Learning is as much about curiosity as it is about outcomes, content and assessment. PLEs are about structured exploration of ideas, that still allows for the serendipitous discovery of new things.
Think about how the web is increasingly being seen as a stream of content. Think of Facebook, Twitter, Google+. In all of these services, the organising principle is time, not space. If you think of the internet as being organised by time, your perspective changes because it's no longer a place to go, the frame of reference changes. Now it can be a
Table was compiled from a presentation recording that Stephen Downes gave to a group in Iceland recently, as well as a publication from graham attwell.
Soft boundaries that are difficult to establish e.g. a course has a set number of participants and content, but a PLE doesn't → can lead to information overload (through aggregation) if filtering is inefficient
Personal learning environments
personal learning environments michael rowe department of physiotherapy university of the western
“its a miracle that curiositysurvives formal education” einstein
the internet is both spatial,and chronological gelernter (2010) http://bit.ly/bL4jMN
“a new communication paradigm isbeing constructed through communityinteraction and participation, whichenables the formation of looselyconnected groups with relative ease” wesch (2009) http://bit.ly/8ZaA6g
knowledge in the PLEdynamicpersonally constructedsoft boundaries knowledge in the LMSorganised around topicslearning to do staticsymmetrical relationships authority-basedpersonalised content hard boundariesaccess is open organised around classes learning about asymmetrical relationships homogeneous content access is gated