Personal Learning Environments: Challenging the Dominant Design of Educational Systems - 3 views

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  #1 kyledillon on 04 Sep 17

   

  http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/247/229
  
  Summary: In this article, Scott Wilson (professor), Oleg Liber, Mark Johnson, Phil Beauvoir, Paul Sharples, and Colin Milligan of the University of Bolton, UK argue that the current design pattern education systems use for their personal learning environments does not support lifelong learning or personalization, is teacher-oriented more than learner-oriented, and therefore results in disconnecting learners from potentially effective global internet services. Instead of a model with asymmetric relationship to teachers over learners, the authors prescribe a model more symmetrical to both teachers and learners in that it includes online services for formal and informal learning and identifies strategies for implementation.

   

  <div class="cArrow"> </div><div class="cContentInner"><a href="http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/247/229" rel="nofollow" target="_blank">http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/247/229</a> <br /> <br /> Summary: In this article, Scott Wilson (professor), Oleg Liber, Mark Johnson, Phil Beauvoir, Paul Sharples, and Colin Milligan of the University of Bolton, UK argue that the current design pattern education systems use for their personal learning environments does not support lifelong learning or personalization, is teacher-oriented more than learner-oriented, and therefore results in disconnecting learners from potentially effective global internet services. Instead of a model with asymmetric relationship to teachers over learners, the authors prescribe a model more symmetrical to both teachers and learners in that it includes online services for formal and informal learning and identifies strategies for implementation.</div>

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