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Carmen Tschofen

Achieving the impossible - 0 views

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    Could teachers and lecturers instead supply these personally relevant and meaningful learning experiences? Diana Laurillard, in her inaugural professorial lecture at the Institute of Education, points to the impossibility of teachers on their own supplying a personalised learning experience.[1] Indeed, the impossibility of supplying learners with personalised learning experiences is, in general, a self-evident truth to those of us who work in the education sector. The only course that remains, then, is for learners to construct these learning experiences for themselves. In fact, self-directed learning is the only economically feasible means of providing a personalised and meaningful learning experience on any kind of massified scale. Whatever the brouhaha about what a PLE is, the thing that underpins and unifies the PLE movement is that it is about learners doing it for themselves; learners taking control of, directing and managing their own learning. A PLE provides the infrastructure for that kind of learning. Of course, infrastructure is only part of the solution; the other part is achieving the pedagogic revolution. This relies on students unlearning their current learning practices and adopting new practices in a guided and supported fashion.
paul lowe

eLearning & Deliberative Moments: The present and future of Personal Learning Environme... - 2 views

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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.
paul lowe

5 C's of Building a PLE? | E-flections - 6 views

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    "A UAL graduate should be digitally mature learner, equipped with the critical faculties to create their own Personal Learning Environment (PLE) that will assist them to take advantage of the affordances of technology in their professional, personal and creative lives after UAL. The best way to develop this is through a culture of collaborative inquiry that explores the potential of digital scholarship through a range of authentic situated learning experiences that are relevant to the individuals' area of practice. They should be able to engage in 5 core competencies of curation, critique, creation, collaboration, and communication"
Vahid Masrour

Learning theories and technology | Heli on Connectivism - 0 views

    • Vahid Masrour
       
      interpretative practices and communities... what are the implications for education? Which skills foster those practices?
  • objects of activity
Heinz Krettek

5 points about PLEs PLNs for PLENK10 @ Dave's Educational Blog - 0 views

  • POINT 1. The PLE differs from the general usage of the LMS in that it is not course focused, but rather focuses on the learning the student is doing over the length of their learning journey. By extension it tends to allow for the student to control the way their own work is organized.
    • Niklas Karlsson
       
      Is it not possible to workwith the concept PLE, PLN inside trad. school system?  Is it possible to help the students to create a PLE even if they are focused on courses?
    • Terry Elliott
       
      Maybe a 'portfolio' is a proto-PLE?
    • Heinz Krettek
       
      Does proto-PLE mean that a portfolio is a part of PLE or a preliminary stage? 
  • My problem lies in the double trouble that exists around ‘telling’ someone that this is going to be their personal space, and the other is around the idea that TIME is very short in most courses, too short, really, to create a ‘network’
  • How do we know that any learning happened? How can we possibly organize all the work that students are doing so that they can find each other’s work and so that I, as an instructor, can review all their work? These (and many more) are some of the difficult practical issues around the PLE PLN in the classroom. In the course I linked to in the last section, I put the onus on the students to copy/paste a link to each of their blog posts, to important comments they had made structuring other people’s work (one of our students or not) and important connections that they had made between the information/knowledge we were covering and their experience during the course.
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  • PLEs are (to me at least) the ecologies within which PLNs operate
  • POINT 3 PLEs need not be supported by educational institutions
    • Heinz Krettek
       
      Why do students don't use a ple without assessment pressure?
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    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"
Susan OGrady

Accidental Pedagogy - 3 views

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    Glenda Morgan's 'Research and practice in academic technology in higher education' - Of particupar interest is the link to an article by Jaime McKenzie in From Now On that critiques Marc Prensky and his concept of digital nativism
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