Appropriating technologies for
contextual knowledge: Mobile Personal
Learning Environments
Graham Attwell - Crete 2009

the challenges

linking learning and
knowledge
maturing

the contextual nature of
knowledge in the workplace

integrating learning and
knowledge maturing in work
processes

Personal learning and organisational learning
personnel learning

moving from expert developed and
sanctioned knowledge to collaborative
forms of knowledge construction

“Social learning is the practice of working in groups,
not only to explore an established canon but also to
negotiate what qualifies as knowledge.”

In this model “curriculum is not driven by predefined
inputs from experts; it is constructed and negotiated in
real time by the contributions of those engaged in the
learning process. This community acts as the curriculum,
spontaneously shaping, constructing, and reconstructing
itself and the subject of its learning….”

From quality
control to
evaluating
quality

From supervision to
peer support

PLMEs allow learners to set their own learning goals
manage their learning, managing both content and process and
communicate with others in the process of learning

Access / search

Aggregate and scaffold

Manipulate

Analyse

Reflect

Present

Represent

Share

Social networks and people

Developing Ontologies, mash-ups,
interoperability and SOAs

Appropriation, Mupples and
Wombles

Engaging in the process of ‘appropriation’ helps users/learners
overcome the gap between the technologies, content and the
personal practice.

Supporting
contextual learning
and knowledge
maturing

Overcoming contradictions
Classroom learning versus ‘real life’ informal or work based learning
Academic knowledge as opposed to work process knowledge
Individual learning versus social learning
Educational technology versus social software
Decontextualised knowledge acquisition versus context knowledge
development

Thank you
for
watching
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