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PLE puts the individual learner at the center, connecting him or her to both information and to communities to: "... provide personal spaces, which belong to and are controlled by the user, [and also provide] a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation" <ref>[http://mohamedaminechatti.blogspot.com/2007/01/personal-environments-loosely-joined.html Cahtti, A, "Personal Environments Loosely Joined", Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning blog, 2 Jan 2007, inspected on 10 Oct 2010]</ref> Using the term "Social Learning 2.0," Anderson and Dron reinforce this emphasis on community, conceptualizing it in terms of "groups," "networks" and "collectives" (2007)<ref>[http://terrya.edublogs.org/2007/04/30/on-groups-networks-and-collectives/ Anderson, T, "On Groups, Networks and Collectives", Virtual Canuck Blog, April 30, 2007, inspected on October 10, 2010</ref> and thereby achieve learning goals.
PLE puts the individual learner at the center, connecting him or her to both information and to communities to: "... provide personal spaces, which belong to and are controlled by the user, [and also provide] a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation" <ref>[http://mohamedaminechatti.blogspot.com/2007/01/personal-environments-loosely-joined.html Cahtti, A, "Personal Environments Loosely Joined", Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning blog, 2 Jan 2007, inspected on 10 Oct 2010]</ref> Using the term "Social Learning 2.0," Anderson and Dron reinforce this emphasis on community, conceptualizing it in terms of "groups," "networks" and "collectives" (2007)<ref>[http://terrya.edublogs.org/2007/04/30/on-groups-networks-and-collectives/ Anderson, T, "On Groups, Networks and Collectives", Virtual Canuck Blog, April 30, 2007, inspected on October 10, 2010</ref> and thereby achieve learning goals.

The concept of the PLEs has been taken up and developed further on within the European collaborative project [[Responsive Open Learning Environments (ROLE)|ROLE (Responsive Open Learning Environments)]].
ROLE is exploring the psycho-pedagogical <ref>more about in: Fruhmann, K; Nussbaumer, A; Albert D. (2010): [http://css.uni-graz.at/staff/nussbaumer/pubfiles/ELBA2010-SRLFramework.pdf A Psycho-Pedagogical Framework for Self-Regulated Learning in a Responsive Open Learning Environment]. In Proceedings of the International Conference eLearning Baltics Science (eLBa Science 2010), 1–2 July 2010, Rostock, Germany.</ref> as well as the technical challenges <ref>more about in: Nussbaumer,A; Albert,D; Kirschermann, U (2010). [http://www.psut.edu.jo/sites/EDUCON/program/contribution1221_b.pdf Technology-mediated Support for Self-regulated Learning in Open Responsive Learning Environments]. Proceedings of the EDUCON Conference 2011. Jordan, 2011.</ref> presented by a PLE solution and is charged with overcoming them. The underpinning ethos of ROLE is openness and responsiveness.
ROLE supports openness by designing an open source system based on Web 2.0 technology. Users are free to access, join, develop and extend the system. This system is interoperable across software systems and technology. Responsiveness to learners’ needs is ensured , quick and individual (e.g. answer, recommendation, individually-adapted content, elements or tools) and relates to the learner’s individual needs, preferences and wishes.


== See Also ==
== See Also ==
* [[History of personal learning environments|History of Personal Learning Environments]]
* [[History of personal learning environments|History of Personal Learning Environments]]

Revision as of 08:30, 13 September 2011

Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning[1]. This includes providing support for learners to:

  • set their own learning goals
  • manage their learning, both content and process
  • communicate with others in the process of learning

Technically, the PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc.— around the independent learner. Using the term "e-learning 2.0," Stephen Downes describes the PLE as: "... one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system"[2].

PLE puts the individual learner at the center, connecting him or her to both information and to communities to: "... provide personal spaces, which belong to and are controlled by the user, [and also provide] a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation" [3] Using the term "Social Learning 2.0," Anderson and Dron reinforce this emphasis on community, conceptualizing it in terms of "groups," "networks" and "collectives" (2007)[4] and thereby achieve learning goals.

The concept of the PLEs has been taken up and developed further on within the European collaborative project ROLE (Responsive Open Learning Environments). ROLE is exploring the psycho-pedagogical [5] as well as the technical challenges [6] presented by a PLE solution and is charged with overcoming them. The underpinning ethos of ROLE is openness and responsiveness. ROLE supports openness by designing an open source system based on Web 2.0 technology. Users are free to access, join, develop and extend the system. This system is interoperable across software systems and technology. Responsiveness to learners’ needs is ensured , quick and individual (e.g. answer, recommendation, individually-adapted content, elements or tools) and relates to the learner’s individual needs, preferences and wishes.


See Also

Notes

  1. ^ Van Harmelen, H., "Design trajectories: four experiments in PLE implementation", Interactive Learning Environments, 1744-5191, Volume 16, Issue 1, 2008, Pages 35 – 46
  2. ^ Downes, S. "E-learning 2.0", National Research Council of Canada, October 17, 2005.
  3. ^ Cahtti, A, "Personal Environments Loosely Joined", Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning blog, 2 Jan 2007, inspected on 10 Oct 2010
  4. ^ [http://terrya.edublogs.org/2007/04/30/on-groups-networks-and-collectives/ Anderson, T, "On Groups, Networks and Collectives", Virtual Canuck Blog, April 30, 2007, inspected on October 10, 2010
  5. ^ more about in: Fruhmann, K; Nussbaumer, A; Albert D. (2010): A Psycho-Pedagogical Framework for Self-Regulated Learning in a Responsive Open Learning Environment. In Proceedings of the International Conference eLearning Baltics Science (eLBa Science 2010), 1–2 July 2010, Rostock, Germany.
  6. ^ more about in: Nussbaumer,A; Albert,D; Kirschermann, U (2010). Technology-mediated Support for Self-regulated Learning in Open Responsive Learning Environments. Proceedings of the EDUCON Conference 2011. Jordan, 2011.

References

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