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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

Entorno Personal de Aprendizaje Entorno personal de aprendizaje y Tableta 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]​ Estos son los momentos clave de la evolución del concepto de PLE: Los PLE se consideran la evolución tecnológica de los LMS (acrónimo de “Learning Management System”), tanto por la estructura de enseñanza, como la flexibilidad de usar herramientas de la Web 2.0. Definición[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:

Educational Technology & Society From the editors…... 2 Using Mobile Data Logger and City-Wide Weather Database to Facilitate Parent-Child coupled Climatology Learning 4 Elementary Level Botanical Item Generation. 7 Programming Integrated in K-8 Traditional School Curricula. 10 Learning Robotics using LEGO Mindstorms. 13 General Guidelines for Enhancing Online Collaborative Science Studies. 16 PLEF: A Conceptual Framework for Mashup Personal Learning Environments. 20 Mobile Long Life Learner Pervasive Assistance System.. 24 Distance Learning the Wave of the Future: A Case Study of Bringing World Class Education to the Isolated Rural Poor of Pakistan at SUIT.. 27 National Learning Object Repositories An Architectural Rethink.. 30 List of International Conferences on Learning Technologies. 33 Welcome to the July 2009 issue of Learning Technology Newsletter. Science education is considered as a challenging part of most national curricula, and is becoming increasingly important in the knowledge society and knowledge-based economy.

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.

Patterns of PLEs (Wilson) You do not have permission to view this directory or page using the credentials that you supplied because your Web browser is sending a WWW-Authenticate header field that the Web server is not configured to accept. Please try the following: Contact the Web site administrator if you believe you should be able to view this directory or page. Click the Refresh button to try again with different credentials. Technical Information (for support personnel) Go to Microsoft Product Support Services and perform a title search for the words HTTP and 401 .

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.

Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments | McElvaney | Canadian Journal of Learning and Technology / La revue canadienne de l?apprentissage et de la technologie Jessica McElvaney Zane Berge Authors Jessica McElvaney is a graduate student in the Instructional Systems Development Program at the University of Maryland (UMBC). Zane Berge is Professor and former Director of the Training Systems Graduate Program at UMBC. Correspondence regarding this article can be sent to: berge@umbc.edu Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Résumé : Cet article explore les diverses façons dont les technologies Web personnelles peuvent être utilisées par les apprenants, ainsi que la relation entre ces technologies et les principes d’apprentissage connectivistes. The ability to personalize one's online experience is not new, each Internet user creates their own personal web by deciding which sites to visit, which blogs to read, which news sites to trust, and which to ignore. Connectivism and the need for continuous learning Aggregators Widgets

Environnement d'Apprentissage Personnel Researching the community of inquiry framework: Review, issues, and future directions Abstract Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W. (2000). Keywords Community of inquiry; Online learning research; Cognitive presence; Social presence; Teaching presence 1. In spite of the explosion of empirical research on online learning effectiveness over the last decade (Sitzmann et al., 2006 and Tallent-Runnels et al., 2006), development, acceptance, and verification of theoretical frameworks unique to the online learning environment still is relatively lacking. The purpose of this article is to review the research based upon the CoI framework, identify emerging issues from this research, and present an agenda for future research directions. 2. While considerable emphasis was placed on social presence in the early online learning research, it was Henri (1992) that turned attention to the cognitive dimension. 2.1.

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