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Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments

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This slideshare presentation looks at work being undertaken through the European Commission funded Mature-IP project. The project is researching and developing the use of a Personal Learning and Maturing Environment (PLME)) for knowledge development and sharing in the workplace.
The presentation looks at the challenges of such an undertaking, looking at the relation between learning and knowledge.
It considers what functions are needed from a PLE and goes on to propose the appropriation of technology as a means of overcoming the divide between technologies, content and personal practice.

Published in: Education, Technology

Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments

  1. 1. Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments Graham Attwell - Crete 2009
  2. 2. the challenges
  3. 3. linking learning and knowledge maturing
  4. 4. the contextual nature of knowledge in the workplace
  5. 5. integrating learning and knowledge maturing in work processes
  6. 6. Personal learning and organisational learning personnel learning
  7. 7. moving from expert developed and sanctioned knowledge to collaborative forms of knowledge construction
  8. 8. “Social learning is the practice of working in groups, not only to explore an established canon but also to negotiate what qualifies as knowledge.”
  9. 9. In this model “curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning….”
  10. 10. From quality control to evaluating quality
  11. 11. From supervision to peer support
  12. 12. PLMEs allow learners to set their own learning goals manage their learning, managing both content and process and communicate with others in the process of learning
  13. 13. Access / search
  14. 14. Aggregate and scaffold
  15. 15. Manipulate
  16. 16. Analyse
  17. 17. Reflect
  18. 18. Present
  19. 19. Represent
  20. 20. Share
  21. 21. Social networks and people
  22. 22. Developing Ontologies, mash-ups, interoperability and SOAs
  23. 23. Appropriation, Mupples and Wombles
  24. 24. Engaging in the process of ‘appropriation’ helps users/learners overcome the gap between the technologies, content and the personal practice.
  25. 25. Supporting contextual learning and knowledge maturing
  26. 26. Overcoming contradictions Classroom learning versus ‘real life’ informal or work based learning Academic knowledge as opposed to work process knowledge Individual learning versus social learning Educational technology versus social software Decontextualised knowledge acquisition versus context knowledge development
  27. 27. Thank you for watching www.pontydysgu.org

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