GoogleTranslate Service


Pedagogy and Personal Learning Environments

May 15th, 2012 by Graham Attwell

The first of a series of four or five posts about Personal Learning Environments. Together with Linda Castaneda and Ilona Buchem, I am editing a special journal featuring five papers from the PLE Conference 2011, held in Southampton, UK (it never ceases to amaze me how long it take sot get these publications out). And of course the last thing we had to do was write an editorial. This extract from the editorial is an introduction to this  blog mini series.

“This special edition  features papers presented at the Second Personal Learning Environments Conference, held in Southampton, UK in July 2011.

It follows on from the previous journal edition which featured papers from the first PLE conference, held in Barcelona in July the previous year.

At that conference PLEs were a largely new and unexplored concept. Much effort and discussion was expended in trying to arrive at a common definition of a PLE, in debating the dichotomy between technological and pedagogy approaches and constructs to developing Personal Learning Environments, and between personal and institutional approaches to developing and using technology for learning.

Further discussions focused on the impact and affordances of Web 2.0 and social software on developing PLEs, with at the same time early, emergent empirical research on the implementation of PLEs.

In only one year the debate moved considerably forward. Earlier concerns – for instance over a tension between pedagogic and technical developments – appeared less irreconcilable, with the majority of participants agreeing that a PLE can be seen as a pedagogical approach with many implications for the learning processes, underpinned by a ‘hard’ technological base. Such a techno-pedagogical concept can benefit from the affordances of technologies, as well as from the emergent social dynamics of new pedagogic scenarios.

We also agreed on the need to continue thinking around practices for enriching the learning process through transparent dynamics that build on, at the same time, the potential of formal and non formal relationships, the contexts of schools and companies, the focus on learning and knowledge, and so on. In this process, attempts to invent new acronyms to differentiate contexts (of PLE components, or tools), often at only a theoretical level, add little extra-value to the previous analysis.

However, there was an evident concern about the implementation PLEs of in real learning contexts. This was seen as more than just a question of implementing a specific tool or suite of tools. Even when there is an agreement on the importance of tools for learning – especially Web 2.0 tools – the main issue remained of how to develop and implement a new understanding about how learning takes place.

The main concern about the development of PLEs was the practical pedagogical implication of their adoption in different contexts, especially when taking into account a more interdisciplinary perspective. It included considerations of pedagogy, didactics, technology, institutional issues and the many factors that contribute to the complex system of tensions that constitute the common framework in which we talk about learning and education.”

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Consultation

    Diana Laurillard, Chair of ALT, has invited contributions to a consultation on education technology to provide input to ETAG, the Education Technology Action Group, which was set up in England in February 2014 by three ministers: Michael Gove, Matthew Hancock and David Willetts.

    The deadline for contributions is 23 June at http://goo.gl/LwR65t.


    Social Tech Guide

    The Nominet Trust have announced their new look Social Tech Guide.

    The Social Tech Guide first launched last year, initially as a home to the 2013 Nominet Trust 100 – which they describe as a list of 100 inspiring digital projects tackling the world’s most pressing social issues.

    In  a press relase they say: “With so many social tech ventures out there supporting people and enforcing positive change on a daily basis, we wanted to create a comprehensive resource that allows us to celebrate and learn from the pioneers using digital technology to make a real difference to millions of lives.

    The Social Tech Guide now hosts a collection of 100′s of social tech projects from around the world tackling everything from health issues in Africa to corruption in Asia. You can find out about projects that have emerged out of disaster to ones that use data to build active and cohesive communities. In fact, through the new search and filter functionality on the site, you should find it quick and easy to immerse yourself in an inspiring array of social tech innovations.”


    Code Academy expands

    The New York-based Codecademy has translated its  learn-to-code platform into three new languages today and formalized partnerships in five countries.

    So if you speak French, Spanish or Portuguese, you can now access the Codecademy site and study all of its resources in your native language.

    Codecademy teamed up with Libraries Without Borders (Bibliotheques sans Frontieres) to tackle the French translation and is now working on pilot programs that should reduce unemployment and bring programming into schools. In addition, Codecademy will be weaving its platform into Ideas Box, a humanitarian project that helps people in refugee camps and disaster zones to learn new skills. Zach Sims, CEO of Codecademy, says grants from the public and private sector in France made this collaboration possible.

    The Portuguese translation was handled in partnership with The Lemann Foundation, one of the largest education foundations in Brazil. As with France, Codecademy is planning several pilots to help Brazilian speakers learn new skills. Meanwhile in Buenos Aires, Argentina, the company has been working closely with the local government on a Spanish version of its popular site.

    Codecademy is also linking up up with the Tiger Leap program in Estonia, with the aim of teaching every school student how to program.


    Open online STEM conference

    The Global 2013 STEMx Education Conference claims to be the world’s first massively open online conference for educators focusing on Science, Technology, Engineering, Math, and more. The conference is being held over the course of three days, September 19-21, 2013, and is free to attend!
    STEMxCon is a highly inclusive event designed to engage students and educators around the globe and we encourage primary, secondary, and tertiary (K-16) educators around the world to share and learn about innovative approaches to STEMx learning and teaching.

    To find out about different sessions and to login to events go to http://bit.ly/1enFDFB


    Other Pontydysgu Spaces

  • Twitter

    The Graham Attwell Daily is out! paper.li/GrahamAttwell Stories via @derrickokeefe

    About 13 hours ago from Graham Attwell's Twitter via Paper.li

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories