Posts Tagged ‘ple’
Call it a PLE if you like, to me it is connectivist learning. Other terms that i can identify with are Dave Cormier’s ‘Community as Curriculum‘ approach and Wendy Drexler’s elucidation of Networked learning in the ‘Networked student model‘ (video) .
I agree with Jenny Mackness blog post on Curation and Balance in that it is the process that is of most interest and relevance when trying to explain to staff and students the benefits of 21st century connectivist learning. I think however the terms PLE and PLN are with us to stay and so an appreciation of the differences between the terms is useful. From the various blog posts it would seem that the consensus is that a Personal Learning Environment (PLE) is more concerned with tools and technology and that Personal Learning Networks (PLN) are more concerned with connections to people. I agree with these distinctions and I like Vahid Masrour’s (PLE, i think i got it (for me, anyways) concise view of their respective functions.
Seems like there’s a big wave ‘o people talking about PLEs in some pretty major terms.
Stephen, for example, says this:
It’s just you, your community, and the web, an environment where you are the centre and where your teachers – if there are any – are your peers. It is, I believe, the future – and where, one day, the next generation of Blackboards and WebCTs and Moodles and Sakais will make their mark
Derek interviews Oleg Liber who provides a fascinating insight and should be a definite read / listen (although I *strongly* disagree about the efficacy of a desktop based environment, but that’s another story).
The PLE is a unique interface into the owners digital environment. It integrates their personal and professional interests (including their formal and informal learning), connecting these via a series of syndicated and distributed feeds…
Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments
Online learning environments (OLEs) are now critical to teaching and learning across Australian higher education. Their influence impacts on the availability of content, the design of courses and, perhaps most pedagogically significantly, the nature of communication. The discussion board is the ubiquitous communication tool within these OLEs and hence significantly shapes the kind of communication that takes place. In light of this, the degree to which a successful community of inquiry can be facilitated through the use of discussion boards is examined and compared to the possibilities afforded by weblogs in the same role. Weblogs, it is argued, offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.
Why do we need a PLE when we already have the Internet? The Internet is my PLE, ePortfolio, VLE what ever. Thanks to blogger, bloglines, flickr, delicious, wikispaces, ourmedia, creative commons, and what ever comes next in this new Internet age, I have a strong online ID and very extensive and personalised learning environment. Actually I think the PLE idea is better envisioned by the futurist concept known as the Evolving Personalised Information Construct (EPIC). I think we already have EPIC, so why do we need the PLE?
I’ve been trying to get my head around the viability of moving educational programming from institutionally centered Learning Management Systems (LMS) systems, or even institutionally owned and controlled educational social systems like Elgg or Barnraiser, to a distributed and likely syndicated set of tools often referred to as Personal Learning Environments (PLE). The recent postings by Leigh Blackall, response by Dave Cormier and the work of Paul Trafford and his RAMBLE project at Oxford got me thinking. James Farmer’s pioneering 2004 work applying our Community of inquiry to blogging and Michael Hotrum’s comments on that work are also incorporated in the ideas below.
We in educational technology are often accused of focusing too much attention on technology and tools rather than cognitive processes. I’ve struggled with this myself, most often because I enjoy assessing the learning potential of new technologies. John Seeley Brown might call this tinkering. I get a charge out of playing with the tools myself and presenting them to my students to see what happens. As a teacher, I’m all about what is practical in the classroom (even if I sometimes try to push the limits of innovation). My evolution from teacher to researcher has been a long journey. All those prior years of classroom experience influence my perspective. I “know” something works with students because I feel it in my gut. There is never time to sit back and observe what happens before moving on to the next challenge.
Focused research on student construction of personal learning environments has given me the opportunity to sit back and watch learning from a process perspective. What processes do students go through when constructing personal learning environments?
In April 2007, I started to explore personal learning environments (PLEs) and how people are using a combination of on and off-line tools to turbo-charge their own learning.
My first post on the topic continues to be the most popular post on this blog. In it, I shared a mindmap of my PLE that I’d created, along with an analysis of how I used the various tools. Since then, I’ve written a number of other posts exploring various facets of personal learning and how to implement PLEs on both an individual and an organizational level.