personal learning environment
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This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
personal learning environment
- 2. PLEs promotes Self regulation Critical thinking Curious researcher Effective communicator http://ites.ncdpi.wikispaces.net/file/view/21Cen tury%20Teacher.jpg/344845038/560x662/21Ce ntury%20Teacher.jpg
- 3. Aim of PLEs To analyze the experience gained in using of Web 2.0 environment for competence development and for professional network organizing
- 4. PLEs building laid the foundations of some main ideas: (1)learning is an ongoing process and tools to support this learning are needed (2)the role of the individual in self- organizing learning is important (3)learning can take place in different contexts and situations and cannot be provided by a single learning provider. Attwell Graham
- 5. •Collaboration & Cooperation •The SocialWeb (Web 2.0) • SocialWeb tools • Personalised Learning • Formal & Informal Learning CONTENT
- 6. COMPETITION
- 9. MODEL FOR BUILDING PLEsRolesActivities Startpage environment Tools/Services Processes Searcher Assemblator Learner Research er Innovato rof data, information, kn owledge of subject matter, technologies, ho w to learn Create Share Commu- nicate Connect RSS feeds, links Search engines Blogs, wikis Feel and look Social book- marking Images/ AV Chat/AV conference Email , foru m Facebook/ Twitter/ Ning To-do list, notes, co mments calendar Design learning strategy Plan activitie s Perform activitie s Docume nt results, analyze Share results, evaluate Choose technology/ application Arrange environmen t Extend/mo dify environmen t Share environmen t/ collaborate Search Gather Agg re- gate Productivity improvement Customi- zation Comp o- nents, panels , tabs, widge ts widgets Goals,needs, interests, motivation, problems
- 10. COLLABORATION
- 11. How do we get people to collaborate?
- 12. The Social Web (Web 2.0)
- 13. Web 2.0 applications called “start pages” are designed to provide a personalized place on the internet where users can mashup data, information and knowledge available anywhere, anytime, including mobile login. Wikipedia
- 14. “Web 2.0 is the architecture of participation” – Eugene Barsky TheWeb will be understood not as screenfulls of text and graphics but as a transport mechanism, the ether through which interactivity happens” – Darcy DeNucci (1999
- 15. Nobody really knows what it means...IfWeb 2.0 for you is blogs and wikis, then that is people to people. But that was what theWeb was supposed to be all along” – Sir Tim Berners-Lee “Web 2.0 is all about harnessing collective intelligence” –Tim O’Reilly (2009)
- 34. What is a Personal Learning Environment?
- 35. Personalisation of learning means ensuring that individual differences are acknowledged
- 36. The way networks learn is the way people learn…
- 37. PLEs are not another substantiation of educational technology but a new approach to learning
- 38. A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves
- 39. and recognize the needs of life- long learners for a system that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions
- 40. PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider
- 41. PLE the idea of a Personal Learning Environment recognises that learning is continuing and seeks to provide tools to support that learning
- 42. Using whatever tools and devices which the learners choose
- 43. It also recognizes the role of the individual in organizing their own learning
- 44. • Add tools/services • Connect to data, information, knowledge • Create artifacts Personal Learning Environment • Connect to peers, educators, family and friends • Share thoughts, ideas, resources, art ifacts Personal Learning Network • Connect to professionals and experts via professional organizations and networks • Collaborate • Contribute Professional Learning Network Development of Professional Learning Network
- 47. PLEs can help in the recognition of informal learning
- 48. The ‘pedagogy’ behind the PLE – if it could be still called that – is that it offers a portal to the world, through which learners can explore and create, according to their own interests and directions, interacting at all times with their friends and community
- 49. THE PLE the PLE will challenge the existing education systems and institution
- 50. New forms of learning are based on trying things and action, rather than on more abstract knowledge
- 51. recognise different forms and contexts of learning
- 52. the development and adoption of new pedagogies
- 53. the co-shaping of technologies bringing together techies and teachers, enterprises and institutions
- 55. Bibliography Alsagoff, z. a. (2008). empowering personal learning environment. international medical university of malasia (pp. 1-66). malasia: international medical university. Attwell, g. (2013). personal learning environment., (pp. 1-60). Bulgaria, s. (2009). from personal learning environment building to professional learning network forming. 5th international scientific conference (pp. 1-39). bucharest: eLearning and software for education. Downs, s. (2007). the futre of online learning and personal learning environments. university press (pp. 1-24). university press. Wheeler, s. (2010). collaborative & cooperative learning:the how and why. learning and skills group conference (pp. 1-50). london: university of plymouth. Wheeler, s. (2011). the future of learning.web 2.0 and smart extended web. (pp. 1-56). germany: university of plymouth.