Group items tagged

"I think of PLEs as Operating Systems just like regular operating systems are for computer users. In fact, I call the PLE a LearnOS. Thinking of a PLE as a LearnOS helps me also get by the initial comprehension of what it can contain, such as tools, resources and connections, as also how it is deployed - PC, mobile and cloud. I can then move on to think about how learning will occur in this LearnOS by asking not only how the LearnOS can be organized to support my learning (feed aggregation, twitter tags and the like) in a given context, or how my LearnOS is connected to other LearnOS-es out there (PLNs), but also to thinking how my LearnOS can adapt to my learning contexts and my learning needs."

Achived session

"The Personal Learning Environment concept is relatively new and is often used interchangeably with Personal Learning Network. The earliest reference is attributed to George Siemens in his 2004 paper, Connectivism: A Learning Theory for the Digital Age. Downes and Attwell have also popularised the concept with Downes describing the PLE as "a tool that allows for a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources" (2006, p23). Semantically, a personal learning environment and a personal learning network differ, with a network referring to connections and the interaction between them, and an environment referring to a broader definition that includes more passive tools and settings. The network and its broader socially constructed environment are interdependent, constantly shaping each other and unable to be separated."

Clay Shirky does it again!

As [Kimberley] was drowning Wednesday in #PLENK2010 feeds, someone threw [her] a lifeline (Clay Shirkey -- "It's not information overload, it's filter failure") -- via Twitter. There are so many really well versed Meta-brainiacs in this course (and [she uses] the term with great reverence and affection) that it is very easy to feel like something is bad wrong with you if you cannot keep up with everything. ... How is it possible to make so many connection so quickly? How is everyone wrapping their heads around this stuff?"

One of the several thoughtful summaries of the Week 1 topic PLEs versus PLNS, The author summarises the PLE/PLN conversation as: # People being accountable in their own learning # People connecting and forming communities # People using online tools, as well as others # Personal knowledge and learning growing and expanding # A life-long portfolio of learning Apart from the need for on-line tools (I think we could and did have a PLE/PLN using traditional human contact and pre-web technology), I can largely accept these definitions.

An interesting post, summarizing a twitter conversion seeking a definition of PLN v PLE, that was the background to Alec Couros' definition of PLN on Page 124 of his paper (used as a Week 1 Reading): "personal learning networks are the sum of all the social capital and connections that result in the development and facilitation of a personal learning environment." (Couros, 2010)

For me this was an illuminating article which reinforced much of what I'd gleaned from readings and the need to look on conflict as a 'positive' which may open new perspectives. ----- New Technologies Can Keep You Connected and Help You Manage Information Overload. Learners become amplifiers as they engage in knowledge-building activities, connect what they learn, add value to existing knowledge and ideas, and re-issue them back into the network to be captured by others through their PLNs.

The early stages are when it's important to GRAB the learner before they get that "I'm alone" feeling.

the two billion teachers we can now connect to on the Web

"The following is a list of the feeds harvested as part of the PLENK2010 course. This list may also be obtained as an OPML File."

Captured and shared as a Diigo bookmark because I only found the link in Stephen Downes' blog and can't see it as a top-level link in PLENK2010 site.

"There has been lots of discussion this week about whether Personal Learning Environment (PLE) and/or Personal Learning Network (PLN) are the right terms to describe what this is all about and some recognition that this a semantics issue. According to Rita Kop PLE is a UK term and PLN an American term. Dave Cormier questions whether the term personal should be used at all. Stephen Downes points out that personal is an OK term if you think about [Personal Learning] Network as opposed to [Personal] Learning Network - and similarly for PLE. I like that - but for me, the words are not as important as the process - although I can see that the process needs nominalising for ease of reference. If I am going to think about introducing the idea of PLEs/PLNs to my colleagues or students then I will be talking about the process and the implications of this process for learning rather than what we should call it, i.e. why it might be preferable for students to learn in environments/spaces of their own choice rather than be confined to an institutions VLE/LMS."

From facilitator Dave Cormier -- "The concept of the Personal Learning Environment in all of its wondrous forms has been one that I've struggled with over the last four or five years that I've been familiar with it. I'm very excited to be taking part in the PLENK10 course in order to take the time to focus on these ideas and get a clearer sense of what I mean by the word. I would add, that I think this is one of the central values of an open course… it provides the opportunity to bring clarity to a subject in a field… even if we end up with different clarities"

"About four years ago, I wrote an article on Learning Ecology, Communities, and Networks. In many ways, it was the start for me of what has become a somewhat sustained dialogue on teaching, learning, knowledge change, connectivism, and so on. Connectivism represents the act of learning as a network formation process (at an external, conceptual, and neural level …and, as I've stated previously, finds it's epistemological basis in part on Stephen's work with connective knowledge). Others have tackled the changes of technology with a specific emphasis on networked learning - Leigh Blackall, for example). And some have explored network learning from a standards perspective (Rob Koper). While not always obvious, there is a significant amount of work occurring on the subject of networked learning. What used to be the side show activity of only a few edubloggers now has the attention of researchers, academics, and conferences worldwide. Networked learning is popping up in all sorts of conference and book chapter requests - it's largely the heart of what's currently called web 2.0, and I fully expect it [networked learning] will outlive the temporary buzz and hype of all thing 2.0."

A (relatively) early discussion of the role of educator as curator published by George Siemens back in August 2007. I wonder if his perspective has changed since?

An interesting post for all those that try to facilitate the adoption of ICTs, Web2.0 and the social media.

What types of skills are necessary for true collaboration. It's much more than personal agendas