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PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
PLEs and the Manchester PLE
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PLEs and the Manchester PLE

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I gave a talk entitled PLEs and the Manchester PLE as part of the Personal Learning Environments & Personal Learning Networks: Online Symposium on Learning-centric Technology, organised by the The …

I gave a talk entitled PLEs and the Manchester PLE as part of the Personal Learning Environments & Personal Learning Networks: Online Symposium on Learning-centric Technology, organised by the The National Research Council of Canada PLE Project . This was in turn, part of the Connectivism and Connective Knowledge 2009 course.

You can see the recording of the Elluminate session, including an live demo of PLE features, or look at infinitely more dry slides below. The Elluminate session starts with a presentation by Rita Kop (well worth watching), and my presentation starts about half way through, after Rita's.

More recordings of other PLE/N presentations can be found here.

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  • 1. PLEs & the Manchester PLE Mark van Harmelen University of Manchester Personal Learning Environments Ltd
  • 2. Is this it ?
  • 3. Huh, what is this PLE thing?
  • 4. Is it <ul><li>PLE as concept </li></ul><ul><li>PLE as system </li></ul><ul><li>PLE as physical environment </li></ul><ul><li>PLN </li></ul><ul><li>…… </li></ul>
  • 5. <ul><li>It’s a movement… </li></ul><ul><li>All about learners taking control of their own learning (individually and together) </li></ul><ul><li>In this, peer-assisted learning figures large </li></ul><ul><li>And the personalised learning includes Setting goals, planning learning, monitoring progress, following interests, re-setting goals and re-planning as and when need be </li></ul>
  • 6.  
  • 7. Supporting users in …
  • 8. <ul><li>planning </li></ul><ul><li>searching, browsing, evaluating, judging, filtering, collecting </li></ul><ul><li>abstracting, analyzing, classifying </li></ul><ul><li>learning, researching, sense making, constructing understanding and meaning </li></ul><ul><li>creating, expressing, and applying knowledge </li></ul><ul><li>helping, assisting, teaching, and counseling </li></ul><ul><li>rating, commenting, cross linking, embellishing re-mixing </li></ul><ul><li>storing publishing, distributing communicating consuming </li></ul><ul><li>socializing, playing </li></ul><ul><li>collaborating, negotiating </li></ul>
  • 9.  
  • 10. We know <ul><li>People work with each other </li></ul><ul><li>They learn from each other </li></ul><ul><li>They are capable of determining what they want to learn </li></ul>
  • 11. it’s all about <ul><li>Creating and Sharing Content </li></ul><ul><li>create </li></ul><ul><li>save </li></ul><ul><li>find </li></ul><ul><li>use </li></ul><ul><li>re-use </li></ul><ul><li>mix </li></ul><ul><li>mash-up </li></ul><ul><li>repurpose </li></ul><ul><li>share </li></ul><ul><li>text, graphics, sound, video, slideshows, …. </li></ul>
  • 12. Underpinnings revisited <ul><li>Social constructivism </li></ul><ul><li>Papert’s constructionism </li></ul><ul><li>New media literacies </li></ul><ul><li>Independent learning </li></ul><ul><ul><li>Metacognitive skills </li></ul></ul>+
  • 13. a few examples
  • 14.  
  • 15. technical discussion and gadgetry socio-political discussion Matthew Hurst
  • 16.  
  • 17. Savanna – Futurelab 2005
  • 18.  
  • 19. NMC Horizon Study Meta-trends
  • 20. PLEs as systems
  • 21. Two kinds of PLE systems <ul><li>MUPPLE </li></ul><ul><ul><li>Discrete components, often Web 2.0 services </li></ul></ul><ul><li>Integrated PLE </li></ul><ul><ul><li>Advantageous for the rest of us </li></ul></ul><ul><ul><li>Manchester PLE is one of these </li></ul></ul>
  • 22. The Manchester PLE
  • 23. Foundations <ul><li>Social constructivism </li></ul><ul><ul><li>Groups </li></ul></ul><ul><ul><li>Communication facilities </li></ul></ul><ul><li>(Papert’s) Constructionism </li></ul><ul><ul><li>Posts </li></ul></ul><ul><ul><li>Multi-media multi-user learning spaces </li></ul></ul><ul><li>Interactivity in Web style </li></ul><ul><ul><li>Bricolage </li></ul></ul><ul><ul><li>Reuse, repurposing </li></ul></ul>
  • 24. Next level foundations <ul><li>Controllable visibility </li></ul><ul><ul><li>self – contacts – ple logged in – WWW </li></ul></ul><ul><ul><li>group – ple logged in – WWW </li></ul></ul><ul><li>Findability </li></ul><ul><li>radically increase learners awareness of others’ learning activities </li></ul><ul><li>Simplify to reach more users </li></ul>
  • 25. Media space uses <ul><li>Learning plans -> explicit knowledge </li></ul><ul><li>Repurpose-able learning plans </li></ul><ul><li>Concept maps and explicit statements </li></ul><ul><li>Distributed studio practice </li></ul><ul><li>Subvertable (cf. Squires) </li></ul>
  • 26. let’s see it Mark! live demo here
  • 27. Is this it ?
  • 28. Or is this it ?
  • 29. discussion / questions

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