This may prove to have beeen one of the most challenging weeks of the course with a focus on theory during week 4 of PLENK2010, which is just ending. Some of it is a well needed refresher, while a lot is new to me. I’m enjoying one of the readings in particular, Review of e-learning theories, frameworks, and models from Terry Mayes and Sara de Freitas, as it provides a reasonably concise overview. (At the point of posting, this link is not working. It was, and I hope it recovers soon.) I say “enjoying,” as I plan to reread at least one more time right away. Becoming conversant with some of the theories is important to me right now, so I am putting extra effort into understanding. I’m awed by the level of academic discourse taking place, and I look forward to become a little more able to do so by virtue of participating in this course.
Archive for the 'PLE' category
PLEs for Chefs
I was talking to my wife this morning about Personal Learning Environments (PLEs) for professional development, and I mentioned the idea of setting something up for her. Well, of course, those who suggest something get volunteered. With limited time time at her desk and computer, what could provide exposure to a network of resources and make effective use of her time? My challenge is to create a plan to guide her in her role as an Executive Sous Chef in a large and busy kitchen.
I’m familiar with many of the generic tools that can fit into a PLE, but I will seek specific resources that will be of interest to her and, perhaps, her staff. The first step is to crowd source the question. For those familiar with the field, what would you add to a PLE for a chef?
Not to get too intimidated!
There is no question, #PLENK2010 has a wealth of experience and knowledge amongst the participants. Those new to the academic discussion, and the volume of discussion overall, may be overwhelmed. How can everything be understood? Well, not to worry. First, there were the analogies to demonstrate why one could not possible take it all in. Second, just as you think you are understanding something, there will be an opposing view. For example, as Ken Anderson wrote to Stephen Downes, “that’s certainly ONE interpretation. I take it that you have no room for negotiation on this stance?” Let the discourse continue!
Does technology alone become the PLE?
After week 2 of PLENK2010, we are still left with the question of whether or not the Personal Learning Environment (PLE) is the technology used or if it is encompassing of other aspects such as people, conversations, books, and other non-digital artifacts. Also, can it be a PLE if developed and provided by an organization for the use of the learner, even allowing flexibility within the design?
Dealing with the second question, such structure allows educational institutions or employers to have a degree of control. It would allow IT departments to specify what is allowed and what is not. However, this seems to fly in the face of something that is meant to be personal. A better term might be a ‘platform’ or a ‘portal,’ subject to many of the criticisms of the Learning Mangement System (LMS). It may be more fitting for a PLE if it is brought by, and under the control of, the learner.
Returning to the first question, a more encompassing approach to a PLE would include the platform and more. For example, when the learner wants to videoconfence and it is not permitted within the organization, the learner might turn to a mobile device which he or she provides and controls. Beyond technology, knowledge will be shared at the water cooler, at lunch, or in an office. The non-technological contacts might be described as the Personal Learning Network (PLN) within the PLE. At this point, I do not think the PLE exists solely as technology, and I believe the technology should be more open than closed.
This position does raise concerns, though, as an employer or institution has the right to control what occurs within its walls or on its behalf. However, absent an open and self-directed approach to learning, the label ‘PLE’ just does not seem appropriate.
Does this make sense?
Are they ready for PLEs in workplace learning?
This is week 2 of the MOOC (massive open online course), Personal Learning Environments, Networks and Knowledge. The theme is, Contrasting personal learning with institutional learning. One of the readings is a transcript of a panel discussion, Open complementing closed – PLE and LMS – why, what for and how? A point is made that not all learners will be ready and able to participate in the self-direction of a personal learning environment (PLE). They may lack the skills, may want to be lead, or may be learners that learn by “seeing and doing,” such as the latter referring to vocational studies.
The same concerns arise regarding workplace learning and professional development. I suspect there are only segments whom would respond well to PLEs, while others want or need to be taught directly. However, there are occupations and individuals for which a PLE might be quite suitable. It is in these area that I hope to identify existing research or articulate questions for future study.
I will be revisiting Hersey and Blanchard’s Situational Leadership Model, as it addressed readiness and willingness to perform and may have applicability. I note there is a new program, Situational Leadership®II that obviously needs to be referenced.
Having just completed an educational program for a designation, I will later write about the experience and make PLE related recommendations for others taking such programs.
A definition in progress
This is my first stab at my understanding of what PLE means! It will develop over the duration of the course (Personal Learning Environments, Networks and Knowledge), I assume!
A Personal Learning Environment (PLE) is a concept that encompasses my approach to how I learn, where I learn, the resources I use, and to whom I connect. Any boundaries are artificial or, at most, temporary, as they can change on a moment’s notice and I cannot control the reach I may have (I may be contacted by someone who becomes aware of me beyond any boundaries I imagined). My PLE includes, and is enhanced by, technology. I accept that a Personal Learning Network (PLN) is considered by others, but not all, as the same as a PLN. I do believe, however, that a PLE is broader than a ‘network,’ as it includes physical resources such as books that may be at my disposal, although repositories such as libraries may still be considered as part of the network.
Is PLE the same as PLN?
The PLENK2010 course is underway, and I have completed the recommended readings and reviewed the other resources. This included participation in a live, online discussion today. There will be two of these discussions weekly. One of my early questions, prior to this course, was regarding the distinction between a Personal Learning Environment (PLE) and a Personal Learning Network (PLN). I thought I had this resolved, but this may not be so simple. In a blog post, Dave Cormier, for one, thinks there is likely a difference but suggests semantics are at play. I also see reference to a PLE needing a defined space, and diagrams representing it seem to emphasize the technology, notably social media. Stephen Downes even stated in a presentation, “PLE is a technological tool” (at 1’48”). Over the next week, or longer, we will try to solve the question as to whether PLE and PLN are the same thing or if there are defining factors for each. Further, I want to see if a definition of PLE will extend beyond technology itself. For now, I will focus my time reviewing the blog posts and discussion entries of course participants.
The Start of PLENK2010
#PLENK2010 is the tag for the massive open online course (MOOC), Personal Learning Environments, Networks and Knowledge. Sponsored and organized by the The Technology Enhanced Knowledge Research Institute (TEKRI) of Athabasca Unviersity, it is facilitated by George Siemens, Stephen Downes, Dave Cormier, and Rita Kop. In advance of the September 13, 2010, start, a discussion forum has been opened for participant introductions, and a live online introductory session was held September 10 for those anxious to see what a MOOC is all about, and others.
There are over 800 registered so far, and a previous MOOC had about 2300. Experience shows that the number of active participants will drop quite considerably. The nice thing about this free and open course is that people may take (and give) as little or much as they want from it. There is no penalty for not participating, while others may be using the work toward academic studies. Either way, the size will be overwhelming and presents an early challenge.
During the introductory session, it was clarified that it will be difficult to read every mesage and publication as well as take part in all discussions. Side groups will form, such as the one I have joined in Second Life. The advice given is not to worry about trying to take in everything. Each individual can be involved to his or own level of comfort. We were reminded that the important ideas in a network will continue to grow, so we will see them again.
So why am I in the course? I’ve been considering doctoral studies over the past year and seeking determining the research direction. Personal Learning Environments (PLE) dovetail nicely. I’m planning to build on my Master of Distance Education, and many of my areas of interest would apply if I choose to pursue PLEs as a significant part of the research. Not only would I research PLEs, but I need to explore mine in greater depth. As I maintain a strong interest in workplace learning and professional development, I have some things to say and ideas about how PLEs should be incorporated. These comments will be presented and developed over time.
It is now early Saturday morning in western Canada. I look forward to reading more introductions over the weekend, receiving an outline for the week’s readings and activities on Sunday, and commencing an active course on Monday.
