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Lessons learned through PLENK 2010

"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.

"It's Not Information Overload. It's Filter Failure." Clay Shirky speaking and Web2.0 Expo in 2008 between "Here comes everybody" and "Cognitive surplus". There was an interesting, somewhat negative, reaction from George Siemens when this video was mentioned in the Friday discussion ... Shared with PLENK2010 by Kimberly in the "Adventurous Learning" blog (http://learningpirate.blogspot.com)

I think this video was selected by Kimberly because the title chimed with the problems of coping with the amount of information that is being generated by the PLENK2010 MOOC. But it contains other interesting messages as well. For example the issue of privacy in social networks and issues around group work in social networks and the problems that may have for educational institutions.

SlideShare presentation with audio by #PLENK2010 facilitator Rita Kop. One of the readings for week 1 - although this is actually a "listening"

I had trouble getting this to load ... perhaps all 1000 PLENK2010 participants were trying to watch at the same time!

Steve LeBlanc describes what i'ts like to be part of the PLENK2010 MOOC and suggests a method of engaging with it. Nicely summarizes the thoughts that are probably already forming in peoples' heads even if they haven't been able to formalize them so well.

Iluminadora discusión sobre el rol de los curators en un curso. Gracias a Emapey!

A counter argument to the "Advantages of an LMS" from Anderson (2006) from the Collaborative Understandings blog. In the interests of balance I should state that the author doesn't comment of Anderson's "Advantages of a PLE".

a course i'd like to take... but not at the same time as #plenk2010 (time limitations, you see)

Clear differentiation between PLN and PLE. Me like.

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?"

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!

A discussion forum instigated by Scott Wilson, co-author of one of the Week 1 readings, and arguably (so far as I can tell from what I've read in the context of the PLENK2010 MOOC) the inventor of the term PLE. A good place to go for extra background and other readings related to "Personal Learning Environments: Challenging the dominant design of educational systems" (Wlison, et al, 2007)

"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."

@mhawksey takes my custom search engine (CSE) and gives it Google instant magic. An example of the power of the network effect.

A contribution to PLENK2010 from Alan Levine's CogDogBlog in which Alan wonders if his experience in using the informal setting of the Flickr 366 photographs group and Daily shoot has helped him learn to be a better photographer. Presents a review of an article from Hacker Monthly which introduces the notion of an "eigencourse": I'll need to seek that out!

I left the following comment on Alan's post -- "According to Google The prefix eigen is the German word for innate, distinct, self (en.wikipedia.org/wiki/Eigen). In this context, the latter meaning might be most appropriate: an eigencourse is the presumably a "self course" or possibly an autodidactic course. It could also mean a self-tailored course as well I suppose." I know eigen from the linear matrix algebra concepts of eigenvectors and eigenvalues where the prefix means "distinct" or "characteristic@".

Post of the week! Posted by Keith Hamon and shared by Dave Cormier via Twitter and picked up serendipitously via a Feedly suggestion of good sources for PLENK2010 in Swansea on a Sunday. A neat critique of what the word "personal" in PLE should mean. I wish that I could write like this!

"George Siemens, with Athabasca's Technology Enhanced Knowledge Research Institute, is best known for his development of the pedagogical model of networked learning known as Connectivism. He and Steven Downes have pioneered the development of massive open courses, in which many hundreds of students study and learn in open and networked contexts." - It's all about MOOCs like PLENK2010

"Greenfield is concerned however, that if people do not have access to a robust conceptual framework developed over time with the help of knowledgeable others, they might have problems constructing knowledge (Greenfield, 2004)."

Rita is a #plenk2010 course facilitator

Rita Kop's blog