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4 C's Model

4 C's Model

Models For Designing Your Personal Learning Environment A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology. I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests. Because it is personalized, everyone’s PLE will be unique. Organic Design Versus Planned Design Perhaps your personal learning environment, like mine, emerged organically. But what if you wanted to consciously design and build the most effective personal learning environment that would meet all of your needs? Advantages of Using a Model There are some advantages to relying on a model for building a personal learning environment. First, having a model narrows down your options, which can be good when starting out. How To Use a Model A Generic Model The Four C’s Model Must Have More References:

Some Observations on PLE Diagrams – EdtechPost One of the perennial favourite pages on my edtechpost wikispace has been the collection of Personal Learning Environment (PLE) diagrams I started back in 2008. A couple of years back I wrote a call to folks asking for feedback on what I might do to improve it. I didn’t get a lot of feedback, but one comment, from Ismael Peña-López really stuck with me – that what I should be doing was some analysis of my own on the collection, which indeed had in fact been the actual goal all along in creating the collection of diagrams. I know it’s taken a while, but with some time on my hands, here are some reflections on what this collection of PLE Diagrams might tell us. Caveat Emptor – Skewed Sample There are currently 79 diagrams in the collection. But I think this is important to note up front – while some of these diagrams are simply a list of a few tools the person uses, many of them exhibit a HIGH degree of self-reflection, meta-cognition and technological adeptness. Diagram ‘Orientations’ Hybrid

PLE’s versus LMS: Are PLEs ready for Prime time? | Virtual Canuck I’ve been trying to get my head around the viability of moving educational programming from institutionally centered Learning Management Systems (LMS) systems, or even institutionally owned and controlled educational social systems like Elgg or Barnraiser, to a distributed and likely syndicated set of tools often referred to as Personal Learning Environments (PLE). The recent postings by Leigh Blackall, response by Dave Cormier and the work of Paul Trafford and his RAMBLE project at Oxford got me thinking. James Farmer’s pioneering 2004 work applying our Community of inquiry to blogging and Michael Hotrum’s comments on that work are also incorporated in the ideas below. First what is a PLE? Will Richardson developed an interesting scenario that describes the life of a teacher using a PLE. Scott Wilson recreates the scenario with more specific reference to two fundamental components of a PLE: Sources: shared content, serving as resources coming in Advantages of PLE’s Ease of Use:

4 Models for Designing a PLE Pontydysgu – Bridge to Learning - Educational Research Firstly, apologies to those of you who have emailed me about different entries in this blog and have not yet had a reply. I am struggling with a mountain of work and will try to get back to everyone by the end of next week. Over the weekend a worked on editing the paper I produced on Personal Learning Environments for the TenCompetence conference in Manchester in January. The reviewer said “. Hm – the original was 8000 words so certainly was over the limit. But then she or he went on to say:”In making this revision please give greater prominence to the SME study, and discuss it in greater depth. A little tricky. I’m copying the whole paper into this blog. Introduction The article reflects the growing interest in the educational technology community in Personal Learning Environments (PLEs) as the next wave of innovation in Technology Enhanced Learning. In previous papers I have sought to explain PLEs as a concept rather than as a technology based application.

personalized learning | Rethinking Learning - Part 4 Everyone is talking about building community, but what does that mean? There are many ways to build a community. The first is to create a presence in that community that people identify with. How do you create a presence online? I thought I’d refer to Tucker’s Five Stages of Group Development and Five Stages when building a community. 1. 2. 3. 4. Tuckman added a 5th stage 10 years later: 5. I wanted to take these stages and how they relate to online communities. Stage 1: Forming This stage is about building a presence in the group or community. Self-organized learning and social media is all about starting the community around you. How can you build community in a group where members come and go? Stage 2, Storming, is characterized by competition and conflict as group members organize. Is this enough to keep you in the community? What if someone in the group writes something controversial and upsets many of the members? Is this a community? How to Build Trust Trust Building Building Trust

Personal Learning Environments (PLEs) 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. .

Supporting Personal Learning Environments--A Definition of a PLE As part of answering Reader Questions this week, I'm going back to something that Glenn Ross asked me awhile ago: If I'm responsible for L&D in my organization, how can I help my employees identify their PLEs (personal learning environments) and what resources do I need to provide for them? Apparently Glenn likes to ask the tough questions. But I'm feeling brave, so I'm going to try for an answer here. The Elements of a Personal Learning EnvironmentThere is a lot of discussion about what exactly constitutes a personal learning environment. It's PersonalPersonal means two things to me. A personal learning environment is personal in the sense that WHAT is learned has to be based on what interests the learner. A PLE also has to be personal in terms of the tools. It's About Self-Directed LearningI'm sorry to report that most people don't really know how to learn. For a PLE to be successful, a person needs to know how to learn. It's About the EnvironmentAgain, this means two things to me.

Self-directed learning Contents: introduction · Knowles and self-direction · understanding self-directed learning · a critique of self-directed learning · the characteristics of self-direction · conclusion · further reading and references · Stephen D. Brookfield · acknowledgements · how to cite this piece In the three decades since the Canadian adult educator, Allen Tough, published a study claiming that the bulk of adult learning occurred without the help of formally certified educators (Brookfield, 1981), the idea of self-directed learning (as it has come to be known) has captured the hearts and minds of many adult educators on both sides of the Atlantic. There is now sufficient research and theoretical analysis in existence to justify the publication of substantial literature reviews devoted solely to this topic (Caffarrella and O’ Donnell, 1990). Knowles and self-direction Despite efforts to reframe self-direction in a critical way, the prevailing definition is that offered by Malcolm Knowles. Conclusion

Story of an Idea In 2006, I completed my PhD dissertation titled “Examining the Open Movement: Possibilities & Implications for Education“. The study focused on the development of the open movement amongst educators. More specifically, it described the practice of teachers who were influenced by the ideals of the Open Source Software movement and the progression towards other forms of openness (e.g., open content, open access). On page 175 of the document, I included a simple diagram titled “The Networked Teacher”. Original: Remixed – English: Silvia Tolisano Remixed – German: Silvia Tolisano Remixed – Spanish: Silvia Tolisano Remixed – Greek: Stylianos Mystikidas Remixed – Portugese: Veja Magazine Remixed – South African: Michael Paskevicius Remixed – Networked Student (Video): Wendy Drexler

Your Personal Learning Environment - Hubert Project By Dr. Jodi Sandfort, Associate Professor, Humphrey School of Public Affairs I’m spending some time this week preparing for my visit to Kenya where I will be providing three days of training for scholars working at 12 African Universities that are launching a collaborative Master’s in Research and Public Policy. In the training, I’m really emphasizing with the experts are discussing is the disruption in higher education today. There are new forms of course delivery (MOOCs), new teaching methods (flipped classrooms), and new learning models (competencies and learning analytics). There are new demands from our students. So the public affairs community has responded with the creation of Hubert and more of us are using multimedia learning materials in our classroom (traditional face-to-face, hybrid courses, and fully on-line). Educational technologists are writing about our own development and assessment of personal learning environments.