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Personal Learning Environments
 

Personal Learning Environments

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New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007

New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007

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    Personal Learning Environments Personal Learning Environments Presentation Transcript

    • Personal Learning Environments Learning Environments Graham Attwell
    • Personal Learning Environments - a concept based on Web 2 .0 and social software
    • We are at present undergoing a deep and prolonged industrial revolution based on digital technologies
    • The reform and reshaping of social systems and institutions has tended to lag behind in periods of rapid technological change
    • Profound innovations in technology tend to be reflected in older paradigms
    • for example the ‘virtual classroom’ or the ‘Virtual Learning Environment’
    • The challenge
    • It is not the development of technology per se which poses such a challenge to education systems and educational institutions
    • but the changing ways in which people are using technologies to communicate and to learn and the accompanying social effect of such use
    • My Space and Bebo
    • Web logs
    • Flickr, Second Life
    • f orming and participating in on-line social networks and communities
    • The reaction of education systems and institutions to the rise of social networking has been at best bewilderment, at worst downright hostility
    • a refusal to engage in these issues risks school becoming increasingly irrelevant to the everyday lives of many young people
    • and particularly irrelevant to the ways in which they communicate and share knowledge
    • Web 2.0 allows young people to be active co-creators of knowledge
    • We have to review the industrial schooling model including the organisation of institutions and pedagogy and curriculum
    • It is not just young people who use social software for learning
    • Social software is widely used in the workplace for informal learning
    • Most informal learning is learner driven, problem based, or motivated by interest
    • Google is the most used e-learning application
    • most learning is unaccredited
    • people learn through legitimate peripheral participation
    • Knowing is .... located in relations among practitioners, their practice, the artefacts of that practice, and the social organization…of communities of practice Lave and Wenger, 1991
    • Lurking is a means of becoming integrated in distributed communities of practice
    • In such communities of practice formal learning materials are seldom used
    • We have ignored the vast potential of freely available ‘objects’ of all kinds for learning purposes .
    • changes in the way in which we learn and develop new competences is a challenge to our traditional subject organisation
    • And although most countries have adopted a rhetoric of lifelong learning, there is little sign that education systems have sufficiently changed to facilitate such a movement.
    • The answers?
    • How can we support lifelong competence development?
    • Personal Learning Environments have the potential to meet such a challenge
    • PLEs are not another substantiation of educational technology but a new approach to learning
    • A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves.
    • and recognise the needs of life-long learners for a system that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions.
    • Learning is now seen as multi episodic, with individuals spending occasional periods of formal education and training throughout their working life.
    • PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider
    • the idea of a Personal Learning Environment recognises that learning is continuing and seeks to provide tools to support that learning
    • Using whatever tools and devices which the learners choose
    • It also recognises the role of the individual in organising their own learning
    • PLEs can help in the recognition of informal learning
    • PLEs can develop on the potential of services oriented architectures for dispersed and networked forms of learning and knowledge development.
    • “ the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.” Stephen Downes, 2006
    • The promise of Personal Learning Environments could be to extend access to educational technology to everyone who wishes to organise their own learning.
    • The ‘pedagogy’ behind the PLE – if it could be still called that – is that it offers a portal to the world, through which learners can explore and create, according to their own interests and directions, interacting at all times with their friends and community
    • the PLE will challenge the existing education systems and institution
    • New forms of learning are based on trying things and action, rather than on more abstract knowledge.
    • Policies to support the development and implementation of PLEs
    • encouraging and supporting the development of communities of practice and engagement in those communities
    • decisions over funding and support need to be taken as close to practice as possible
    • a broader understanding of digital literacy and its integration within the curriculum s
    • recognise different forms and contexts of learning
    • the development and adoption of new pedagogies
    • the co-shaping of technologies bringing together techies and teachers, enterprises and institutions
    • Thanks for Listening Wales Wide Web - www.knownet.com/writing/weblogs/Graham_Attwell