Personal learning environments
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Here is a short presentation I'm giving today at a colloquium for innovative teaching and learning practices.
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Personal learning environments
- 1. personal learning environments michael rowe department of physiotherapy university of the western
- 2. “it's a miracle that curiosity survives formal education” einstein
- 3. the internet is both spatial, and chronological gelernter (2010) http://bit.ly/bL4jMN
- 4. < rss > < xml >
- 8. “a new communication paradigm is being constructed through community interaction and participation, which enables the formation of loosely connected groups with relative ease” wesch (2009) http://bit.ly/8ZaA6g
- 9. aggregate
- 10. filter
- 11. remix
- 12. share
- 20. knowledge in the PLE dynamic personally constructed soft boundaries knowledge in the LMS organised around topics learning to do static symmetrical relationships authority-based personalised content hard boundaries access is open organised around classes learning about asymmetrical relationships homogeneous content access is gated
- 22. thank you
Editor's Notes
- Learning is as much about curiosity as it is about outcomes, content and assessment. PLEs are about structured exploration of ideas, that still allows for the serendipitous discovery of new things.
- Think about how the web is increasingly being seen as a stream of content. Think of Facebook, Twitter, Google+. In all of these services, the organising principle is time, not space. If you think of the internet as being organised by time, your perspective changes because it's no longer a place to go, the frame of reference changes. Now it can be a
- Table was compiled from a presentation recording that Stephen Downes gave to a group in Iceland recently, as well as a publication from graham attwell.
- Soft boundaries that are difficult to establish e.g. a course has a set number of participants and content, but a PLE doesn't → can lead to information overload (through aggregation) if filtering is inefficient