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The Personal Learning Environment p-Learning or e-Information? Rita Kop
Key Themes Learning environment or learning place? Educational Challenges Well-designed Personal Learning Environment Conc...
The learning environment
Other influences on learning
Essence of a Personal Learning Environment <ul><li>‘ 1. To  liberate access to resources  … </li></ul><ul><li>2. To  liber...
A personal or a social place? A place that ‘hosts the regular, voluntary,  informal and happily anticipated gatherings  of...
Challenges Groups – Networks – Collectives: Presence
Challenges Learner  autonomy Bouchard, 2008, p123 Learner  Control Conative Algorithmic Semiotic Types of  social interact...
Informal versus formal learning <ul><li>Traditional formal education:  </li></ul><ul><li>Institution in control  </li></ul...
Design of the new learning experiences ‘ Our “audiences” aren’t audiences at all, but rather creators, and our job is not ...
Designing a Personal Learning Environment <ul><li>Design usability issues: </li></ul><ul><li>Simplicity – learnability -me...
‘ Design is the process of  evoking  meaning’ Shedroff, 2009, p4.
Engaging learning experiences
From e-Information to  p-Learning
Model of PLE based learning Feeling Reflecting Understanding Reviewing Adapted from JISC model of learning using e-portfol...
[email_address] Rita Kop
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e-Information or p-Learning? PLE conference Oct09

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Slides used for invited talk at the online conference on Personal Learning environment and Personal Learning Networks, October 2009, jointly organised by the University of Manitoba and the National Research Council Canada

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e-Information or p-Learning? PLE conference Oct09

  1. 1. The Personal Learning Environment p-Learning or e-Information? Rita Kop
  2. 2. Key Themes Learning environment or learning place? Educational Challenges Well-designed Personal Learning Environment Conclusions
  3. 3. The learning environment
  4. 4. Other influences on learning
  5. 5. Essence of a Personal Learning Environment <ul><li>‘ 1. To liberate access to resources … </li></ul><ul><li>2. To liberate the sharing of skills… </li></ul><ul><li>3. To liberate the critical and creative resources of people ... </li></ul><ul><li>4. To liberate the individual… by providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser or healer of his choice’ </li></ul>Illich, 1971, p.103
  6. 6. A personal or a social place? A place that ‘hosts the regular, voluntary, informal and happily anticipated gatherings of Individuals beyond the realms of home and work’ Oldenburg, 1989 ‘ I engage in dialogue because I recognise the social and not merely the individualistic character of knowing’. Freire,1999 ‘ How can Personal Learning Environments be reconciled with the social nature of learning?’ Attwell, 2009
  7. 7. Challenges Groups – Networks – Collectives: Presence
  8. 8. Challenges Learner autonomy Bouchard, 2008, p123 Learner Control Conative Algorithmic Semiotic Types of social interaction Confidence Initiative Motivation Learning activity Sequencing Pacing Resource selection Text-hypertext Multimedia Search approaches Economic Perceived value of knowledge Cost-benefit ratio Opportunity cost alternatives Value assessment and recognition Life context Social environment Monitoring Evaluation
  9. 9. Informal versus formal learning <ul><li>Traditional formal education: </li></ul><ul><li>Institution in control </li></ul><ul><li>Passivity </li></ul><ul><li>Critical experts </li></ul><ul><li>Knowledge is spoon-fed </li></ul><ul><li>Artificial situation </li></ul><ul><li>Knowledge validated by </li></ul><ul><li>quality systems </li></ul><ul><li>Qualification driven </li></ul><ul><li>Human contact </li></ul><ul><li>Higher order thinking? </li></ul><ul><li>Qualification </li></ul><ul><li>Internet-based informal learning: </li></ul><ul><li>Learner in control </li></ul><ul><li>Activity, participation and interaction </li></ul><ul><li>(Critical) experts ? </li></ul><ul><li>Knowledge needs to be distilled </li></ul><ul><li>from information found on Internet </li></ul><ul><li>Embedded in real life </li></ul><ul><li>Self-assessment or peer- </li></ul><ul><li>validation of knowledge </li></ul><ul><li>Interest driven </li></ul><ul><li>Human contact via messages </li></ul><ul><li>Deep or shallow thinking? </li></ul><ul><li>Qualification? </li></ul>
  10. 10. Design of the new learning experiences ‘ Our “audiences” aren’t audiences at all, but rather creators, and our job is not to lecture but to enable. With this new approach comes not only design challenges but the joy of reconnecting people to each other’. Michael Wesch, 2008
  11. 11. Designing a Personal Learning Environment <ul><li>Design usability issues: </li></ul><ul><li>Simplicity – learnability -memorability </li></ul><ul><li>Accessibility </li></ul><ul><li>Relevance </li></ul>Design dimensions to experience: <ul><li>Personal learning: </li></ul><ul><li>Learner choice and control </li></ul><ul><li>Creation and expression </li></ul><ul><li>Aggregation </li></ul><ul><li>Link to (challenging) </li></ul><ul><li>knowledge bank </li></ul><ul><li>People </li></ul>
  12. 12. ‘ Design is the process of evoking meaning’ Shedroff, 2009, p4.
  13. 13. Engaging learning experiences
  14. 14. From e-Information to p-Learning
  15. 15. Model of PLE based learning Feeling Reflecting Understanding Reviewing Adapted from JISC model of learning using e-portfolios (2009) Aggregating Aggregating Feeling
  16. 16. [email_address] Rita Kop

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