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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

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:

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.

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.

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.

How To Create a PLE to Stay Relevant in 2013 “Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience…has created not only promising changes but also disruptive moments in teaching.” EDUCAUSE Review, 2012 This quote from Disrupting Ourselves: The Problem of Learning in Higher Education (Bass, 2012), gives a good a reason as any for educators to develop a Personal learning Environment [PLE]; a space where we can keep up with the experimental modes of learning, instruction, changing pedagogy and instructional methods that surfaced in 2012. In a previous post I introduced the concept of PLEs and touched on why educators may want to consider developing a PLE for 2013. Three Reasons Why Educators Need a PLEEducation is in a phase of disruption (not news to anyone)—and it’s not just a blip or a bump, but is what Harvard professor and author Clayton Christenson describes as disruptive innovation.

PLE : iTeachU Information Fluency provides a model for educational activities; the Personal Learning Environment (PLE) is the place where those activities happen. Just as learning activities and their products map to the three areas that comprise Information Fluency, those activities and their products can be mapped to different tools and resources. About the “PLE” Personal The PLE is personal because the people, applications, tools, resources, and services are chosen to match our individual, idiosyncratic needs. Learning Many have given up on the call to rename the PLE to the Personal Living Environment. Environment In practice, the PLE is an environment, not a network. Visualizing the PLE Visualizing the PLE has become something of a pastime for education technology geeks. Similarly, Martin Weller clusters tools and services around himself, clustered by (primary) function: Even this kind of visualization can grow complicated rather quickly, such as this example by Jared Stein: Parts of the PLE (for me)

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]

Create, Compose, Connect! Reading, Writing, & Learning with Digital Tools To Be Rescheduled Spring 2015 The Fall 2014 series has been cancelled; however, we plan to offer this in Spring 2015. Watch for updates! A Blended Learning Model to Guide Digital Literacy & CCSS Implementation Jeremy Hyler and Troy Hicks, authors of Create, Compose, Connect! This 4-part series will include: 2 full-day workshops to frame your professional learning2 1-hour webinar sessionsAccess to an online community to share, reflect, and collaborateA copy of the book, Create, Compose, Connect! Strengthen your students' CCSS literacies integrating best practice instruction with a variety of literacy tools. Highlights Reading & writing digital informational textsMedia presentations: creating & analyzing Visual literacy interpretation Research and argumentation Logistics & practical implementation of technology toolsMobile technologies Learn More about the Presenters' Work Below!

How to Grow an Engaging Learning Environment At Holiday Heights Elementary School near Fort Worth, Texas, what was once a patch of Bermuda grass has become a hub for active learning. Students regularly head to the school garden to learn about plant science, look for migrating Monarch butterflies, write poetry inspired by nature, or check on the potato crop that they will donate to a community food bank. "Many of these children haven't had a lot of experiences in the outdoors," says Scott Smith, a lifelong gardener who doubles as a math and science teacher and garden coordinator at Holiday Heights, a Title I school serving about 700 students from pre-K to fifth grade. "When they go to the garden, they are fully engaged." That engagement is no accident. The Holiday Heights garden -- complete with tree house, raised beds, and fish pond -- is one of about 100 developed in partnership with REAL School Gardens. Results include increases in both teacher effectiveness and student engagement. Growing Teacher Confidence Sustaining Interest

How to build a professional learning community (no matter what job you have) - Daily Genius Let’s say you have a solid job that lets you have a great work-life balance. You get to do something you enjoy, have job security, and can take care of your family / self. Whatever that job is, you probably have it in the back of your mind that it might be worth … at some point … trying to get ahead. Maybe you want to learn a new skill and apply for that corner office job? What is that, you ask? See also: 10 social media mistakes you’re probably making In an effort to help you get ahead in life, we’ve built a simple but useful road-map for building a professional learning community.

Twitter education chats: An astonishing source of professional development I have recently discovered Twitter, and it has supercharged my professional development. The reason? Twitter education chats! Two months ago I would have said, “No, I don’t have a Twitter account.” If you have yet to experience one of these chats, you may be surprised to learn that there is a rapidly growing network of enthusiastic, welcoming educators who are sharing a wealth of resources on a regular basis through Twitter. While there are many Twitter users with great expertise, today I would like to offer the voice of an educator who is new to Twitter, possibly just like you. A Twitter education chat is a digital gathering of enthusiastic, passionate educators, often from many places around the world, who come prepared to share resources, ideas, practices, strategies and helpful insights. No expertise is required. Perhaps, you are reading this blog post because a fellow educator has shared it with you. Step 1: Cultivate Curiosity Step 2: Activate an Account Step 3: Plan a Profile