GoogleTranslate Service


Reflections on Personal Learning Environments

January 5th, 2012 by Graham Attwell


I got a great email from Rui Páscoa, Sérgio Lagoa and João Greno Brogueira, Masters students at the Open University in Portugal. One of their teachers, they say, Professor José Mota, “asked us to interview someone who is a reference in online teaching and, based on thisinterview, write a 2000-word paper as one of the compulsory activities for the subject ‘Elearning Pedagogical Processes’.”

They sent me the questions and rather than write a long text I agreed to reply by video. The questions – see below – are excellent – in focusing on the key issues around Personal Learning Environments. I struggled with some of my answers – it would be great if anyone else could add their ideas by video or in the reply box to this blog entry.

Questions:

  1. What is the pedagogical model you follow as an online teacher and why?
  2. You have been developing some serious thinking on PLEs. How important are they in the learning process?
  3. Do you advise your students to follow a specific  “model” or do you give them full freedom in building their PLE?
  4. Ever since the concept of PLE appeared there have been several discussions about this issue and the concept itself has been evolving. In what way has the PLE interfered in the change of elearning pedagogical models? Or is the PLE merely “a tool” that you can use and take some benefit from in the already existing practices, without real influence in changing them?
  5. Many Universities and Colleges offering online courses tend to adopt pedagogical models quite close to traditional teaching and learning, centred on transmitting contents in closed environments (LMS/VLE) controlled by the institution. How shall we overcome this traditional approach and persuade the universities to change their practices?
  6. Elearning is becoming more and more relevant, both in formal and informal education, and it is seen as essential in lifelong learning processes. How do you see the future of elearning, bearing in mind the technological development and the social and economical changes that will come along with the evolution of society?

6 Responses to “Reflections on Personal Learning Environments”

  1. Manish says:

    Looking and sounding great as ever.

  2. Graham Attwell says:

    Thanks Manish 🙂

  3. Hi Graham. Following up on your comment about learners lacking in competence and confidence, it reminds me of Gerald’s Grow’s Staged Self-Directed Learning Model, based on the Hersey and Blanchard’s Situational Leadership Theory that is tied to employee readiness/maturity. I wrote a paper on it in 1997 and plan to incorporate the model into my current research. You are likely familiar with it, but for anyone who is not, the SSDL is available on Gerald Grow’s site:

    http://www.newsroom101.com/longleaf/ggrow/SSDL/Model.html#Figure1

    His original article and follow up are also available:

    http://www.newsroom101.com/longleaf/ggrow/SSDL/SSDLIndex.html

  4. José Mota says:

    Hi Graham :-). In fact, I told them “online teaching OR training”, because there is a lot of great stuff going on outside formal academic settings.

    Thanks for your cooperation and for a great interview. This just “sky-rocketed” their enthusiasm with the activity. Let’s see how their paper comes out.

    Cheers,

  5. Graham Attwell says:

    Thanks for comments. Will follow up on your references Tony.

    Glad to know this has added to students enthusiasm Tony. They were indeed very good questions and think that the learning that comes from thinking up the questions to ask are underrated. Think I have written before on the laziness that survey web sites like Survey Monkey have introduced into research.

    Would be excellent if the paper was to be presented at the PLE conference on Aveira in July.

  6. M C Morgan says:

    Thanks for extensive responses to some excellent questions, Graham.

  • Search Pontydysgu.org

    Social Media




    News Bites

    Graduate Jobs

    As reported by WONKHE, a survey of 1,200 final year students conducted by Prospects in the UK found that 29 per cent have lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change. Not surprisingly, the majority feel negative about their future careers, with 83 per cent reporting a loss of motivation and 82 per cent saying they feel disconnected from employers


    Post-Covid ed-tech strategy

    The UK Ufi VocTech Trust are supporting the Association of Colleges to ensure colleges are supported to collectively overcome challenges to delivering online provision at scale. Over the course of the next few months, AoC will carry out research into colleges’ current capacity to enable high quality distance learning. Findings from the research will be used to create a post-Covid ed-tech strategy for the college sector.

    With colleges closed for most face-to-face delivery and almost 100% of provision now being delivered online, the Ufi says, learners will require online content and services that are sustainable, collective and accessible. To ensure no one is disadvantaged or left behind due to the crisis, this important work will contribute to supporting businesses to transform and upskilling and reskilling those out of work or furloughed.


    Erasmus+

    The European Commission has published an annual report of the Erasmus+ programme in 2018. During that time the programme funded more than 23,500 projects and supported the mobility of over 850,00 students, of which 28,247 were involved in UK higher education projects, though only one third of these were UK students studying abroad while the remainder were EU students studying in the UK. The UK also sent 3,439 HE staff to teach or train abroad and received 4,970 staff from elsewhere in the EU.


    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

    The latest The Graham Attwell Daily! paper.li/GrahamAttwell?…

    About 4 hours ago from Graham Attwell's Twitter via Paper.li

  • Digital technologies and parental involvement in education: the experiences of mothers of primary school-aged children tandfonline.com/doi/abs/10.10…

    Yesterday from Cristina Costa's Twitter via Twitter Web App

  • Recent Posts

  • Archives

  • Meta

  • Categories