (remember you used to have to pay $2,000- 3,000 for the Encyclapedia Britannica to put on your shelves) “A social network service focuses on building and reflecting of social networks or social relations among people, e.g., who share interests and/or activities. A social network service essentially consists of a representation of each user (often a profile), his/her social links, and a variety of additional services”
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. Some argued strongly for sole student ownership, vehemently opposed to any institutional meddling in a personal learning environment. Others held the position that PLEs should have some insitutional provision incorporated within them. Still others thought that PLEs should be part of the institutional infrastructure, brought within the protective envelope of the university fire wall.
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.
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.
#PLENK2010 Thoughts on Fiedler and Väljataga’s Paper, Personal learning environments: concept or technology?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.
Jump to Comments This is a draft of a position paper I’m writing for my university, the University of the Arts London, on digital literacy and PLE’s, any thoughts or comments welcome, especially on how useful the 5 ‘c” idea is as a way to simplify the attributes needed #PLENK2010 Summary A UAL graduate should be digitally mature learner, equipped with the critical faculties to create their own Personal Learning Environment (PLE) that will assist them to take advantage of the affordances of technology in their professional, personal and creative lives after UAL. The best way to develop this is through a culture of collaborative inquiry that explores the potential of digital scholarship through a range of authentic situated learning experiences that are relevant to the individuals’ area of practice.
InWednesday's #PLENK2010 session Sebastian Fiedler gave us his thoughts and ideas on Personal Learning Environments. He moved the discussion from the technology to the concept and made us think about the personal learning , rather than the learning environment in PLE. His model to analyse personal learning looked like this: During the discussion following his presentation quite a few questions were asked about this framework: would people move from 1 through a continuum to 5? How would this work? Howard Johnson in his blog pointed out that PLE based learning is very much embedded in the context in which it takes place.
We will broadcast on Friday, Saturday and Sunday (3rd, 4th and 5th of August) from San Marino. Guidance on eBooks The UK JISC Observatory have launched the draft version of a new report on eBooks in Education . They say: “This report updates previous work researching the usage and adoption of ebooks within academic institutions and examines recent developments that are shaping how academic institutions can respond to growing interest in ebooks: As ebooks become mainstream and the percentage of academic publications delivered as ebooks rises steadily, this report explains the importance of preparing for the increasing adoption and usage of ebooks in academic institutions. Specifically, this report: 1) introduces the historical and present context of ebooks; 2) reviews the basics of ebooks; 3) considers scenarios for ebook adoption and usage; 4) addresses current challenges; and 5) considers the future.