How can we supportlifelong competencedevelopment?
Personal LearningEnvironments havethe potential to meetsuch a challenge
PLEs are not anothersubstantiation of educationaltechnology but a newapproach to learning
A response to pedagogic approaches which requirethat learner’s e-learning systems need to be under thecontrol of the learners themselves.
and recognise the needs of life-long learners for a systemthat provides a standard interface to different institutions’e-learning systems, and that allows portfolio informationto be maintained across institutions.
Learning is now seenas multi episodic,with individualsspending occasionalperiods of formaleducation andtraining throughouttheir working life.
PLE are based on the idea thatlearning will take place indifferent contexts and situationsand will not be provided by asingle learning provider
the idea of a Personal LearningEnvironment recognises thatlearning is continuing and seeks toprovide tools to support thatlearning
Using whatever tools anddevices which the learnerschoose
It also recognises the role of the individual inorganising their own learning
PLEs can help in therecognition of informallearning
PLEs can develop on thepotential of services orientedarchitectures for dispersed andnetworked forms of learningand knowledge development.
“the heart of the concept of the PLEis that it is a tool that allows alearner (or anyone) to engage in adistributed environment consisting ofa network of people, services andresources. It is not just Web 2.0, butit is certainly Web 2.0 in the sensethat it is (in the broadest sensepossible) a read-write application.”Stephen Downes, 2006
The promise of PersonalLearning Environments couldbe to extend access toeducational technology toeveryone who wishes toorganise their own learning.
The ‘pedagogy’ behind the PLE – ifit could be still called that – is thatit offers a portal to the world,through which learners canexplore and create, according totheir own interests and directions,interacting at all times with theirfriends and community
the PLE will challenge the existingeducation systems and institution
New forms oflearning are basedon trying things andaction, rather thanon more abstractknowledge.
Policies to support the developmentand implementation of PLEs
encouraging and supportingthe development ofcommunities of practice andengagement in thosecommunities
decisions over funding andsupport need to be taken asclose to practice as possible
a broaderunderstanding of digitalliteracy and itsintegration within thecurriculum s
recognise differentforms and contexts oflearning