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#Personal_Knowledge_Management for the Workplace Professional | Tom Spiglanin

#Personal_Knowledge_Management for the Workplace Professional | Tom Spiglanin | Café puntocom Leche | Scoop.it

10 reasons for engaging in Personal Knowledge Management. Particularly interesting for the role online social learning networks play in PKM (peter sloep)


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#PLE Personal Learning Environments and Psychological Ownership

#PLE Personal Learning Environments and Psychological Ownership | Café puntocom Leche | Scoop.it
Psychological Ownership and Personal Learning Environments: Do possession and control really matter?

 

Comment: Interesting thought raised in this presentation, can ePorfolios double as PLEs? I don't think so, though ePortfolios as builders of online learner identities certainly play a part in PLEs and PLNs. Still, there's much to be learnt from the way Ilona Buchem develops here claim. All she has to say about psychological ownership is well worth keeping in mind. As far as I am concerned, it boils down to:  an ePortfolio that a student has no sense of ownership for, is an ePortfolio wasted, one that is no more than an old fashioned monitoring system for teachers to keep track of their students progress along a predefined route. And that is why in the TRAILER project we try to make room for informal learning experiences in formal ePortfolios. (peter sloep


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Ilona Buchem's comment, July 17, 2012 6:22 PM
Thank you for sharing - I think ownership is one of the key aspects of PLEs and I am interested to find out how we can promote the sense of ownership of learning environments in education.
Peter B. Sloep's comment, July 18, 2012 5:05 AM
Thanks for your comment, I agree! This is why I don't like VLEs or corporate knowledge management system. They work through control and command, and thus don't get at people's real talents. Having said that, the challenge is to maintain that sense of ownership and yet make sure there is some coherence, some notion of a shared goal (this is not important in PLEs, it should not be in VLEs but because of the way schools operate it, it is in corporate systems).
Peter B. Sloep's curator insight, February 7, 2013 4:36 PM

Interesting thought raised in this presentation, can ePorfolios double as PLEs? I don't think so, though ePortfolios as builders of online learner identities certainly play a part in PLEs and PLNs. Still, there's much to be learnt from the way Ilona Buchem develops here claim. All she has to say about psychological ownership is well worth keeping in mind. As far as I am concerned, it boils down to:  an ePortfolio that a student has no sense of ownership for, is an ePortfolio wasted, one that is no more than an old fashioned monitoring system for teachers to keep track of their students progress along a predefined route. And that is why in the TRAILER project we try to make room for informal learning experiences in formal ePortfolios. (peter sloep

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Your Personal #Learning_Network

"In his presentation, “The Art of Cultivating a Personal Learning Network,” author David Warlick of the Landmark Project provides a working definition of a personal or professional learning network (PLN) [as one that] involves 

- an individual’s topic-oriented goal;

- and a set of practices & techniques for attracting and organizing a variety of relevant content sources, selected for their value, to help the owner accomplish a professional goal or personal interest. "


Comment: This post betrays a trend I see more often, that of defining a PLN as a clever content collector, almost like a collection of links as in delicious. I my opinion this boils down to diluting the notion to the point that it loses it's usefulness. Collections of links have been around since the Internet took off, and that people have goals hardly comes as a surprise. In my view, a learning network should first of all be about people, not content, and second at least be intended as a means of interacting with them (that this doesn't alway happen is another matter). Content may be involved, but only if people act as its proxy. And that goes for the practices and techniques to acquire content as well. Learning networks are social, they are fundamentally about people. They are because learning in a network is a special case of social learning (note added by PeterS).


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David Garcia's comment, June 24, 2012 11:19 PM
adding content is relatively easy, specially in book marking and other recycling tehcniques. I agree with his opinion. I believe the most valuable content is the one that emerges from the social interaction, specially the personal and collective reflection. It goes beyond sharing content. I believe is about creating content out of reflection.
Peter B. Sloep's comment, July 17, 2012 4:51 AM
perhaps it would be useful to distinguish between personal learning environments (PLEs) as the generic thing, which expresses the view from an ego network (me in the centre of my connections, no claims on how I use those connections) and a personal learning network (PLN), which then is a PLE in which social _interaction_ is emphasized.
Peter B. Sloep's curator insight, February 3, 2013 2:19 PM

This post betrays a trend I see more often, that of defining a PLN as a clever content collector, almost like a collection of links as in delicious. I my opinion this boils down to diluting the notion to the point that it loses it's usefulness. Collections of links have been around since the Internet took off, and that people have goals hardly comes as a surprise. In my view, a learning network should first of all be about people, not content, and second at least be intended as a means of interacting with them (that this doesn't alway happen is another matter). Content may be involved, but only if people act as its proxy. And that goes for the practices and techniques to acquire content as well. Learning networks are social, they are fundamentally about people. They are because learning in a network is a special case of social learning (@pbsloep).