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The present and future of Personal Learning Environments (PLE) - 9 comments This post is recast from an assignment I completed about four months ago in a Masters Degree course entitled Innovative Practice and Emerging ICT, in which I investigated what PLEs are meant to be and where they might be going. It was originally part of a class wiki. Contents 1. Introduction 2. Towards a Definition 3. Driving Forces 4. Developments to Date 5. Barriers 6. Future Potential 7. References 8. Web Links Introduction A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.

"PLE/PLN and learning theories" by Terry Mayes & Sara de Freitas. one o the week readings.

"A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks. "

george siemens blog on connectivism, social and networked learning

Another curated collection of Free Learning Tools that you can use to build your own PLE or recommend to students building theirs. From Zaid Ali Alsagoff, @zaidlearn.

If you visit this site you'll see on the home page the famous Web2.0 tools image that has become a cliche in e-Learning presentations. Nonetheless, this comprehensive collection of free to use tools, curated by Paul, is a useful resource for people wishing to build a PLE or inform students what tools they might want to use in their own PLEs. Thanks to PLENK2010 link gopher @pgsimoes for tweeting this. It was new to me, but looking at the likes page not new to my colleagues at Swansea!

Some really high quality reflection/summarization/curation coming out of the Week 5 topic on Assessment in a PLE/N. This is one example.

Graham Attwell This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. (2007)