The document discusses mobile personal learning environments (PLMEs) and how they can support contextual learning in the workplace. PLMEs allow learners to set their own learning goals, manage content and the learning process, and communicate with others. They integrate learning and knowledge development into work processes by linking learning to real-world contexts and enabling collaborative knowledge construction. The goal is to move from expert-developed knowledge to knowledge negotiated by learners in real time through social learning processes supported by PLMEs.

1. Appropriating technologies for
contextual knowledge: Mobile Personal
Learning Environments
Graham Attwell - Crete 2009

2. the challenges

3. linking learning and
knowledge
maturing

4. the contextual nature of
knowledge in the workplace

5. integrating learning and
knowledge maturing in work
processes

6. Personal learning and organisational learning
personnel learning

7. moving from expert developed and
sanctioned knowledge to collaborative
forms of knowledge construction

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. 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. From quality
control to
evaluating
quality

11. From supervision to
peer support

18. 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

19. Access / search

20. Aggregate and scaffold

21. Manipulate

22. Analyse

23. Reflect

24. Present

25. Represent

26. Share

27. Social networks and people

28. Developing Ontologies, mash-ups,
interoperability and SOAs

29. Appropriation, Mupples and
Wombles

30. Engaging in the process of ‘appropriation’ helps users/learners
overcome the gap between the technologies, content and the
personal practice.

31. Supporting
contextual learning
and knowledge
maturing

32. 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

33. Thank you
for
watching
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