The document discusses personal learning environments (PLEs) and how they are shaped by Web 2.0 technologies and social software. PLEs allow learners to manage their own learning across different tools and contexts by organizing resources and connecting with other learners. The key aspects of PLEs are that they are learner-driven, personalized, and not confined to any single learning institution or technology. PLEs recognize that learning occurs both formally and informally through social interactions and sharing online. They challenge traditional education systems by giving more control over learning to individuals.

1. Learning spaces, learning webs.

2. External Services
Web 2.0
Self organised
Institutionally
managed
(Wheeler, 2009)
E-Portfolio
Aggreg
ator
Aggreg
ator
Social
Network
Social
Network
Personal Learning Environment Model
Blog
LMS
Personal
Learning
Environment

3. Functions of PLEs
Managing
information
Generating
content
Connecting
with others
(Wheeler, 2009)

4. Functions of PLEs
Managing
information
Generating
content
Connecting
with others
Communication
with others
(dialogue)
Sharing with
others
(exchange)
Recording and
sharing
achievement
(e-portfolio)

5. Functions of PLEs
Managing
information
Generating
content
Connecting
with others
Communication
with others
(dialogue)
Sharing with
others
(exchange)
Learning
Recording and
sharing
achievement
(e-portfolio)

6. Learners enjoy learning when it’s
engaging and fun!

7. Engaging and fun!
Serious games
Interactive narratives
Role play simulations
Massively Online Role Playing Games

8. anytime
personalised
anyplace

9. Learners will need new ‘literacies’
• Social networking
• Privacy maintenance
• Identity management
• Creating content
• Organising content
• Reusing and repurposing
• Filtering and selecting
• Self broadcasting
• (Wheeler, 2011)
http://www.mopocket.com/

10. Learners will need new ‘literacies’
• Social networking
• Privacy maintenance
• Identity management
• Creating content
• Organising content
• Reusing and repurposing
• Filtering and selecting
• Self broadcasting
http://www.mopocket.com/
The new web environments are
game changers. learners now
need new (digital) literacies

11. Personalised Learning?
SteveWheeler,UniversityofPlymouth,2011
http://www3.ntu.edu.sg

12. Personalized learning
• Personalized learning helps students to
understand their own style of learning and to
develop learning and teaching strategies that
fit the ability of an individual
• Helps learners to develop self-management
skills

13. http://www.flickr.com/photos/luc/
Personalised Learning?
SteveWheeler,UniversityofPlymouth,2011

14. Personalisation of learning means
ensuring that individual differences
are acknowledged
(Wheeler,2011)

15. Personal Learning Environments
Personal
Learning
Environment
Personal
Learning
Network
Personal
Web Tools
Source: http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html
PLEs are not only
personal web tools and
personal learning
networks. PLEs are
much wider than this,
taking in experiences
and realia, as well as
learning through TV,
music, paper based
materials, radio & more
formal contexts.Learning content is not
as important now as
where (or who) to
connect to, to find it.
PWTs are any web
tools, (usually Web 2.0)
chosen by learners to
support their lifelong
learning.
(Wheeler,2011)

16. Source: Maria Webster - http://www.ntdaily.com/
Intuitive handheld devices
(Wheeler,2011)
Natural gesture
interface
Connection to my
learning network

17. Connection
ccSteveWheeler,UniversityofPlymouth,2010
http://i.imwx.com
(Wheeler,2011)

18. Connection…
• Learners gain knowledge and new ideas from
each other
• Helps learners to develop self esteem
• Encourage diversity understanding
• Creates an environment of active, involved,
exploratory learning
• Addresses learning styles differences among
students

19. Online, En masse
http://steve-wheeler.blogspot.com
Communication
(Wheeler,2011)

20. Communication – online, En masse
• Helps the learners to share ideas
• Helps the learners to stay in touch with each
other

21. Collaboration
‘The wisdom of crowds’
Common interests and purpose

22. Collaborative Learning
• Learners develop higher level thinking skills
• Enhances student satisfaction with learning
experience
• Develop social interaction skills
• Increase student retention
• Stimulates critical thinking and helps students
clarify ideas through discussions and debates

23. http://www.eastone.co.uk/
The ‘Architecture of Participation’
(Wheeler,2011)
From ‘sticky’ to
participative
Web 2.0

24. Social Media Landscape
• Social media stimulates the interest of
learners to learn.
• Social media encourages learners to
participate in learning
• Social media recognizes the differences in
learning styles, and acknowledges them.
• Social media makes learning fun and
flexible

25. http://www.uksmallbusinesswebsites.co.uk
Social Media gives
everyone a voice in the
community
(Wheeler,2011)

26. Social Media use
>500 Million
>100 Million >50 Million
>125 Million
>14 million
articles
>4 Billion images
Source: http://econsultancy.com
2 Billion views/day
24 hours/minute
(Wheeler,2011)

27. Learning
2.0
Tools
Collaborating
Sharing
Voting
Networking
User
generated
content
Architecture of Participation
Tagging
(Wheeler,2011)

28. Blogging
http://www.volusion.com/
In the act
of writing...
...we are
written.
- Daniel Chandler
(Wheeler,2011)

29. (Wheeler,2011)
http://www.lifehack.org
Blogging on the
move to capture
images, sounds,
experiences
Moblogging

30. Microblogging
http://www.xenstudio.co.uk
Retweeting is
not repetition.
It is
amplification.
(Wheeler,2011)

31. Microblogging has
potential for the future
of learning -
http://www.flickr.com/photos/161/
- if we see it as a new
communication
Channel
- Ebner et al
(Wheeler,2011)

32. Media Sharing
http://flickr.com/photos/22409393@N03/4348233990
Video, audio and images ...
... all contribute to the
richness of the narrative.
(Wheeler,2011)

33. http://media1.break.com/
Collaborative tools
(Wheeler,2011)

34. Source: George Siemens www.connectivism.ca/
http://www.sciencedaily.com
Connectivism
We live in a techno-social world
Learning occurs inside and
outside of people – we store our
knowledge in computers and in
other people – George Siemens
(Wheeler,2010)

35. Since we cannot experience everything, other
people’s experiences, and hence other people,
become the surrogate for knowledge.
http://bradley.chattablogs.com
‘I store my knowledge in my friends’ is an
axiom for collecting knowledge through
collecting people. - Karen Stephenson
(Wheeler,2010)

36. http://socialenterpriseambassadors.org.uk
Learning to learn
Critical thinking
Collaboration
Creativity
Reflection
Evaluation
(Wheeler,2011)

37. Generating Content
Sharing Content Organising Content
Personal Web Tools
Communication
(Wheeler,2009)

38. Generating Content
Sharing Content Organising Content
Blog Mashup
Wiki
Tagging
Personal Web Tools
E-portfolio
(Wheeler,2009)

39. Personal Learning Environments - a
concept based on Web 2 .0 and social
software

40. We are at present undergoing a deep
and prolonged industrial revolution
based on digital technologies (Attwel,
2010)

41. The reform and reshaping of
social systems and institutions
has tended to lag behind in
periods of rapid technological
change (Attwel, 2010)

42. Profound innovations in technology tend
to be reflected in older paradigms
(Attwel,2010)

43. but the changing ways in which people
are using technologies to communicate
and to learn and the accompanying social
effect of such use (Attwel, 2010)

44. a refusal to engage in these issues risks
school becoming increasingly irrelevant to
the everyday lives of many young people
(Attwel, 2010)

45. and particularly
irrelevant to the ways
in which they
communicate and
share knowledge
(Attwel, 2010)

46. We have to review the industrial schooling
model including the organisation of
institutions and pedagogy and curriculum
(Attwel,2010)

47. It is not just young people who
use social software for learning
(Attwel, 2010)

48. Social software is
widely used in the
workplace for informal
learning (Attwel, 2010)

49. Most informal learning is learner
driven, problem based, or motivated
by interest (Attwel, 2010)

50. Google is the most used e-learning
application

51. most learning is unaccredited

52. people learn through legitimate
peripheral participation (Attwel, 2010)

53. PLEs are not another
substantiation of
educational technology but
a new approach to learning.
(Attwel, 2010)

54. A response to pedagogic approaches which require that
learner’s e-learning systems need to be under the control
of the learners themselves. (Attwel, 2010)

55. and recognize 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. (Attwel, 2010)

56. Learning is now seen
as multi episodic,
with individuals
spending occasional
periods of formal
education and
training throughout
their working life.
(Attwel, 2010)

57. 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 (Attwel,
2010).

58. the idea of a Personal Learning
Environment recognises that
learning is continuing and seeks to
provide tools to support that
learning (Attwel, 2010)

59. Using whatever tools and
devices which the learners
choose (Attwel, 2010)

60. It also recognises the role of the individual
in organising their own learning (Attwel,
2010)

61. PLEs can help in the
recognition of informal
learning (Attwel, 2010)

62. PLEs can develop on the
potential of services oriented
architectures for dispersed
and networked forms of
learning and knowledge
development (Attwel, 2010)

63. “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.”
(Attwel, 2010)

64. The promise of Personal
Learning Environments could
be to extend access to
educational technology to
everyone who wishes to
organise their own learning
(Attwel, 2010).

65. 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
(Attwel, 2010)

66. the PLE will challenge the
existing education systems and
institution (Attwel, 2010)

67. Policies to support the development
and implementation of PLEs
(Attwel, 2010)

68. recognize different forms and contexts
of learning (Attwel, 2010)

69. the development and adoption of new
pedagogies (Attwel, 2010)

70. the co-shaping of
technologies bringing
together techies and
teachers, enterprises and
institutions (Attwel, 2010)

71. References
Wheeler, S. (2009). Personal Learning Environment.
Retrieved March 14, 2013, from
http://www.slideshare.com.
Wheeler, S. (2011). Personal Learning Environment and
the future of learning web 2.0 and smart extended web.
Retrieved March 14, 2013, from
http://www.slideshare.com.
Duke, D. (2009). Learning Personal Environment and
Learning Network. Retrieved March 14, 2013, from
http://www.slideshare.com.

72. References
Downes, S. (2006). Personal Learning Environment.
Retrieved March 14, 2013, from
http://www.slideshare.com.
Koper, R. (2010). Personal Learning Environment.
Retrieved March 14, 2013, from
http://www.slideshare.com.

73. Thank you
Presented by
Skhumbuzo Dlamini
201130981