personal learning environments
Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them
This article was published at First Monday, Volume 17 Number 1 (27 December 2011) and authored by Rajagopal, Kamakshi, Joosten-ten Brinke, Desirée, Van Bruggen, Jan, AND Sloep, Peter.
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi–structured interviews and a survey.
Horizon Report: 2011 K-12 Edition
The NMC Horizon Project identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe.
Workshop on Awareness and Reflection in Personal Learning Environments at the PLE 2011 Conference
The workshop is intended to discuss and build an interdisciplinary understanding for the role of awareness and reflection in Personal Learning Environments. While different researchers have stressed the importance of awareness and reflection support in PLEs there is no agreed set of such functionalities in existence yet. Also we lack a structured overview of awareness ans reflections issues that learners are facing in their daily learning activities. As both researchers and developers interested in the PLE domain seem to be in need of such information in order to best tailor their R&D activities this workshop aims at collecting requirements and open issues in the domain.
Topics:
Requirements on awareness and reflection support in PLEs
Awareness and reflection widgets (implementations, visions)
Awareness and reflection Mash-Ups
Awareness and reflection scenarios for formal or informal learning
Awareness and reflection support for researchers
Theory on awareness and reflection
Methods researching awareness and reflection
ARPLE11 - Awareness and Reflection in Personal Learning Environments
The workshop aims to attract participants from educational science, psychology, social science, computer science, and design to challenge the understanding of the research fields of awareness and reflection in Personal Learning Environments. We also aim to attract developers from academia and economy that implement personalizable learning environments. The workshop might attract researchers from the projects ROLE, MATURE, MIRROR, ImREAL, LTfLLL, STELLAR.
En ekspertundersøgelse af barrierer og katalysatorer i åbne uddannelsespraksisser
Personlige indlæringsmiljøer – e-learnings fremtid?
Afhandlingen starter med at kigge på undervisningens forandrede ansigt og går videre til at overveje forskellige måder hvorpå den såkaldte ”netgenerationen” bruger teknologien til indlæring.
Den går videre til at overveje det pres der er for ændringer indenfor de nuværende undervisningssystemer. Ideen bag det personlige indlæringsmiljø anerkender, at indlæring er vedvarende og søger at give redskaber til at støtte denne indlæring. Det personlige indlæringsmiljø anerkender også individets rolle i organiseringen af hans eller hendes egen indlæring. Desuden baseres presset for et personligt indlæringsmiljø på ideen om, at indlæring vil ske i forskellige sammenhæng og situationer, og den vil ikke kun blive stillet til rådighed fra én indlæringsleverandør. Forbundet med dette er en stigende anerkendelse af vigtigheden af uformel indlæring.
Afhandlingen omhandler også den skiftende teknologi, specielt tilsynekomsten af den allesteds nærværende computer og udviklingen af socialt software.
Afhandlingen tror på, at vi er begyndt at erkende, at vi ikke bare kan reproducere tidligere former for indlæring, klasseværelset eller universitetet, i form af software. I stedet skal vi se på nye indlæringsmuligheder, som vi bydes via teknologier, som opstår.
Socialt software tilbyder muligheden for at gøre afstanden mellem fabrikanter og forbrugere mindre. Forbrugerne selv bliver fabrikanter ved at skabe og dele. Én implikation er potentialet for en ny økologi af “åbent” indhold, bøger, undervisningsmaterialer og multimedier, ved at eleverne selv bliver fabrikanter af undervisningsmaterialer.
Socialt software har allerede ført til en vidtrækkende indførelse af porteføljer for elever, som bringer indlæring fra forskellige sammenhæng og indlæringskilder sammen, og som giver en vedvarende livslang indlæring, som kan udtrykkes på forskellige måder.
Afhandlingen overvejer hvordan personlige indlæringsmiljøer eventuelt kan udvikles via sammenlægningen af forskellige servicer.
Den sidste del af afhandlingen giver eksempler på praktikker som viser, hvordan personlige indlæringsmiljøer eventuelt kan anvendes i fremtiden.