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Personal learning enviroments


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  • 1. Personal LearningEnvironmentsGraham Attwell
  • 2. Personal Learning Environments - a conceptbased on Web 2 .0 and social software
  • 3. We are at present undergoing a deepand prolonged industrial revolution based on digital technologies
  • 4. The reform and reshaping of social systems andinstitutions has tended to lag behind in periods of rapid technological change
  • 5. Profound innovations in technologytend to be reflected in older paradigms
  • 6. for example the ‘virtual classroom’ or the ‘Virtual Learning Environment’
  • 7. The challenge
  • 8. It is not the development of technology per se which poses such a challenge to education systems and educational institutions
  • 9. but the changing ways in which people are using technologies to communicate 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 institutions to the rise of social networking has been at best bewilderment, at worst downright hostility
  • 15. a refusal to engage in these issues risksschool becoming increasingly irrelevant to the everyday lives of many young people
  • 16. and particularlyirrelevant to the ways in which they communicate and share knowledge
  • 17. Web 2.0 allowsyoung people to be active co- creators of knowledge
  • 18. We have to review the industrial schooling model 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 the workplace 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 legitimate peripheral participation
  • 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. Lurking is a means of becoming integrated in distributed communities of practice
  • 27. In such communities of practice formal learning 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 new competences is a challenge to our traditional subject organisation
  • 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. The answers?
  • 32. How can we supportlifelong competence development?
  • 33. Personal Learning Environments havethe potential to meet such a challenge
  • 34. PLEs are not anothersubstantiation of educational technology but a new approach to learning
  • 35. A response to pedagogic approaches which requirethat learner’s e-learning systems need to be under the control 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 information to be maintained across institutions.
  • 37. Learning is now seen as multi episodic, with individuals spending occasional periods of formal education and training throughout their working life.
  • 38. PLE 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. the idea of a Personal Learning Environment recognises thatlearning is continuing and seeks to provide tools to support that learning
  • 40. Using whatever tools anddevices which the learners choose
  • 41. It also recognises the role of the individual in organising their own learning
  • 42. PLEs can help in therecognition of informal learning
  • 43. PLEs can develop on the potential of services orientedarchitectures for dispersed and networked forms of learning and knowledge development.
  • 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. The promise of PersonalLearning Environments could be to extend access to educational technology to everyone who wishes toorganise their own learning.
  • 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. the PLE will challenge the existingeducation systems and institution
  • 48. New forms of learning are basedon trying things and action, rather than on more abstract knowledge.
  • 49. Policies to support the development and implementation of PLEs
  • 50. encouraging and supporting the development ofcommunities of practice and engagement in those communities
  • 51. decisions over funding andsupport need to be taken asclose to practice as possible
  • 52. a broaderunderstanding of digital literacy and its integration within the curriculum s
  • 53. recognise differentforms and contexts of learning
  • 54. the development and adoption of new pedagogies
  • 55. the co-shaping of technologies bringing together techies andteachers, enterprises and institutions
  • 56. Thanks for ListeningWales Wide Web