PersonalLearningEnvironmentsGraham Attwell
Personal LearningEnvironments - a conceptbased on Web 2 .0 and socialsoftware
We are at present undergoing a deepand prolonged industrial revolutionbased on digital technologies
The reform and reshaping ofsocial systems andinstitutions has tended to lagbehind in periods of rapidtechnological change
Profound innovations in technologytend to be reflected in older paradigms
for example the ‘virtual classroom’ or the ‘VirtualLearning Environment’
The challenge
It is not the developmentof technology per sewhich poses such achallenge to educationsystems and educationalinstitutions
but the changing ways in which peopleare using technologies tocommunicate and to learn and theaccompanying social effect o...
My Space and Bebo
Web logs
Flickr, Second Life
forming and participating in on-line social networks and communities
The reaction of education systems and institutionsto the rise of social networking has been at bestbewilderment, at worst ...
a refusal to engage in these issues risksschool becoming increasingly irrelevant tothe everyday lives of many young people
and particularlyirrelevant to the waysin which theycommunicate andshare knowledge
Web 2.0 allowsyoung people tobe active co-creators ofknowledge
We have to review the industrial schoolingmodel including the organisation ofinstitutions and pedagogy and curriculum
It is not just young people whouse social software for learning
Social software iswidely used in theworkplace forinformal 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 legitimateperipheral participation
Knowing is .... located inrelations among practitioners,their practice, the artefacts ofthat practice, and the socialorgan...
Lurking is a means of becomingintegrated in distributedcommunities of practice
In such communities of practice formallearning materials are seldom used
We have ignored the vast potential of freelyavailable ‘objects’ of all kinds for learning purposes.
changes in the way in which we learn and develop newcompetences is a challenge to our traditional subjectorganisation
And although most countries have adopted arhetoric of lifelong learning, there is little signthat education systems have s...
The answers?
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 learn...
and recognise the needs of life-long learners for a systemthat provides a standard interface to different institutions’e-l...
Learning is now seenas multi episodic,with individualsspending occasionalperiods of formaleducation andtraining throughout...
PLE are based on the idea thatlearning will take place indifferent contexts and situationsand will not be provided by asin...
the idea of a Personal LearningEnvironment recognises thatlearning is continuing and seeks toprovide tools to support that...
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 knowled...
“the heart of the concept of the PLEis that it is a tool that allows alearner (or anyone) to engage in adistributed enviro...
The promise of PersonalLearning Environments couldbe to extend access toeducational technology toeveryone who wishes toorg...
The ‘pedagogy’ behind the PLE – ifit could be still called that – is thatit offers a portal to the world,through which lea...
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
the development andadoption of newpedagogies
the co-shaping oftechnologies bringingtogether techies andteachers, enterprises andinstitutions
Thanks forListeningWales Wide Web -www.knownet.com/writing/weblogs/Graham_Attwell
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Personal learning-environments-

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

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