Personal Learning Environments
Ilona Buchem, Beuth University of Applied Sciences Berlin (Germany)Graham Attwell, Pontydysgu (UK)
Alpine Rendez-Vous 2013, Villard-de-Lans, Vercors, French Alps http://www.postkiwi.com/images/2009/5/dave-andrews-in-alps.jpg
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PLEs are proposed as a way of allowing learners
to take control of their own learning, regardless of the different contexts in which it takes place.
PLEs challenge existing power relations within education and training systems.
PLEs can foster diversity through boundary-crossing, responding to diverse needs,
building Personal Learning Networks.
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PLEs are a response to crisis(2005-2009)
Virtual Learning Environments (VLEs) walled gardens (closed)
institution-ownedmonolithiccommercialtop-down
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Scott Wilson: http://zope.cetis.ac.uk/members/scott/blogview?entry=20050125170206
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http://elearningstuff.net/2009/09/09/the-vle-is-dead-the-movie/
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https://sites.google.com/site/muppleworkshop/
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http://www.role-project.eu/
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Personal Learning Environments
http://www.slideshare.net/ibuchem/definitions-of-personal-learning-environment-ple-4029277
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http://edtechpost.wikispaces.com/PLE+Diagrams
What are PLEs?
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http://cmlampeh800.files.wordpress.com/2011/07/my-ple-17-july-20111.png
VLE as part of PLE
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http://nwinton.files.wordpress.com/2008/01/the-networked-teacher.png?w=530&h=496
PLE is more than technological tools
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http://thand.files.wordpress.com/2007/05/mind-map-3.jpg
PLE is about control
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http://landmark-project.com/workshops/personallearningnetwork.htm
PLE and PLN
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http://www.flickr.com/photos/gretchensfrage/3379888408/
PLE includes new learning tools and form
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Do-It-Yourself
Levi-Strauss: re-using available materials to solve new problems
Seymour Papert: Learning and solving problems by trying, testing, playing around
Sherry Turkle: alternative to conventional structured "planner" approach, creating without an exhaustive preliminary specification,
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http://journal.webscience.org/658/ http://plep.pbworks.com/
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What characterises PLE, i.e. what are the core categories and their
properties as addressed in literature?
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activity theory
source of an activity direct an activity
mediate an activity
situate an activitygovern an activity organise an activity
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social basis
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PLE attributes
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“Contradictions are historically accumulating structural tensions within and between activity systems. (...)
When an activity system adopts a new element from the outside, it often leads to an aggravated secondary contradiction
where some old element collides with the new one.
Such contradictions generate disturbance and conflicts, but also innovative attempts to change the activity”
(Engström 2001)
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Tensions between the systems
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Boundary crossing
The object of one activity system moves into the sphere of another, potentially generating between-
system contradiction.
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Possible tensions• emancipation vs. regulation
• private vs. public
• individual vs. collective
• members vs. non-members
• formal vs. informal
• expert vs. novice
• assessment vs. reflection
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Discussion• PLE movement towards greater learning autonomy requires
knowledge and capabilities which learners do not possess. This could disadvantage those already disadvantaged within the education system. What dispositions are necessary in the pursuit of equity?
• To what extent can openness, decentralisation, connectivity and permeability support diversity flourishing? What strategic and political actions may be necessary if the potential of personal learning environments is to be realised for everyone?
• To what extent can a learning environment remain 'personal' when learning depends on interactions with others, often in fluid, contested spaces?
• Are there any ways in which open, informal participation can amplify inequalities - between communities as well as between individuals?
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Ilona BuchemProfessor for Digital Media & Diversity
Beuth University BerllinDepartment I
Economic and Social Sciences@mediendidaktik
https://ibuchem.wordpress.com
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