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Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
Personal Learning Environments NAIS 2012
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Personal Learning Environments NAIS 2012

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PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning …

PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.

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  • Students need practice navigating complex information environments. They need practice creating spaces (using the appropriate mechanisms) to control the internet for their purposes.
  • As we have seen in the biological realm, complex systems are effectively pictured as ecologies.
  • PLEs can include workshops (such as this one), TV, paper, any physical artifacts, radio, and face-to-face conversations to name a few. Personal Learning Networks have become a popular way to present professional development.
  • 1. Is not tool-oriented/ Tools change 2. Focuses on capacities and skills and that encouragesgood pedagogy 3. Teachers need to create their own PLEs in order to understand the profound impact networks can have on the way that we learn.
  • It is not additive, it is exponential.
  • 1. Is not tool-oriented/ Tools change 2. Focuses on capacities and skills and that encouragesgood pedagogy 3. Teachers need to create their own PLEs in order to understand the profound impact networks can have on the way that we learn.
  • Transcript

    • 1. Personal Learning EnvironmentsSustainable Learning
    • 2. Horizon Report: 2011 K-12 Personal Learning Environments http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
    • 3. Independent School Fall 2011Spotlight on ResearchEmpowering Students withPersonal LearningEnvironmentsBy Wendy Drexler
    • 4. “…a PLE is the method students use to organize theirself-directed online learning – including the tools theyemploy to gather information, conduct research, andpresent their findings. As its name implies, PLEs givelearners a high degree of control over their work byallowing them to customize the learning experience andconnect to others, including experts in the field.” - Wendy Drexler p. 20, Independent School, Fall 2011
    • 5. As a master learner,where is the edgeof your learning?
    • 6. Students at the mercy of the entire InternetStudents build their own information spaces to control the Internet
    • 7. “Fragmentation is a[Picture of a skier, skiing down new reality. Ouran avalanche in progress.] learning modelsPermission to use picture wasgiven only for the live need to embrace it.”presentation however a copy ofthe picture can be seen on the -- George Siemenscover of this book:Staying Alive in AvalancheTerrain by Bruce Tremper (Sept2008) October, 2011 Athabasca University http://www.sl ideshare.net/g siemens/open -access-week- athabasca- university
    • 8. Confusion about the term PLE PLE’s are not exclusively digital: include taking in experiences and realia, and learning through TV, music, paper-based materials, radio and more formal contexts. Content not as important now as knowing where (or who) to connect to, to find it. Tools used to support lifelong learning.FROMhttp://www.cdtl.nus.edu.sg/technology-in-pedagogy/articles/Technology-in-Pedagogy-6.pdf
    • 9. Key: Personal = Capacities/Literacies = Skills Learning = Categories of Tools Evaluating Environment Dealing with Technology Resources Searching and viewing text audio and video Practicing Digital Literacy Avoiding Inappropriate Tagging Content Communicating Practicing Digital Organizing Note Respectfully Responsibility Content Taking Managing Using Multiple Technology Accounts Properly Collaborating Synthesizing and and Creating Socializing Reflecting Producing Debating Communicating Content QuestioningSource:http://bit.ly/95fLAC
    • 10. Don Tapscott
    • 11. The Rise of the Age of Networked Intelligence Agrarian Age Industrial Age of Networked Age Intelligence Printing Press Internet Don Tapscott - Aspen Ideas Festival July 18, 2011 http://www.youtube.com/watch?v=hDIwIyft3fU
    • 12. Why are networks so powerful?The value of a network increases by the square of eachmember who joins.
    • 13. As a node in the network you can potentiallyconnect with any other node and that actiondistributes your intelligence.
    • 14. “There is no such thing as informationoverload. There is only filter failure.” - Clay Shirkey
    • 15. Activity: Key: = Capacities/Literacies identify the = Skillsareas you are Evaluating Searching = Categories of Tools Dealing with Resources and viewingfamiliar with. Technology text audio and video Practicing Digital Literacy Avoiding Inappropriate Tagging Content Communicating Practicing Digital Organizing Note Respectfully Responsibility Content Taking Managing Using Multiple Technology Accounts Properly Collaborating Synthesizing and and Creating Socializing Reflecting Producing Debating Communicating Content Questioning
    • 16. Push ModelsPush models treat people as passive consumers whose needs can be anticipated and shaped by centralized decision-makers. from Pull Models Push to Pull Pull models are emerging as a response to growing uncertainty. Instead of dealing withuncertainty through tighter control, pull models do the opposite. Pull models help people to come together and innovate in response to unanticipated events, drawing upon a growing array of highly specialized and distributed resources. Rather than seeking to constrain theresources available to people, pull models strive to continually expand the choices available while at the same time helping people to find the resources that are most relevant to them -- John Seeley Brown & John Hagel The Power of Pull, 2011
    • 17. An information dashboard utilizing widgets such as iGoogle,PageFlakes or Netvibes can aggregate many aspects of a PLE in acompact digital display.
    • 18. ’What can you do?’has been replaced with‘What can you and yournetwork connection do?’Knowledge itself ismoving from the individualto the individual andhis contacts. --Jay Cross “Informal Learning”
    • 19. -- Everyone needs to find their “Inner Librarian” in orderto become efficient with information management.-- The library of the future will include the one youmake yourself. Organizing Content Shift: Push to Pull
    • 20. Synthesizing and Creating LINK to student project: https://sites.google.com/site/virtual museumoftheorigins/GOAL: Students come to believe their contributions matter.
    • 21. It’s Personal!
    • 22. “It seems critical to ask whether new digital media are giving rise tonew models – new “ethical minds” – with respect to identity,privacy, ownership and authorship, credibility and participation…” Practicing Digital Responsibility Reputation and Identity management
    • 23. Example Mindmaps Everyone’s Learning Environment Is DifferentBIG LIST OF PLEshttp://edtechpost.wikispaces.com/PLE+Diagrams
    • 24. Personal Learning EnvironmentsSustainable Learning Seattle Academy, Seattle, WA Kathleen Johnson, Librarian kjohnson@seattleacademy.org Vicki Butler, Director of Academic Technology vbutler@seattleacademy.org

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