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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]

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]

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.

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! 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). “A PLE is characterized by the freeform use of a set of lightweight services and tools that belong to and are controlled by individual learners. .

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 .

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

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: 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

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

Социальные сети могут лишить памяти Современные интернет-технологии дошли до той стадии переизбытка информации, которая нарушает мыслительные процессы. Интернет-технологии с небывалой скоростью адаптируют нас к быстрому поиску, переработке и синтезированию информации. Компьютеры, планшеты, смартфоны и социальные сети дарят нам море разнообразных возможностей. Так и появился пользователь-мультифункционал. Если вы переписываетесь с другом в чате, смотрите видео на Youtube, слушаете музыку и выкладываете фотки на Facebook, и все это одновременно, то можете смело причислять себя к этому типу интернет-пользователя. Ученые заявляют, что эти нескончаемые потоки информации губительно сказываются на нашем мозгу подобно тому, как переизбыток жира или сахара сказывается на нашем теле. Специалисты бьют тревогу и настаивают на так называемой "технодиете". Последние исследования показали, что отвлекающие способности смартфонов и социальных сетей нарушают процессы долговременной памяти и умственного развития в целом.

Personal learning environments 3 years on | Enactivist 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.

PLE, PLN, PKM --- I get it, it's about the P, it's personal. 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. It's what works for me and what works for me is continually changing so I'd rather go with the flow rather than spent too much time defining what it is right now or what it has been in the past. The problem is with this approach is that it's difficult to have a conversation with other people - especially a conversation with 1000+ people- if we're all using similar terms to mean completely different things.