In case you missed it first time round, the PLE 2014 Conference has issues a second call for contributions. The new deadline for the submission of extended abstracts: April 1, 2014. The theme of the conference is Beyond formal: emergent practices for living, learning and working.
PLE 2014 – the 5th International Conference on Personal Learning Environments – will take place in Tallinn, Estonia, from July 16th to 18th with a preceding “pacific” event in Kuala Lumpur, Malaysia, from June 25th to 27th.
The PLE Conference intends to create an engaging, conversational, and innovative meeting space for researchers and practitioners to exchange ideas, experiences, and research around PLE related themes.
The conference invites contributions in the format of “academic papers” or “alternative session proposals”. However, authors of both types of contributions will be asked to communicate their research and ideas within session formats that look to avoid the traditional 15 minute presentation.
The 5th Edition of the PLE conference aims to move beyond discussions about definitions to explore emergent practices for living, learning and working in relation to PLEs and the new understandings and underlying needs that arise around these practices in our contemporary society. Delegates are invited to submit their ideas, research and/or practice under the topics listed below.
Topics include (but are not limited to)…
PLEs for managing life transitions
PLE and formal learning contexts: conflicts and confluences
PLE theoretical frameworks
PLE in early childhood and the family
PLE as literacy
PLE and portfolios
PLE and PLNs (Personal Learning Networks)
PLE and creative practice
PLEs in formal contexts (Schools, Vocational, Higher Education)
One of the frustrations with the Personal Learning Environments conferences has been the time it has taken us to publish papers after the conference. This year we tied up with e_learning Papers who publish an electronic journal on the European Commission Open Education Europa portal. And I am delighted to say they have just published a special edition of the journal on PLEs, edited by Ilona Buchem and Tapia Toskinen.
The foreword to the edition is included in full below together with links to the different papers.
“The proliferation of learning innovations such as personal devices, granular and distributed applications, services, and resources, requires the learner to develop his or her own strategies for managing the various information streams and tools to support learning. Such strategies are necessary not only in educational settings, but basically in any life situation which can become a moment or an episode of learning. Digital and non-digital building blocks can be individually combined by learners in their own Personal Learning Environment (PLEs).
More of an approach or strategy than a specific learning platform, a PLE is created by learners in the process of designing and organising their own learning, as opposed to following pre-arranged learning paths. In this way, PLEs are distinctly learner-centred and foster autonomous learning. PLEs are by no means isolated; they are interconnected in a digital ecosystem of media, tools and services. Instead of asking learners to navigate within one monolithic environment, PLEs act as a gateway to an open and connected learning experience. This approach marks a shift towards a model of learning in which learners draw connections from a pool of digital and non-digital building blocks, aggregating, mixing and combining them into unique constellations as part of learning.
While emphasizing the active role of a learner, the PLE approach implies that learning is not located in a specific time and place, but is an ongoing, ubiquitous and multi-episodic process. As PLEs allow the collocation of diverse learning activities, tools, and resources, contexts permeate and learning becomes connected. In this sense, PLEs challenge some dominant paradigms in education and in the traditional understanding of borders, be it in view of learning places, educational roles or institutional policies.
This special issue builds on the current PLE discussion and focuses on crossing the boundaries of learning contexts. It features some emerging practices, including the construction of PLEs as part of an augmented localised learning experience with mobile devices; PLEs as an approach to supporting learning through work practice; and using gamification and open badges as part of the PLE approach. The findings and insights of the articles in this issue demonstrate the rich contribution of the PLE approach to the opening up of education.”
The PLE conference in 2010 was only intended to be a one off. But here we are, busy organising the 2014 conference. Why has it been so successful_ Whilst trends and fads in educational technology come and go Personal Learning Environments haven’t gone away. They couldn’t. They were not just a trendy new bit of technology but an approach to both explaining how people are using technology for learning today and at the same time an approach to reforming and recasting pedagogic approaches to teaching and learning.
And the PLE conference is itself a flipped conference and has built a reputation as one of the best learning events on teh annual conference calendar.
The theme for PLE 2014 conference, announced today will be: “Beyond formal: emergent practices for living, learning and working”. And the European conference, usually held in the first two weeks of July, will be in Tallinn in Estonia. The southern hemisphere version of the conference, held for the last two years in Australia, will be at the UNITAR International University in Malaysia.
Hopefully the call for contributions will be released in early December. More details on this page when available.
The summer is supposed to be quiet – but not this year! Even before I have written my belated reflections on the brilliant 2013 PLE conference held in Berlin and Melbourne, it is time for the first announcement on PLE 2014. As regulars will know the PLE conference has a slogan – one conference – two venues. And each year we put out an open call for those interested in hosting the conference. So here is your chance.
The PLE Conference 2014 – an Open Call for hosts
The first PLE Conference was in 2010 in Barcelona. And it was so fantastic everyone asked where it would be next. So 2011 we were in Southampton. in 2012 it was Aveiro in Portugal. And this year PLE was hosted in Berlin. Meanwhile people from the south of the world asked for their own parallel conference. In 2012 and 2013 this has been organised in Melbourne, Australia.
In this time PLE conference has developed its own unique atmosphere and style with many saying it is their favourite conference.
Which leads to the next question – where will the PLE conference be in 2014? We have also developed a tradition of publishing an open call. Would you and your organisation like to host the PLE conference next year?
You will preferably be somewhere reasonably accessible and have access to spaces conducive for intensive and sociable knowledge sharing. You will probably need the support of your organisation. And despite the great support from the PLE Conference Organising Committee you will need to commit yourself to some hard work.
If you think this sounds like you please contact Graham Attwell or another member of the PLE Committee by September 20, 2013. Also feel free to ask us anything you need more information about.
This week is my favourite annual conference – the Personal Learning Environments Conference. And tomorrow I am off to Berlin, where the conference is being held at the Beuth University. The deadline for full papers was last weekend – so I am might relieved to have at least got a first draft of it out by today. It is co-authored with my colleagues Ludger Deitmer and Lars Heinemann from the University of Bremen and is based on work we are doing under the Learning layers project, seeking to develop and up-scale the use of apps for informal learning in the construction and health sectors. The paper focuses on the nature of knowledge used within work processes – what we call work process knowledge and how we can develop co-design processes to support work based learning.
The introduction is posted below and you can download a PDF copy of the full paper.
While Technology Enhanced learning (TEL), Personal Learning Environments and the use of mobile devices have been suggested as a means to address the challenge of supporting learning at the workplace, their potential has not yet been fully realized. Despite much theoretical research in the use of mobile devices for work based learning there are still few compelling example of effective practice. Where there are case studies of both mobile devices and PLEs supporting work based learning, these tend to remain isolated with limitations on upscaling or wider adoption.
A critical review of the way information technologies are being used for workplace learning (Kraiger, 2008) concluded that most solutions are targeted towards a learning model based on the idea of direct instruction. TEL initiatives tend to be based upon a traditional business training model transferred from face to face interactions to onscreen interactions, but retaining the standard trainer / learner relationship and a reliance on formal and to some extent standardized course material and curricula.
However research suggests that (not only) in SMEs much learning takes place in the workplace and through work processes, is multi episodic, is often informal, is problem based and takes place on a just in time basis (Hart, 2011). Rather than a reliance on formal or designated trainers, much training and learning involves the passing on of skills and knowledge from skilled workers (Attwell and Baumgartl, 2009). In other words, learning is highly individualized and heavily integrated with contextual work practices.
In the past few years, emerging technologies (such as mobile devices or social networks) have rapidly spread into all areas of our life. However, while employees in SMEs increasingly use these technologies for private purposes and to a lesser extent for information seeking and informal learning, enterprises have not generally recognized the potential of such technologies for supporting learning.
As a consequence, the use of these emerging technologies and support for Personal Learning Environments have not been systematically taken up as a sustainable learning strategy that is integrated with other forms of learning at the workplace.
In their introduction (according to Google translate) Linda Castañeda and Jose Adell say:
The interest of Personal Learning Environments (PLE, for its acronym in English) is not so much in its conceptual or technological innovation, as in the assumption of a perspective on education that seeks to respond to massive technological and cultural change that has taken place in the last two decades in our society.
From our perspective, the issue of PLE is a node, and hopefully a turning point, at the crossroads of thought, discussion and practice on what to learn and how to learn-and teach-in early XXI century. A magnificent opportunity to reflect on how to alleviate poverty didactic supposedly disruptive initiatives (such as xMOOCs) or how to integrate technology in formal learning beyond providing digital study materials to students. If the PLE are “learning to learn with technology,” PLEs integrate in education is to help develop skills essential in a complex and changing world like ours.
However, reflection and debate on this topic has developed far more informal areas of the blogosphere that the traditional channels of research dissemination (journals and conferences) and, occasionally, with an orientation so excessively so overly technological or philosophical offered with few ideas applicable to everyday educational practice.
This book aims to give the reader an introduction to the concept of ecosystem PLE and pedagogical ideas underpinning it, plus some relevant experiences that exemplify how it can be used in practice in all levels of education and how research is approached from different PLEs perspectives.
There is not a book for experts or, at least, that was not our intention, but we believe that the expert will find it inspiring things. We intend to be an introductory book with a close but rigorous style that offers a modern perspective of the subject without forgetting that pedagogy takes some time exploring these roads.
- It touches on very pertinent aspects of teaching and learning online. With a focus on Personal Learning Environments (PLEs), the book goes on to explore several interrelated themes such as Flexible and Open Learning, Pedagogical Approaches to PLEs, Technological possibilities, and the future of PLEs, just to name a few.
- I also like the fact that the book is divided in 4 distinct parts:
An overview on PLEs (providing insights into the technological and pedagogical perspectives of a PLE as an online learning ecosystem)
A practical section with useful examples on how to set up and use PLEs in different educational contexts
A section on new research on PLEs
And a final section on complementary perspectives of PLEs as a learning ecosystem
I wasn’t overoptimistic about the Personal Learning Environments Conference this year. Discussions about PLEs have been subsumed in the hype over MOOCs. And most conferences are struggling with the ongoing recession. But I am delighted that we have received 59 submissions including a number of great proposals for interactive workshops.
The PLE Conference takes place on 10 and 12 July in Berlin.
Preparations for the 4th International PLE Conference 2013 being held in Berlin, Germany together with a parallel event in Melbourne, Australia are well underway. the conference will take place on July 11 and 12 and the deadline for the call for submission of abstracts is March 4.
The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise.
More than that the PLe conference has always prided itself on innovatory approaches to design in terms of involving participants. This year will see the continuation of the unkeynotes, which Cristina Costa and myself discuss in the video above.
And this year sees another experiment in moving away from the traditional reviewing process to an approach based on ‘shepherding’ or mentoring.
The PLE 2013 review process is organised into three steps:
Step 1(review before the conference): Submitted abstracts for full and short papers are peer-reviewed (double-blind peer-review) by screening their overall fit with the conference scope as well as the degree of innovation, technical quality, significance and clarity of contributions. As a guide, the extended abstract for a full paper should include the background of the study, the approach and methods employed in the work, the results and the conclusion, which should reflect on the successes and limitations of the work and future development.
Step 3 (shepherding) To enhance the participatory character of the PLE Conference the review process is based on the shepherding concept. This means that the authors of accepted abstracts are invited to submit full versions of their papers for the conference and are offered support by shepherds (mentors) in the process of writing final full versions. Upon author’s consent, depending on the overall paper maturity, a mentor may be assigned to a paper to guide the process of preparing the manuscript. Shepherds are experienced authors who, non-anonymously, help the submitters by making suggestions for improvement. The submitters incorporate these improvements into their work over a few iterations, usually three, though this may vary from case to case. The aim of shepherding is to enhance the quality of the submissions and help authors qualify for publication in the International Journal of Literacy and Technology (JLT).
Step 2 (review after the conference): After the conference, the final manuscripts of short and full papers are submitted and peer-reviewed (double-blind peer-review) again to assess their quality for publication in a special issue of the scientific journal. All submissions will be published in electronic conference proceedings under a Creative Commons Licence. However, only best-quality papers will be considered for the Special Issue of the International Journal of Literacy and Technology (JLT).
Where does shepherding come from? What is it about? Shepherding for scientific reviewing started at Conferences on Pattern Languages of Programs (PLoP’s), a process aimed to help authors to improve their work using a non-anonymous reviewer (shepherd), guiding the author (sheep) on their way (report). The shepherds focus on the organization of the content and the format of articles. Shepherds therefore must be experts in their field and willing to help to improve the work of others. The focus of shepherding feedback is the text itself, there is no discussion of the projects or theories. The goal is to improve the papers for the second review after the shepherding process.
What is the value of shepherding?
Shepherding is now being used by several conference committees to help leverage the potential value of authors’ work by improving them considerably and thus better serving the community. This approach helps to develop more well-rounded articles. It is also an excellent opportunity for newer authors to improve their articles and to get in contact with the community.
What are the principles of shepherding?
Shepherds are experts in their field. The work is of the author. Shepherds advise authors during the process of writing. The person ultimately responsible for the article is the author (sheep). The underlying culture is a gift culture, so it is crucial that shepherds are willing to help authors to improve. The cycles of interaction between authors and shepherds based on Kelly (2008) are:
Author sends the first version of the manuscript to the shepherd and introduces the manuscript briefly in his/her own words;
Shepherds reply to authors, i.e. ask questions (e.g. What is the motivation for the paper? What do you want to achieve? Where can I help?) and provide initial feedback. Constructive feedback and suggestions for improvement are crucial for shepherding!
Authors improve the manuscript by answering the questions and incorporating the shepherd’s feedback.
Authors send improved manuscripts to shepherds and another cycle starts with the introduction of the new version (iterative cycle).
Testimonials from shepherds
“As a shepherd, I get great satisfaction helping authors communicate their ideas. A shepherd is not an editor. Shepherds don’t edit. Instead, through conversations, questions , and dialog a shepherd helps authors find their own voice and write compelling papers. I find shepherding to be a wonderful experience. That’s why I do it: to learn, to help grow communities, and to help people share their good ideas more clearly. It’s so rewarding!” Rebecca Wirfs-Brock (PLoP community)
“In my experience, when it is done well, shepherding results in an increased focus and clarity to the work. A good shepherd can help the sheep really bring out the important message of the work and make it much clearer to the reader. On occasion, the sheep gains additional insights into his own work. Note however, that I have seen some superficial shepherding, which resulted in only cosmetic improvements to the work. So it isn’t an automatic great improvement. It takes discipline to do a good job.” Neil Harrison (PLoP)
“Shepherds are individuals, with experience in writing, assigned to an author’s paper with the expressed interest in helping the author improve their paper or writing of any kind. The shepherding process is essentially a review process where the author gets to get feedback on how well the paper communicates the author’s ideas. The shepherd is able to then make suggestions on making the paper better or to assist with ways on helping the author clarify their ideas. Shepherding is about improving the paper itself, while the Shepherd maintains that the author is the one doing the writing. The shepherd can guide an author into a more mature understanding of his or her paper. The best shepherds are those that usually have a good understanding of the subject matter they are reviewing. The main goal of a shepherd is to help the author(s) to make the paper the best that it can be given the amount of “shepherding” time they have for the given venue the paper is to be presented at.” Joseph W. Yoder (PLoP community)
3. Shepherding at PLE 2013
Shepherding is an instrument to improve the quality of submissions, help authors connect with the scientific community and strengthen connections within the PLE community. Shepherds are mentors drawn from the Review Committee. Beside the intrinsic value and the insight into interesting papers, mentors will receive special recognition – shepherds will be featured on the special page and receive special badges rewarding their work. Also authors will vote for the best shepherd. The winners will be awarded at the PLE Conference 2013.
One of the issues driving the adoption of technology for learning in organisations – particularly in sectors and occupations such as teaching and the medial sector – is the need to show continuing professional development as a requirement for continuing registration.
Many organisations are looking to some form of e-Portfolio to meet this need. Yet there is a tension between the use of e-portfolios to record and reflect on learning, as a tools for learning itself and as a means to assessment.
A recently published study, (lif)e-Portfolio: a framework for implementation (PDF downlaod) by Lee D Ballantyne, from Cambridge International Examinations (CIE) and University of Cambridge ESOL Examinations (ESOL) , examines some of these issues.
There has been much recent discussion (e.g. Barrett, 2009; JISC, 2012d) concerning the dichotomy of e-portfolios which have the primary purpose of learning versus those which have the primary purpose of assessment. E-portfolio systems developed specifically for assessment purposes often forgo key elements of the learner-centred e-portfolio: social tools, longevity, and personalisation. By contrast, e- portfolios primarily for learning often lack the award-specific structure and reporting tools required for assessment (see Appendix II). A suitable e-portfolio solution must take into consideration the backwash of assessment and that ―from the students‘ point of view assessment always defines the actual curriculum‖ (Ramsden, 1992, p 187), and when the purpose of an e-portfolio changes from a learning tool to summative assessment it becomes ―something that is done to them rather than something they WANT to maintain as a lifelong learning tool‖ (Barrett, 2004a). There is a clear link between an assessment purpose and lack of engagement (Tosh et al., 2005) and yet CIE and ESOL both have stakeholder groups (teachers and trainee teachers) who straddle both learner (professional development) and candidate (teaching awards). The main challenge is to convey the value of the whole e-portfolio to all stakeholders; to find the right balance between assessment-driven (institution-centric) requirements and learner-driven (user-centric) requirements; and to achieve a level of standardisation yet allow for personalisation and creativity (Barrett, 2009). This unprecedented link between teaching, learning and high stakes assessment is fundamentally disruptive: pedagogically, organisationally and technologically (Baume cited Taylor & Gill, 2006, p 4; Cambridge, 2012; Eynon cited Shada et al., 2011. p 75), and planning for successful implementation is critical (JISC, 2012e; Joyes et al., 2010; Meyer & Latham, 2008; Shada at el., 2011).
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
A new nationwide Open Badges initiative has been launched by DigitalMe in the UK. Badge the UK has been developed to help organisations and businesses recognise young people’s skills and achievements online.
Supported by the Nominet Trust, the Badge the UK initiative is designed to support young people in successfully making the transition between schools and employment using Mozilla Open Badges as a new way to capture and share skills across the web.
At the recent launch event at Mozilla’s London HQ Lord Knight emphasised the “disruptive potential” of Open Badges within the current Education system. At a time of record levels of skills shortages and unemployment amongst young people all speakers stressed need for a new way to encourage and recognise learning which lead to further training and ultimately employment opportunities. Badge the UK is designed to help organisations and businesses see the value in using Mozilla Open Badges as a new way to recognise skills and achievement and and connect them to real world training and employment opportunities.
Apologies for the broken Twitter feeds on this page. It seems Twitter have once more changed their APi, breaking our WordPress plug-in. It isn’t the first time and we will have to find another work around. Super tech, Dirk is on the case and we hope normal service will be resumed soon.
MOOCs and beyond
A special issue of the online journal eLearning Papers has been released entitled MOOCs and beyond. Editors Yishay Mor and Tapio Koshkinen say the issue brings together in-depth research and examples from the field to generate debate within this emerging research area.
They continue: “Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.
This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today’s pedagogical landscape; and could they provide a viable model for developing countries?
We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?”