Personal learning-environments-hi

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Hunter Institute's take on Graham Atwells presentation

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Personal learning-environments-hi

  1. 1. Personal LearningEnvironmentsGraham Attwell
  2. 2. Personal Learning Environments - a conceptbased on Web 2 .0 and social software
  3. 3. We are at present undergoing a deepand prolonged industrial revolution based on digital technologies
  4. 4. The reform and reshaping of social systems andinstitutions has tended to lag behind in periods of rapid technological change
  5. 5. Profound innovations in technologytend to be reflected in older paradigms
  6. 6. for example the ‘virtual classroom’ or the ‘Virtual Learning Environment’
  7. 7. The challenge
  8. 8. It is not the development oftechnology per se which poses such a challenge to education systems and educational institutions
  9. 9. but the changing ways in which people are usingtechnologies to communicate and to learn and the accompanying 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 institutions to the rise of social networking has been at best bewilderment, at worst downright hostility
  15. 15. a refusal to engage in these issues risks school/TAFE becoming increasinglyirrelevant to the everyday lives of many people
  16. 16. and particularlyirrelevant to the ways in which they communicate and share knowledge
  17. 17. Web 2.0 allowsyoung people to be active co- creators of knowledge
  18. 18. We have to review the industrial schooling model 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 the workplace 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 legitimate peripheral participation
  25. 25. Knowing is .... located inrelations among practitioners,their practice, the artefacts of that practice, and the socialorganization…of communities of practice Lave and Wenger, 1991
  26. 26. Lurking is a means of becoming integrated in distributed communities of practice
  27. 27. In such communities of practice formal learning 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 new competences is a challenge to our traditional subject organisation
  30. 30. And although most countries have adopted arhetoric of lifelong learning, there is little sign that education systems have sufficiently changed to facilitate such a movement.
  31. 31. The answers?
  32. 32. How can we supportlifelong competence development?
  33. 33. Personal Learning Environments havethe potential to meet such a challenge
  34. 34. PLEs are not anothersubstantiation of educational technology but a new approach to learning
  35. 35. A response to pedagogic approaches which requirethat learner’s e-learning systems need to be under the control of the learners themselves.
  36. 36. and recognise the needs of life-long learners for asystem that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions.
  37. 37. Learning is now seen as multi episodic, with individuals spending occasional periods of formal education and training throughout their working life.
  38. 38. PLEs are based on the idea that learning will take place indifferent contexts and situations and will not be provided by a single learning provider
  39. 39. the idea of a Personal Learning Environment recognises thatlearning is continuing and seeks to provide tools to support that learning
  40. 40. Using whatever tools and devices which the learners choose
  41. 41. It also recognises the role of the individual in organising their own learning
  42. 42. PLEs can help in therecognition of informal learning
  43. 43. PLEs can develop on the potential of services orientedarchitectures for dispersed and networked forms of learning and knowledge development.
  44. 44. “the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in adistributed 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
  45. 45. The promise of PersonalLearning Environments could be to extend access to educational technology to everyone who wishes toorganise their own learning.
  46. 46. The ‘pedagogy’ behind the PLE – ifit could be still called that – is that it offers a portal to the world, through which learners can explore and create, according totheir own interests and directions, interacting at all times with their friends and community
  47. 47. the PLE will challenge the existingeducation systems and institution
  48. 48. New forms of learning are based on trying things and action,rather than on more abstract knowledge.
  49. 49. Policies to support the development and implementation of PLEs
  50. 50. encouraging and supporting the development ofcommunities of practice and engagement in those communities
  51. 51. decisions over funding andsupport need to be taken asclose to practice as possible
  52. 52. a broaderunderstanding of digital literacy and its integration within the curriculums
  53. 53. recognise differentforms and contexts of learning
  54. 54. the development and adoption of new pedagogies
  55. 55. the co-shaping of technologies bringing together techies andteachers, enterprises and institutions
  56. 56. Thanks for ListeningWales Wide Web -www.knownet.com/writing/weblogs/Graham_Attwell

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