Personal Learning Environments: Challenging the dominant design of educational systems - 1 views
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Personal Learning Environments PLE Adult Learning personal environments learning
shared by Jackie Doherty on 26 May 11
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To support effective organization of information, mechanisms of flexible tagging should be combined with list creation and sharing facilities
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Smart groups are used extensively in products such as iTunes [21] and enables organisation to structure itself based on simple user-provided rules
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more value can be obtained by the user when the information of services is combined to enable sorting, filtering and searching
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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
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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
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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
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ilter the context to reduce the amount of visible users and resources based on the declared interest of the user.
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it remains unclear what mechanisms can underpin the coordination of collective actions by groups and teams within a PLE.
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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
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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
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TenCompetenc
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So how will the PLE and the VLE design co-exist
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whereby VLE products start to open their services for use within the PLE.
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LE are incorporated into the VLE, yet along the way robbing them of some of their transformative power.
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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
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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
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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
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