Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Presentation on Lifelong Competence Development and Personal Learning Environments. The audio for the presentation can be found on the Bazaar project web site - www.bazaar.org - on the blog page.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Presentation on Lifelong Competence Development and Personal Learning Environments. The audio for the presentation can be found on the Bazaar project web site - www.bazaar.org - on the blog page.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Selwyn, n. (2010). web 2.0 and the school of the future, today. inspired by ...agus darwanto
This is an excerpt of a Chapter in the the book by Selwyn, N. (2010). Web 2.0 and the school of the future, today. Inspired by technology, driven by pedagogy (pp. 23-‐38). Paris: OECD Publishing. I hope this work provides you with some information or insights regarding how tech kicks in the teaching and learning living rooms as reported by Selwyn..
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
User perspectives on open, social network-based (language) learning and teachingWeb2Learn
Invited talk at the symposium "The Future of Learning: Critical Perspectives on Higher Education in the Digital Age". University of Central Lancashire, June 22, 2016. Symposium organized by Prof. Michael Thomas.
Selwyn, n. (2010). web 2.0 and the school of the future, today. inspired by ...agus darwanto
This is an excerpt of a Chapter in the the book by Selwyn, N. (2010). Web 2.0 and the school of the future, today. Inspired by technology, driven by pedagogy (pp. 23-‐38). Paris: OECD Publishing. I hope this work provides you with some information or insights regarding how tech kicks in the teaching and learning living rooms as reported by Selwyn..
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
User perspectives on open, social network-based (language) learning and teachingWeb2Learn
Invited talk at the symposium "The Future of Learning: Critical Perspectives on Higher Education in the Digital Age". University of Central Lancashire, June 22, 2016. Symposium organized by Prof. Michael Thomas.
Presentation at the ICT Call 3 Information Day
Intelligent Content and Semantics, Digital Libraries and Technology-enhanced Learning meeting in London in January 2008.
The presentation starts out by looking at the profound effect of the present industrial revolution on all aspects of society including how we live, how we produce things, how we learning and how we develop and share knowledge. It goes on to examine how learning and knowledge development takes place in Small and Medium Enterprises through processes of social networking and in communities of practice.
The following section looks at different forms of learning and the move from knowledge transmission models to models of networked learning based on connectivism.
The final section of the presentation considers the implications for education and training systems and providers. It proposes a move towards personal learning environments (PLEs).
Presentación que utilizó Graham Attell, Researcher working for Pontydysgu in Pontypridd , para impartir su videoconferencia del 30 de junio en el Congreso E-DUCA 2011: PLE, celebrado en el CITA del 30 de junio al 2 de julio.
Not long ago, we participated in EDUCAUSE 2009 in Denver. Because we were delivering a presentation on instructional uses of Twitter, 1 our ears and eyes were wide open for other presentations mentioning social networking in general and Twitter specifically. And did we get an ear and eye-full! It seemed like everyone was talking about Twitter — mostly positively, with a few pointed criticisms of the perceived obsession people have with the tool.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
25. Knowing is .... located in
relations among practitioners,
their practice, the artefacts of
that practice, and the social
organization…of communities
of practice
Lave and Wenger, 1991
26. Lurking is a means of becoming
integrated in distributed
communities of practice
28. We have ignored the vast potential of freely
available ‘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 a
rhetoric of lifelong learning, there is little sign
that education systems have sufficiently
changed to facilitate such a movement.
34. PLEs are not another
substantiation of educational
technology but a new
approach to learning
35. A response to pedagogic approaches which require
that 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 system
that 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 in
different contexts and situations
and will not be provided by a
single learning provider
39. the idea of a Personal Learning
Environment recognises that
learning is continuing and seeks to
provide tools to support that
learning
41. It also recognises the role of the individual in
organising their own learning
42. PLEs can help in the
recognition of informal
learning
43. PLEs can develop on the
potential of services oriented
architectures 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 a
distributed 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 Personal
Learning Environments could
be to extend access to
educational technology to
everyone who wishes to
organise their own learning.
46. The ‘pedagogy’ behind the PLE – if
it could be still called that – is that
it offers a portal to the world,
through which learners can
explore and create, according to
their own interests and directions,
interacting at all times with their
friends and community
47. the PLE will challenge the existing
education systems and institution
48. New forms of
learning are based
on trying things and
action, rather than
on more abstract
knowledge.