People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year. The research has resulted in a number of publications and I thought it might be useful to post links to all of our journal articles, conference papers and presentations that were published in relation to PLEs and MOOCs in one space. Each publication looks at the data from a different perspective, eg, requirements in a PLE, self-directed learning, learner support, creativity.
This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural Anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience.
The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting explicit, coded, user feedback, and in monitoring the transitions from state to state within the PLE. We discuss the ways in which these ideas can inform the design of a platform for peer-supported study of university-level mathematics.
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
The most interesting part of Drexler’s essay steps away from the particular technological tools and techniques which PLE’s entail and focuses instead on what this means for teaching and learning. Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners. Consider as an example the way the student in the video above consults experts around the world on her subjects of inquiry.
Within this perspective a Personal Learning Environment could be seen as allowing the representation of knowledge, skills and prior learning and a set of tools for interaction with peers to accomplish further tasks. The PLE would be dynamic in that it would allow reflection on those task and further assist in the representation of prior knowledge, skills and experiences. In this context experiences are seen as representing performance or practice. Through access to external symbol systems (Clark, 1997) such as metadata, ontologies and taxonomies the internal learning can be transformed into externalised knowledge and become part of the scaffolding for others as a representation of a MKO within a Zone of Proximal Development. Such an approach to the design of a Personal Learning Environment can bring together the everyday evolving uses of social networks and social media with pedagogic theories to learning.
This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ideas to a large audience, and expand their PLN using features unique to Twitter. This research also examines the nature of a PLN and shows that participants believe their PLN extends beyond their Twitter network to encompass both face-to-face and other ICT mediated relationships. Secondary research questions examine how Twitter differs from other social networking tools in mediating relationships within a PLN, what motivates an educator to develop a PLN, how trust is established in a PLN, what the expectations of reciprocity are within a PLN, and what is the nature of informal learning within a PLN.
VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. How can we as teachers enhance the digital skills of our students to promote a more effective, meaningful learning? This paper aims to provide some strategies in the implementation of the use of PLE's with students as well share some examples both from Higher Education and Secondary levels.
Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their activities in different learning contexts and even for transitions between these contexts. Hereby, recommender systems which are highly successful in other application areas comprise one relevant technology for supporting learners in PLE-based activities. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts and due to different research approaches dealing with recommenders, we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general.
This article covers the content of the seminar that, today, December 6, 2011, I present at the Center for Research and Interdisciplinarity (CRI) in Paris, with the title: “Digital tools to create a knowledge ecosystem for learning and research”. The seminar introduces a global perspective on learning processes in order to integrate different webtools in a coherent and practical Personal Learning Environment (PLE). I will use my own PLE to illustrate the practical role that a diverse array of webtools play in my learning process. Below you can find the presentation, videos and links to be used in the seminar.
Wolfgang Reinhardt & Thomas Daniel Ullmann (eds.): Proceedings of the 1st Workshop on Awareness and Reﬂection in Personal Learning Environments. In conjunction with the PLE Conference 2011. Southampton, United King- dom, July 11, 2011.
Abstract: Social networking tools and Web 2.0 technologies provide opportunities for library and information science (LIS) professionals to connect and learn from one another by developing a Personal Learning Network (PLN). As a new information professional, immersing into the online LIS community can appear daunting at first. The purpose of this paper is to reflect upon and share my learning experiences from the beginning stages of developing my own PLN. A methodical approach was taken, which includes a literature review of supporting concepts; using statistical analysis of PLN growth and participation; seeking insights, ideas and opinions via Twitter, and documenting my learning and development with reflective writing practices.
This Web Site is a part of Personal Learning Environment(PLE) project, which is carrying out in Amadeus Lyceum Secondary school, Vlueten, Netherlands. PLE supports a new approach to teaching and learning and in 21st century that aims to focus on learner preferences and requirements, to mobilize the learner with appropriate supportive technology for learning in a digital era, and to foster a long life learning approach. By emerging web 2.0 notion and spreading the new generation of web tools,which in generally is called social web, the top-down, one-way, and institutional-oriented direction of the web applications has been decayed, and web is fed by myriad content, provided by users around the world, by using many web2.0 tools. Teaching and Learning in this dynamic, active, and interconnected environment is completely different.
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