e-Learning Blog 2009 Horizon Report » Two to Three Years: The Personal Web Time-to-Adoption Horizon: Two to Three Years Fifteen years after the first commercial web pages began to appear, the amount of content available on the web is staggering. Sifting through the sheer volume of material — good or bad, useful or otherwise — is a daunting task. It is even difficult to keep track of the media posted by a single person, or by oneself. Overview Part of a trend that began with simple innovations like personalized start pages, RSS aggregation, and customizable widgets, the personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it. As a result, people of all ages are creating customized, personal web-based environments to support their social, professional, and learning activities using whatever tools they prefer. This transformation is gaining momentum. Collaborative work, too, is easier than ever before. Library Research. For Further Reading
Developing a PLE Using Web 2.0 Tools Continuing my search to find out more about new techniques for eLearning has brought the PLE, the Personal Learning Environment, to my attention (see previous posts on PLEs ). In short the PLE seems to be an update to the VLE, but with a greater emphasis placed on the student and the learning materials, and less on the Institution ‘structure’ and management needs. Read this: What is a PLE? Much searching brought me to this presentation by Sarah Guth where she uses Web 2.0 tools (wiki, blog, podcast, etc) to encourage the students to self-develop their own PLE. Developing a PLE (Personal Learning Environment) for Language Learning Using Web 2.0 Tools This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License . Learning Tools: what do you use? PLE … what is it? Reading: "Developing a better understanding of technology-based pedagogy" Learning Tools: for the Educator/Teacher
The Bamboo Project Blog Alan Weinkrantz has a series of interesting blog posts over at Chris Brogan's Owner Mag on the idea of the StartOver economy. This is an economy where things are moving quickly and where yesterday's success is no guarantee that tomorrow will bring the same. This idea of the StartOver economy should resonate with all of us. Often the StartOver is a result of forces outside of our control--the impact of technology on our jobs or the unrelenting downsizing that is going on world-wide. If we haven't experienced a layoff ourselves, we certainly know plenty of people who have. For mid-career professionals, the StartOver can occur when we've reached a pinnacle of success in our field and realize that we're bored with where we're at or that we need to explore a long-deferred dream. Most of us will have to master how to navigate the StartOver economy if we hope to have a thriving career that carries us through 40+ years of work. How do you navigate the StartOver economy is the question. Clarifying
Bridge to Learning - Educational Research Graham Attwell is Director of Pontydysgu. He is an Associate Fellow, Institute for Employment Research, University of Warwick and a Gastwissenschaftler at the Insititut Technik und Bildung, University of Bremen. Born in 1953 he has a BA (Hons) degree in History from the University of Wales: Swansea College. He was previously Director of the Centre for Research and Educational Development at Gwent Tertiary College (1993-1996) and a Senior Researcher at the University of Bremen (1996-9) His experience includes: Technology-enhanced teaching and learning and web-based learning environment development: Specialised in research and development into pedagogies for Technology Enhanced Learning, Pontydysgu has organised a series of face to face and on-line workshops for teachers in producing Open Education resources. Graham Attwell is also Maria’s favourite philospher.
My Personal Learning Environment Lately I've been fascinated by the concept of personal learning environments. As an instructional designer and trainer, I've spent a lot of time trying to develop learning experiences for other people. But through my own personal experiences with Web 2.0 tools, as well as my ongoing belief in constructivist theories of learning, I've come to believe that the future of staff development lies in our ability to go beyond structured training to facilitating informal processes and learning experiences that occur on a daily basis. While there may always be a place for very structured "event-based" learning, I think that we can get more "bang for our buck" if we think about how to help staff use a variety of tools to construct their own learning experiences. To get an idea of what I mean by a personal learning environment (or PLE) , here's a working definition from Ron Lubensky who has written a nice summary on the concept: Note that I mention that informal learning is a big part of the PLE.
Construire son réseau personnel d'apprentissage Les enseignants sont des apprenants professionnels. Parce qu'ils savent et aiment apprendre, ils ont choisi d'enseigner et se sont formés à cela. Se forment-ils toujours, tout au long de leur vie ? Selon le pays dans lequel ils exercent leur profession, ils bénéficient de dispositifs formels plus ou moins étoffés pour cela; ils lisent et s'informent également beaucoup, cela fait partie de leur métier. Certains vont encore plus loin et intègrent ce qu'il est convenu d'appeler des réseaux personnels d'apprentissage, Personal Learning Network en anglais. Le réseau personnel d'apprentissage, de quoi nourrir une curiosité et un appétit de savoirs sans bornes Pourquoi donner la traduction anglaise de l'expression ? Ce n'est pas ce que pense Tom Whitby qui, en décembre 2010, déplorait de se sentir isolé parmi ses collègues, à cause précisément de son implication dans un PLN. Ceux qui ont adopté cette modalité de formation en connaissent les avantages. Comment créer son réseau ? Sésamath
Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages: What a student can do on their own, working independently or without anyone’s help.What the student can do with the help of someone.What it is beyond the student’s reach even if helped by someone else. He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them (Jo Turner-Attwell, 2009). This reaching beyond one’s capabilities can be pictured as the student entering their Zone of Proximal Development.
Symbaloo EDU | PLE | Personal Learning Environment Symbaloo EDU PLE | Personal Learning Environment Free Version Premium Version Follow Symbaloo on Social Media! Combine any PD Certification with a Premium Package and SAVE! Our Partners Awards & Articles SymbalooEDU Premium Help Community Recent Posts Follow Get every new post delivered to your Inbox Join other followers: Personal learning network A personal learning network is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment. In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection.[1][2] The following is an excerpt from Dryden's and Vos' book on learning networks:[4] "For the first time in history, we know now how to store virtually all humanity's most important information and make it available, almost instantly, in almost any form, to almost anyone on earth. Personal learning networks share a close association with the concept of personal learning environments. Aspects[edit] One aspect is that the learner contribute and derive knowledge in a PLE through various nodes.[3] In this way, the learner chooses which PLEs, VLEs, and social media to build a PLN. Recognition of PLNs[edit] See also[edit] References[edit] External links[edit]
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