This is the Unkeynote Presentation by Graham Attwell, Alec Couros and friends at the #PLE2010 Conference in Barcelona on Personal Learning Environments
Personal Learning Environments - #PLE2010 Unkeynote Presentation
1. PLE2010 unKeynote Presenta2on
Alec Couros and Graham A;well and friends
Photo: Thomas Hawk ‐ h/p://www.flickr.com/photos/thomashawk/2442371176/sizes/l/in/
photostream/
2. QUESTION 1: With all of the available Web 2.0 tools, is there
a need for “educational technology”?
Photo Raymond Elferink
3.
4. Contributed by Mark McGuire
Photo by by thumeco
http://www.flickr.com/photos/waynethume/
154109994/
5. Question 2: What are the implications of PLEs/PLNs on
traditional modes/structures of education?
6. Contributed by Gemma Tur
PLEs may expand into traditional structures
http://www.flickr.com/photos/xip/13979681/sizes/o/in/photostream/
7. When we seek
and we create
PLE
personal
learning spaces,
our classrooms
can no longer
be defined
by their PLN
physical spaces.
10. Contributed by Gemma Tur
A healthy PLE is dynamic, diverse and interactive.
http://www.flickr.com/photos/labguest/3510995344/sizes/l/in/photostream/
11. What are the key
a/ributes of a
healthy PLE/PLN?
D E P TH
Both online & offline
Linked into mulTple
Background to this diagram – blog post 1 & blog post 2
networks
Draw from eclecTc
sources
Involve 2‐way
informaTon flow
Have people at their
heart
Contributed by Ian Guest
B R E A D T H
18. QUESTION 4: What pedagogies are inspired by PLEs (e.g., networked learning,
connected learning)? Give examples of where PLEs/PLNs have transformed practice.
20. Question 5: What are the implications of PLEs/PLNs beyond
bringing educational technology into the classroom, and
specifically toward workplace/professional learning?
21. Contributed by Gemma Tur
One implication of PLEs in education:
empowering students’ learning
/
http://www.flickr.com/photos/ldm/14296081
22. Another implication of PLEs in education:
Working students’ digital attitude
http://www.flickr.com/photos/unav/4100393732/sizes/m/in/photostream/
Contributed by Gemma Tur
23. Question 6: If PLEs/PLNs are becoming the norm, what does it mean for
teachers/trainers (or the extension: what does it mean for training teachers &
trainers)?
24. If PLEs are becoming the norm,
it means networking our students from the very beginning.
http://www.flickr.com/photos/mimiw/1878700854/sizes/z/in/photostream/
Contributed by Gemma Tur
26. The networked student may become the networked professional.
THE WAY IS LONG... BUT IT CANNOT BE DONE ALONE.
http://www.flickr.com/photos/baggis/4173304621/
Contributed by Gemma Tur
27. Question 7: As our networks continue to grow, what strategies
should we have in managing our contacts, our connections, and
our attention? Or, extension, how scalable are PLEs/PLNs?
28. Question 8: Can we start thinking beyond PLEs/PLNs as models? Are
we simply at a transitional stage? What will be the next, new model for
learning in society? (e.g., where are we headed?)
‘Learning Spaces’ concept from here: http://pairadimes.davidtruss.com/blogs-as-learning-spaces/
Related to ‘Thinning Walls” By Alec: http://educationaltechnology.ca/couros/1335
Response to #2. What are the implications of PLEs/PLNs on traditional modes/structures of education? (Related to #6 too)
This is one of my favourite characteristics of a healthy community, and it certainly applies to PLNs. Members of a PLN need to empathize with another person enough to actually be willing to contribute something to them. Forgiveness comes in when someone unintentionally offends someone else in the network – something that is all too easy to have happen. A healthy PLN will be willing to forgive and move on.
Hospitality is more than being nice to each other – although it certainly implies that. It includes taking care of someone else—inviting them into a part of your life and looking after them while they’re there. PLNs look after each other.