ather than relying on services to offer a very detailed set of metadata using a
common profile, systems will instead need to offer greater capability for managing
either heterogeneous information or operate on a very limited set of information
which can be commonly assumed, such as titles, summaries, and tag
While the contexts of formal education systems can be characterized as having
bounded variety (e.g., a course typically has around 20-2000 members) and
possessing rigid boundaries, general social systems used in informal learning can
possess more diverse levels of variety
Connecting with very large contexts using a PLE poses both a technical and a
usability challenge, as it will not be possible to absorb all the information within the
context into an environment to be operated upon locally, nor is it feasible to present
users with flat representations of contexts when they contain thousands of resources
ilter the context to reduce the amount of visible
users and resources based on the declared interest of the user.
it remains unclear what mechanisms can underpin the
coordination of collective actions by groups and teams within a PLE.
the PLE is not
a single piece of software, but instead the collection of tools used by a user to meet
their needs as part of their personal working and learning routine
the
characteristics of the PLE design may be achieved using a combination of existing
devices (laptops, mobile phones, portable media devices), applications (newsreaders,
instant messaging clients, browsers, calendars) and services (social bookmark
services, weblogs, wikis) within what may be thought of as the practice of personal
learning using technology
TenCompetenc
So how will the PLE and the VLE design co-exist
whereby VLE products start to open their services for
use within the PLE.
LE are incorporated into the VLE, yet along the way robbing
them of some of their transformative power.
The VLE is by no means dead, and those with investments in this technology will
attempt to co-opt new developments into the design in order to prolong its usefulness
PLE model will develop in sophistication, making the VLE a
less attractive option, particularly as we move into a world of lifelong, lifewide,
informal and work-based learnin
Within the field of education technology, the focus in recent years has been on the
improvement of the technology of the virtual learning environment (VLE, also known
as a Learning Management System, or LMS) with software and techniques that do not
fit the general pattern of capabilities of a VLE being largely marginalized