Personal Learning Environments


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Presentation on Personal Learning Environments at Dawson College's Ped Day (October 13, 2009)

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Personal Learning Environments

  1. 1. P ersonal L earning E nvironments Rafael Scapin, Ph.D. Coordinator of Educational Technology Office of Instructional Development Dawson College
  2. 2. Index <ul><li>Course Management Systems (CMS) </li></ul><ul><li>Web 2.0 and Changes in Learning </li></ul><ul><li>Connectivism </li></ul><ul><li>Introduction to PLEs </li></ul><ul><li>Creating your PLE </li></ul><ul><li>Conclusions </li></ul><ul><li>References </li></ul><ul><li>Questions </li></ul>
  3. 3. LMS/CMS <ul><li>In order to understand what a PLE is, let’s first analyze what a Course Management System (CMS) is. </li></ul><ul><li>A Course Management System (CMS) is a web-based platform for delivering, tracking and managing courses online. </li></ul><ul><li>Examples: Moodle, Sakai, Dokeos, ATutor , WebCT, BlackBoard, Desire2Learn </li></ul><ul><li>Source: Wikipedia </li></ul>
  4. 4. LMS/CMS Characteristics <ul><li>Manage users, roles, courses, instructors, and facilities and generate reports </li></ul><ul><li>Course calendar </li></ul><ul><li>Learning Path </li></ul><ul><li>Student messaging and notifications </li></ul><ul><li>Assessment/testing capable of handling student pre/post testing </li></ul><ul><li>Display scores and transcripts </li></ul><ul><li>Grading of coursework </li></ul><ul><li>Web-based or blended course delivery </li></ul><ul><li>Source: Wikipedia </li></ul>
  5. 5. LMS/CMS Tools <ul><li>A CMS provides a collection of tools such as: </li></ul><ul><li>assessment (particularly of types that can be marked automatically, such as multiple choice), </li></ul><ul><li>communication, </li></ul><ul><li>uploading of content, </li></ul><ul><li>return of students' work, </li></ul><ul><li>peer assessment, </li></ul><ul><li>administration of student groups, </li></ul><ul><li>collecting and organizing student grades, </li></ul><ul><li>questionnaires, tracking tools, etc. </li></ul><ul><li>New features in these systems include wikis, blogs, RSS, e-portfolios and 3D virtual learning spaces. </li></ul><ul><li>Source: Wikipedia </li></ul>
  6. 6. Moodle: an example of a CMS
  7. 7. Learning has changed! <ul><li>Old way = linear, classroom based </li></ul><ul><li>New way = networks of people and online resources </li></ul><ul><li>The way we find, store, create, critique, and share information has also changed: </li></ul><ul><li>Information R/evolution </li></ul>
  8. 8. Learning has changed! <ul><li>It is not the development of technology per se which poses such a challenge to education systems and educational institutions… </li></ul><ul><li>… but the changing ways in which people are using technologies to communicate and to learn and the accompanying social effect of such use </li></ul><ul><li>A refusal to engage in these issues risks school becoming increasingly irrelevant to the everyday lives of many young people </li></ul>
  9. 9. Learning has changed! <ul><li>Web 2.0 </li></ul><ul><li>Emphasis on online collaboration and sharing among users </li></ul><ul><li>Users are encouraged to create and manage information </li></ul><ul><li>Applications used entirely through a Web browser </li></ul><ul><li>Social-networking aspects </li></ul>
  10. 10. Learning has changed! Web 2.0: User is the Protagonist Web as an Information Source (v. 1.0) Web as a Participation Platform (v. 2.0)
  11. 11. Learning has changed! Web 2.0
  12. 12. Learning has changed! Web 2.0
  13. 13. Connectivism <ul><li>Learning is a process of connecting specialized nodes or information sources . </li></ul><ul><li>A learner can exponentially improve their own learning by plugging into an existing network. </li></ul><ul><li>Knowing where to find information is more important than knowing information. </li></ul>George Siemens, Connectivism: A learning theory for today’s learner
  14. 14. Connectivism Source: Alec Couros
  15. 15. Connectivism <ul><li>Information is changing constantly and located in so many places. </li></ul><ul><li>The ability to find, collect, connect and sort information among a multitude of human and computer networks is a critical skill . </li></ul><ul><li>Mashup: Web application that combines data from one or more sources into a single integrated tool. </li></ul><ul><li> </li></ul>
  16. 16. PLE: Definition <ul><li>Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning . </li></ul><ul><li>This includes providing support for learners to set their own learning goals, manage their learning; managing both content and process </li></ul><ul><li>communicate with others in the process of learning </li></ul><ul><li>and thereby achieve learning goals. </li></ul><ul><li>Source: Wikipedia </li></ul>
  17. 17. PLE: Definition <ul><li>A PLE is NOT: </li></ul><ul><li>A specific software application </li></ul><ul><li>A method for creating e-learning applications </li></ul>
  18. 18. PLE: Definition <ul><li>A PLE is : </li></ul><ul><li>A concept (based on Web 2.0 and social network) rather than specific software </li></ul><ul><li>A group of techniques and a variety of tools: </li></ul><ul><ul><li>to gather information </li></ul></ul><ul><ul><li>explore/develop relationships between pieces of information </li></ul></ul><ul><ul><li>browser-based (potentially) </li></ul></ul>
  19. 19. PLE: Definition <ul><li>A PLE is : </li></ul><ul><li>An environment where you access learning from a variety of sources. </li></ul><ul><li>A place where you do your own work. It’s not dependent on the university/school. </li></ul><ul><li>A collection of tools and systems, not a single monolithic system. </li></ul><ul><li>A collection of tools and systems chosen by each individual learner, rather than the university. More often than not these tools and systems will not be owned or maintained by the university. </li></ul>
  20. 20. PLE: Definition <ul><li>A PLE helps : </li></ul><ul><li>View the subject as a landscape as well as individual pieces of information </li></ul><ul><li>Create a personal repository of materials and relationships clustered around a unifying topic or concept </li></ul><ul><li>Document , reflect, communicate, collaborate </li></ul>
  21. 21. PLE Diagram (1) Source: William F Perry
  22. 22. PLE Diagram (2) Source: Mohamed Amine Chatti
  23. 23. PLE Diagram (3) Source: David Delgado
  24. 24. PLE: Definition <ul><li>In contrast to traditional LMS-driven e-learning solutions, a Personal Learning Environment (PLE) takes a more natural and learner-centric approach and is characterized by the freeform use of a set of lightweight services and tools that belong to and are controlled by individual learners. </li></ul><ul><li>(Mohamed Amine Chatti , 2009) </li></ul>
  25. 25. PLE: Definition <ul><li>Rather than integrating different services into a centralized system, the idea is to provide the learner with a plethora of different services and hand over control to her to select, use, and mashup the services the way she deems fit. </li></ul><ul><li>A PLE driven approach does not only provide personal spaces, which belong to and are controlled by the user, but also requires a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation. </li></ul><ul><li>(Mohamed Amine Chatti , 2009) </li></ul>
  26. 26. How to Create a PLE <ul><li>A PLE can be implemented by using some free Web 2.0 services available online. </li></ul><ul><li>Web Aggregators: </li></ul><ul><ul><li>Netvibes </li></ul></ul><ul><ul><li>PageFlakes </li></ul></ul><ul><ul><li>iGoogle </li></ul></ul>
  27. 27. How to Create a PLE <ul><li>You can also use a platform to create your own social network: </li></ul><ul><li>Ning: </li></ul><ul><li>Elgg: </li></ul>
  28. 28. Conclusions <ul><li>“ PLEs are great. They’re just completely incompatible with the existing education system.” </li></ul><ul><li>Retrieved April 9, 2009 from: </li></ul><ul><li> </li></ul><ul><li>Learning Technologies Centre Research Blog </li></ul>
  29. 29. Conclusions <ul><li>PLEs are not another substantiation of educational technology but a new approach to learning. </li></ul><ul><li>A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves. </li></ul><ul><li>PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider </li></ul><ul><li>The idea of a Personal Learning Environment recognises that learning is continuing and seeks to provide tools to support that learning </li></ul><ul><li>Source: Graham Attwell </li></ul>
  30. 30. Conclusions <ul><li>The ‘pedagogy’ behind the PLE is that it offers a portal to the world, through which learners can explore and create, according to their own interests and directions, interacting at all times with their friends and community </li></ul><ul><li>New forms of learning are based on trying things and action, rather than on more abstract knowledge. </li></ul><ul><li>Source: Graham Attwell </li></ul>
  31. 31. References <ul><li>Connectivist Learning and the Personal Learning Environment (by Stephen Downes): Slideshare </li></ul><ul><li>Networked Possibilities (by Alec Couros): Slideshare </li></ul><ul><li>Colletion of PLE Diagrams: </li></ul><ul><li>History of Personal Learning Environments (Wikipedia) </li></ul><ul><li>Personal Learning Environments - the future of eLearning? (Article by Graham Attwell) </li></ul>
  32. 32. Questions
  33. 33. Contact Rafael Scapin Coordinator of Educational Technology Office of Instructional Development (Dawson College) E-mail: [email_address] Phone: (514) 931 8731 ext 1404 Skype: rscapin MSN: [email_address] Twitter: rscapin
  34. 34. Contact This presentation is available at: