PLEs - 2005
From JITT
This page and other PLE pages in this wiki (reach them from Personal Learning Environments) have been constructed and are maintained by Mark van Harmelen. Feedback and suggestions for additions are most welcome. Contact Mark as mark -a-t- cs . man . ac . uk
Michael Feldstein, Lean Clients, Plump Clients, and Chubby Clients for Learning Management Systems, http://mfeldstein.com/index.php/weblog/permalink/lean_clients_plump_clients_and_chubby_clients_for_learning_management_syste/ 2 January 2005
Probably could have included fat clients in this tpography.
Scott Wilson, Future VLE - The Visual Version, http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206 25 January 2005
Discusses the scheme in the image below (click on the image to enlarge; then, if need be, click on the second image to see it full-size)
George Siemens, Connectivism: A Learning Theory for the Digital Age, International Journal of Educational Technology and Distributed Learning, 2(1), http://www.itdl.org/Journal/Jan_05/article01.htm January 2005
Dave Tosh, A concept diagram for the Personal Learning Landscape, http://elgg.net/dtosh/weblog/398.html 8 April 2005
"We have put together a roadmap detailing where Elgg is going. In making this diagram it is necessary that we attribute some of the design ideas to the excellent Future VLE - The Visual Version produced by Scott Wilson. We were trying to find a good way to visualise where we thought Elgg would be going - we had the ideas but not a decent visual representation. When we looked at Scott\'s vision it really helped formulate some ideas.
This diagram is not yet complete but does paint a picture:"
(click on diagram for larger version)
Tosh continues with a statement on the state of development of elgg, and a motivation for moving in the above direction.
Graham Atwell, Moving towards a personal learning environment, http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/9751883625 30 June 2005
Short post on Shrook as a PLE.
George Siemens, Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs, http://www.elearnspace.org/Articles/ldc.htm, 12 July 2005
From the abstract: "...Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies."
References John Seeley Brown on learning ecologies, see http://www.usdla.org/html/journal/FEB02_Issue/article01.html .
[todo: Medium length list of references to investigate]
Stephen Downes, E-learning 2.0, eLearn Magazine, http://elearnmag.org/subpage.cfm?section=articles&article=29-1 17 October 2005
"What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual."
George Siemens, Connectivsm: Rethinking learning in a digital age, http://www.elearnspace.org/media/connectivism_Web_2/player.html 19 october 2005
Screencast.
Dan Corlett, Tony Chan, Jeffrey Ting, Mike Sharples and Oliver Westmancott, Interactive Logbook: a Mobile Portfolio and Personal Development Planning Tool, mLearn 2005, http://www.mlearn.org.za/CD/papers/Corlett.pdf 25-28 October 2005
A paper documenting accumulated progress for the Interactive Logbook Project (see PLEs - 2004). interesting list of characteristics for PLEs (although, as written this starts out as a list of shortcomings of VLEs): Learner centered, individualisable (personalisable according to need), collaboration (inside and outside of the course-based framework), situated, ubiquitous, and supporting life-long learning (particularly with regard to ePDP).
The Interactive Logbook seeks to provide these characteristics and is implemented on two platforms, a (tablet) PC, and a mobile phone. Because of installation and other inconsistencies across different phone models, the mobile phone platform was not viable at the time.
There is also a video (mms://video.cetadl.bham.ac.uk/general/JISC_Birmingham_31032005_1Mbs_v9.wmv ) of the system in use. Possibly from earlier in the project life-cycle. Interesting there is someone copying something down from a screen, but that's a small critique.
See also http://www.elearning.ac.uk/innoprac/learner/birmingham.html.
Leigh Backall, Die LMS die! You too PLE!, http://teachandlearnonline.blogspot.com/2005/11/die-lms-die-you-too-ple.html 13 November 2005
In response to the CETIS PLEX PLE Project:
"Question to the PLE: Why do we need a PLE when we already have the Internet? The Internet is my PLE, ePortfolio, VLE what ever. Thanks to blogger, bloglines, flickr, delicious, wikispaces, ourmedia, creative commons, and what ever comes next in this new Internet age, I have a strong online ID and very extensive and personalised learning environment."
Blackall continues to present an rationale for not wanting educational systems including PLEs. People into PLEs might have sympathy for this viewpoint but not agree at least for the moment given that educational systems have education-promoting facilities that other systems lack in an integrated, usable [ISO definition] manner?
Various, Personal Learning Environment (PLE) theme, JISC-CETIS Conference 2005, 15 and 16 November 2005
Transcripts (slides, mp3s) of largely UK-based PLE projects, but also includes Sakai (USA) efforts.
Michael Feldstein, Progress Toward an Offline e-Learning Client?, http://mfeldstein.com/index.php/progress_toward_an_offline_e_learning_client/ 22 November 2005
Terry Anderson, Educational Social Overlay Networks, http://terrya.edublogs.org/2005/11/28/hello-world/ 28 Nov 2005
Proposes educational overlay networks: "An overlay network is a term from computer science that describes a virtual and often semantically based indexing system that rides on top of physical network. The overlay network serves to facilitate routing, search and retrieval of information in the physical network (Doval D. & O’Mahony, 2003). Ash Maurya (2005) expands the concept and discusses social overlay networks that operate at more abstract levels and focus on enhancing social relationship and collaboration in both online and offline contexts. These social overlay networks use web based technology to not merely connect people to information (as in a search for a music file) but more specifically to connect people to people. By their nature educational social overlay networks are fluid, emergent and self organizing. A further refinement is to define educational overlay networks, as systems that serve to connect and support social interaction among students enrolled in formal education programs."
"Maurya, 2005 (added: reference disappeared from net, I believe it is this) argues that the most effective use of these social overlay networks is “for implicit discovery through context spaces, tags and feeds.” "
However, the major role of educational overlay networks must be to provide a medium for the network members' interaction, conveying the social and cognitive presence that assists in the construction and validation of meaning by those in the network. As such discovery in networks is a key part, but only a part.
- Cross-reference: See PLEs - 2004 James Farmer, 5 October 2004, mentioning Garrison and Anderson on social and cognitive presence.
Hannah Green, Keri Facer, Tim Rudd, Patrick Dillon, Peter Humphreys, Personalisation and Digital Technologies, http://www.futurelab.org.uk/research/personalisation/report_01.htm, November 2005
George Seimens, Die LMS?, http://www.elearnspace.org/blog/archives/002285.html 1 December 2005
A short balanced post that pulls together a few posts.
Christopher D. Sessums, Taking back the university, http://elgg.net/csessums/weblog/4623.html 5 December 2005
Andrew Chambers, Personal Learning Systems Concept Map, http://elgg.net/atscatsc/weblog/5112.html 19 December 2005
Provides the image below (click on the image to enlarge; then, if need be, click on the second image to see it full-size)
Diana G. Oblinger and James L. Oblinger (eds), Educating the Net Generation,
EDUCAUSE e-Book, ISBN 0-9672853-2-1, http://www.educause.edu/books/educatingthenetgen/5989, 2005
Don't know what your students / kids are doing on the net and what that means for education? Broad-ranging free ebook for educationalists on topics surrounding the change in students encouraged by Internet usage.
