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History of personal learning environments

History of personal learning environments
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 goalsmanage their learning; managing both content and processcommunicate with others in the process of learning and thereby achieve learning goals. A personal learning environment (PLE) involves both formal and informal learning experiences. A PLE may be composed of one or more subsystems: As such it may be a desktop application, or composed of one or more web-based services Important concepts in PLEs include the integration of both formal and informal learning episodes into a single experience, the use of social networks that can cross institutional boundaries, and the use of networking protocols (Peer-to-Peer, web services, syndication) to connect a range of resources and systems within a personally-managed space. 1970s[edit] 1976[edit] 1990s[edit] 1998[edit] 2000s[edit] 2000[edit] 2001[edit] 2002[edit] 2003[edit] Related:  PLE

Personal learning environment 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. A PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc. around the independent learner. Using the term "e-learning 2.0", Stephen Downes describes the PLE as: "... one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system".[2] See More[edit] External links[edit] References[edit]

Entorno Personal de Aprendizaje Un Entorno Personal de Aprendizaje (en inglés: Personal Learning Environment, PLE) es el conjunto de elementos (recursos, actividades, fuentes de información) utilizados para la gestión del aprendizaje personal. Historia[editar] Los Entornos personales de aprendizaje surgen en el Reino Unido asociados al movimiento de la Web 2.0 y orientados al sistema educativo. El término PLE surge en la conferencia JSIC/CETIS Conference de noviembre de 2004; era el título de una de sus sesiones.[1]​ Desde sus comienzos surge como una serie de prácticas que no son homogéneas o compatibles.[2]​ El propio término “personales” se convierte en un término con diversas interpretaciones.[3]​ Definición[editar] La definición de un PLE ha generado discusión desde sus inicios y todavía hoy hay dos grandes líneas de trabajo, con matices y tendencias en el seno de cada una de ellas, que defienden definiciones diferentes. Componentes[editar] Herramientas y recursos 2.0 utilizados[editar] Fundamentos pedagógicos[editar]

News "- Can you picture and describe your Personal Learning Environment?- Learning? Isn't that the stuff I had to do at school? I have been thinking about the place of the ePortfolio in a Personal Learning Environment. ePortfolio and Personal Learning Environment can both be a software system or a concept. The ePortfolio is a great personal space to collect, select, and make sense of information, throw ideas around and verify the more potent ones. My PLE is a mash up of : friends, peers, mentors, with whom I have a relation of trust, clients, influencers that I respect and who with I connect via a range of tools (some are close some don't know my existence!) Some spaces come and go, some topics come and go, according to my needs and wants, new people are added as connections widen and grow, interests evolve, opportunities arise. As I develop the skills and the mindset to evolve in this environment I develop a more open approach to sharing ideas and meeting new people. Readings:

Personal learning environment This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! Page created by Daniel K. Schneider, 25 April 2007Contributors: Grob x1, Kalli x9Last modified by Daniel K. 1 Definitions Graham Attwell defines Personal Learning Environments (PLE) as an idea that firstly integrates "pressures and movements" like lifelong learning, informal learning, learning styles, new approaches to assessment, cognitive tools. “ The most compelling argument for the PLE is to develop educational technology which can respond to the way people are using technology for learning and which allows them to themselves shape their own learning spaces, to form and join communities and to create, consume, remix, and share material”.([2], retrieved 22:17, 25 April 2007 (MEST)] On also may define a PLE as a system (but some may not necessarily agree). 2 PLE Architectures Daniel K. LMS vs. .

6 Tips for Starting an Online Community 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. #1: Know Your Audience Every business should begin its focus on its audience, the customers. No online community can exist without a firm foundation and if your online community is to truly succeed, you need to know the demographics of your target audience . What are demographics, you ask? General categories of demographics use age, gender, life-cycle stage, income, social class, lifestyle, education, religion and location and are collected by varying means of market research. If you know who your audience is, your business will be better able to understand the needs of and what drives the audience. #2: Know Their Needs How does a business find out what its audience needs? #3: Know Your Business #4: Know Your Stuff #5: Know Your Limitations

Ambientes Personales de Aprendizaje En Diciembre del año pasado, Enith Castaño me invitó a dar una charla en línea para profesores de la Universidad del Valle. Después de intentar una y otra vez con una fecha, y con un tema, acordamos hacerla sobre Ambientes Personales de Aprendizaje, y terminamos realizándola el viernes 3 de Abril. Lo que empezó como un experimento usando Skype y WebcamMax terminó convirtiéndose, gracias al apoyo del Ministerio de Educación, en una charla en la cual participaron poco más de 20 personas de diversos lugares del país (y creo que de otros países también), a través de Elluminate. No tengo clara la cantidad total de asistentes pues, por ejemplo, en la Universidad del Valle el usuario de Elluminate en realidad representaba a un auditorio con más personas. En fin, como de costumbre, una presentación es una excelente excusa para poner en blanco y negro (si tal cosa es posible) un montón de ideas. La presentación está disponible a través de diversos medios, para quienes estén interesados:

Intro to communities of practice The term “community of practice” is of relatively recent coinage, even though the phenomenon it refers to is age-old. The concept has turned out to provide a useful perspective on knowing and learning. A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance.This brief and general introduction examines what communities of practice are and why researchers and practitioners in so many different contexts find them useful as an approach to knowing and learning. What are communities of practice? Note that this definition allows for, but does not assume, intentionality: learning can be the reason the community comes together or an incidental outcome of member’s interactions. Not everything called a community is a community of practice. The domain: A community of practice is not merely a club of friends or a network of connections between people. What do communities of practice look like? Organizations.

notes on Downes’s PLE presentation #plenk2010 | Morgan's Log 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.

14 Reasons Why Social Media Happened 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. In other words a social network service or channel enables 2 way communication and sharing between like minded people. These services were very clunky ways of sharing information within like minded communities and involved forum like platforms and email that were slow and hard to use. 142inShare

10 Predictions for Personalized Learning for 2013 The main change that will happen in teaching and learning in 2013 will be about empowerment. Teachers and learners will be more empowered to take charge of their learning. We will see this through the evidence they share as they learn. Connected Learners: Teachers and learners of all ages are connecting more than ever. Evidence of Learning: Assessment will look different in 2013. How to Infuse Digital Literacy Throughout the Curriculum So how are we doing on the push to teach “digital literacy” across the K12 school spectrum? From my perspective as a school-based technology coach and history teacher, I’d say not as well as we might wish – in part because our traditional approach to curriculum and instruction wants to sort everything into its place. Digital literacy is defined as “the ability to effectively and critically navigate, evaluate, and create information using a range of digital technologies.” Many educational and business professional cite is as a critical 21st century skill. Even so, many schools have struggled to adapt it into their curriculum. This is often because most institutions already have rigorous, established curricula with little wiggle room – and this is especially true in schools subject to state and federal testing. Evaluating online content is a research skill For example, when my students do research in US History, they are not only allowed but encouraged to use online content.

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