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Personal Learning Environments NAIS 2012

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PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.

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Personal Learning Environments NAIS 2012

  1. 1. Personal Learning Environments Sustainable Learning
  2. 2. Horizon Report: 2011 K-12 Personal Learning Environments http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
  3. 3. Independent School Fall 2011 Spotlight on Research Empowering Students with Personal Learning Environments By Wendy Drexler
  4. 4. “…a PLE is the method students use to organize their self-directed online learning – including the tools they employ to gather information, conduct research, and present their findings. As its name implies, PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.” - Wendy Drexler p. 20, Independent School, Fall 2011
  5. 5. As a master learner, where is the edge of your learning?
  6. 6. Students at the mercy of the entire Internet Students build their own information spaces to control the Internet
  7. 7. “Fragmentation is a [Picture of a skier, skiing down new reality. Our an avalanche in progress.] learning models Permission to use picture was given only for the live need to embrace it.” presentation however a copy of the picture can be seen on the -- George Siemens cover of this book: Staying Alive in Avalanche Terrain by Bruce Tremper (Sept 2008) October, 2011 Athabasca University http://www.sl ideshare.net/g siemens/open -access-week- athabasca- university
  8. 8. Confusion about the term PLE PLE’s are not exclusively digital: include taking in experiences and realia, and learning through TV, music, paper-based materials, radio and more formal contexts. Content not as important now as knowing where (or who) to connect to, to find it. Tools used to support lifelong learning. FROM http://www.cdtl.nus.edu.s g/technology-in- pedagogy/articles/Technol ogy-in-Pedagogy-6.pdf
  9. 9. Key: Personal = Capacities/Literacies = Skills Learning = Categories of Tools Evaluating Environment Dealing with Technology Resources Searching and viewing text audio and video Practicing Digital Literacy Avoiding Inappropriate Tagging Content Communicating Practicing Digital Organizing Note Respectfully Responsibility Content Taking Managing Using Multiple Technology Accounts Properly Collaborating Synthesizing and and Creating Socializing Reflecting Producing Debating Communicating Content Questioning Source: http://bit.ly/95fLAC
  10. 10. Don Tapscott
  11. 11. The Rise of the Age of Networked Intelligence Agrarian Age Industrial Age of Networked Age Intelligence Printing Press Internet Don Tapscott - Aspen Ideas Festival July 18, 2011 http://www.youtube.com/watch?v=hDIwIyft3fU
  12. 12. Why are networks so powerful? The value of a network increases by the square of each member who joins.
  13. 13. As a node in the network you can potentially connect with any other node and that action distributes your intelligence.
  14. 14. “There is no such thing as information overload. There is only filter failure.” - Clay Shirkey
  15. 15. Activity: Key: = Capacities/Literacies identify the = Skills areas you are Evaluating Searching = Categories of Tools Dealing with Resources and viewing familiar with. Technology text audio and video Practicing Digital Literacy Avoiding Inappropriate Tagging Content Communicating Practicing Digital Organizing Note Respectfully Responsibility Content Taking Managing Using Multiple Technology Accounts Properly Collaborating Synthesizing and and Creating Socializing Reflecting Producing Debating Communicating Content Questioning
  16. 16. Push Models Push models treat people as passive consumers whose needs can be anticipated and shaped by centralized decision-makers. from Pull Models Push to Pull Pull models are emerging as a response to growing uncertainty. Instead of dealing with uncertainty through tighter control, pull models do the opposite. Pull models help people to come together and innovate in response to unanticipated events, drawing upon a growing array of highly specialized and distributed resources. Rather than seeking to constrain the resources available to people, pull models strive to continually expand the choices available while at the same time helping people to find the resources that are most relevant to them -- John Seeley Brown & John Hagel The Power of Pull, 2011
  17. 17. An information dashboard utilizing widgets such as iGoogle, PageFlakes or Netvibes can aggregate many aspects of a PLE in a compact digital display.
  18. 18. ’What can you do?’ has been replaced with ‘What can you and your network connection do?’ Knowledge itself is moving from the individual to the individual and his contacts. --Jay Cross “Informal Learning”
  19. 19. -- Everyone needs to find their “Inner Librarian” in order to become efficient with information management. -- The library of the future will include the one you make yourself. Organizing Content Shift: Push to Pull
  20. 20. Synthesizing and Creating LINK to student project: https://sites.google.com/site/virtual museumoftheorigins/ GOAL: Students come to believe their contributions matter.
  21. 21. It’s Personal!
  22. 22. “It seems critical to ask whether new digital media are giving rise to new models – new “ethical minds” – with respect to identity, privacy, ownership and authorship, credibility and participation…” Practicing Digital Responsibility Reputation and Identity management
  23. 23. Example Mindmaps Everyone’s Learning Environment Is Different BIG LIST OF PLEs http://edtechpost.wikispaces.com/PLE+Diagrams
  24. 24. Personal Learning Environments Sustainable Learning Seattle Academy, Seattle, WA Kathleen Johnson, Librarian kjohnson@seattleacademy.org Vicki Butler, Director of Academic Technology vbutler@seattleacademy.org

Editor's Notes

  • Students need practice navigating complex information environments. They need practice creating spaces (using the appropriate mechanisms) to control the internet for their purposes.
  • As we have seen in the biological realm, complex systems are effectively pictured as ecologies.
  • PLEs can include workshops (such as this one), TV, paper, any physical artifacts, radio, and face-to-face conversations to name a few. Personal Learning Networks have become a popular way to present professional development.
  • 1. Is not tool-oriented/ Tools change 2. Focuses on capacities and skills and that encouragesgood pedagogy 3. Teachers need to create their own PLEs in order to understand the profound impact networks can have on the way that we learn.
  • It is not additive, it is exponential.
  • 1. Is not tool-oriented/ Tools change 2. Focuses on capacities and skills and that encouragesgood pedagogy 3. Teachers need to create their own PLEs in order to understand the profound impact networks can have on the way that we learn.
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