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Personal learning-environments-

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  • 1. PersonalLearningEnvironmentsGraham Attwell
  • 2. Personal LearningEnvironments - a conceptbased on Web 2 .0 and socialsoftware
  • 3. We are at present undergoing a deepand prolonged industrial revolutionbased on digital technologies
  • 4. The reform and reshaping ofsocial systems andinstitutions has tended to lagbehind in periods of rapidtechnological change
  • 5. Profound innovations in technologytend to be reflected in older paradigms
  • 6. for example the ‘virtual classroom’ or the ‘VirtualLearning Environment’
  • 7. The challenge
  • 8. It is not the developmentof technology per sewhich poses such achallenge to educationsystems and educationalinstitutions
  • 9. but the changing ways in which peopleare using technologies tocommunicate and to learn and theaccompanying social effect of such use
  • 10. My Space and Bebo
  • 11. Web logs
  • 12. Flickr, Second Life
  • 13. forming and participating in on-line social networks and communities
  • 14. The reaction of education systems and institutionsto the rise of social networking has been at bestbewilderment, at worst downright hostility
  • 15. a refusal to engage in these issues risksschool becoming increasingly irrelevant tothe everyday lives of many young people
  • 16. and particularlyirrelevant to the waysin which theycommunicate andshare knowledge
  • 17. Web 2.0 allowsyoung people tobe active co-creators ofknowledge
  • 18. We have to review the industrial schoolingmodel including the organisation ofinstitutions and pedagogy and curriculum
  • 19. It is not just young people whouse social software for learning
  • 20. Social software iswidely used in theworkplace forinformal learning
  • 21. Most informal learning is learner driven,problem based, or motivated by interest
  • 22. Google is the most used e-learning application
  • 23. most learning is unaccredited
  • 24. people learn through legitimateperipheral participation
  • 25. Knowing is .... located inrelations among practitioners,their practice, the artefacts ofthat practice, and the socialorganization…of communitiesof practiceLave and Wenger, 1991
  • 26. Lurking is a means of becomingintegrated in distributedcommunities of practice
  • 27. In such communities of practice formallearning materials are seldom used
  • 28. We have ignored the vast potential of freelyavailable ‘objects’ of all kinds for learning purposes.
  • 29. changes in the way in which we learn and develop newcompetences is a challenge to our traditional subjectorganisation
  • 30. And although most countries have adopted arhetoric of lifelong learning, there is little signthat education systems have sufficientlychanged to facilitate such a movement.
  • 31. The answers?
  • 32. How can we supportlifelong competencedevelopment?
  • 33. Personal LearningEnvironments havethe potential to meetsuch a challenge
  • 34. PLEs are not anothersubstantiation of educationaltechnology but a newapproach to learning
  • 35. A response to pedagogic approaches which requirethat learner’s e-learning systems need to be under thecontrol of the learners themselves.
  • 36. 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.
  • 37. Learning is now seenas multi episodic,with individualsspending occasionalperiods of formaleducation andtraining throughouttheir working life.
  • 38. PLE are based on the idea thatlearning will take place indifferent contexts and situationsand will not be provided by asingle learning provider
  • 39. the idea of a Personal LearningEnvironment recognises thatlearning is continuing and seeks toprovide tools to support thatlearning
  • 40. Using whatever tools anddevices which the learnerschoose
  • 41. It also recognises the role of the individual inorganising their own learning
  • 42. PLEs can help in therecognition of informallearning
  • 43. PLEs can develop on thepotential of services orientedarchitectures for dispersed andnetworked forms of learningand knowledge development.
  • 44. “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
  • 45. The promise of PersonalLearning Environments couldbe to extend access toeducational technology toeveryone who wishes toorganise their own learning.
  • 46. 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
  • 47. the PLE will challenge the existingeducation systems and institution
  • 48. New forms oflearning are basedon trying things andaction, rather thanon more abstractknowledge.
  • 49. Policies to support the developmentand implementation of PLEs
  • 50. encouraging and supportingthe development ofcommunities of practice andengagement in thosecommunities
  • 51. decisions over funding andsupport need to be taken asclose to practice as possible
  • 52. a broaderunderstanding of digitalliteracy and itsintegration within thecurriculum s
  • 53. recognise differentforms and contexts oflearning
  • 54. the development andadoption of newpedagogies
  • 55. the co-shaping oftechnologies bringingtogether techies andteachers, enterprises andinstitutions
  • 56. Thanks forListeningWales Wide Web -www.knownet.com/writing/weblogs/Graham_Attwell

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