Personal Learning Environments offer learning that impacts way beyond
the Assessment Criteria or Learning Outcomes of a particular course. It
puts the control over to the learner and they can further explore a
subject or move into another subject of interest.
Without the direction of a tutor there is the risk of deviation and some
learners may find this 'lack of focus' frustrating especially if they
are a 'surface' learner or 'strategic' learner. But the dialogue it will
create and the free nature of discussion can result in a deeper
learning experience where the values, ideas and debate can consolidate
thoughts, build a new consensus or open new questions to explore.
There is consensus that Web 2.0 works at its' best when it is learner
led. Therefore to allow learners to build their PLE through platforms
such as: Twitter; Facebook; WordPress; YouTube; AudioBoom; Mural.ly;
Popplet; Skype and the like, gives them the autonomy of the platform
that works best for them.
Many of us would have experienced the frustration of technology not
working and the 'waste of time' feelings that can result. By reducing
the potential of this by allowing their choice, will maximise the
opportunity of learning time be it formal and structured or informal and
open. The key objective is learning through sharing, collaboration and
discussion.
I have created a simple, graphical mind map of the tools that I use that
form my PLE and contain those other individuals with whom I share,
collaborate and discuss. This is attached to this blog post.
If I would have completed this a year ago the tools would have been
higher in number but over the last 12 months I have consolidated how I
use them so although there are less, the intensity of use is far
increased.
I am increasingly seeing the importance of life-long learning. There are
many examples of courses that I have been a learner for (specifically
Fitness Industry) where they are heavy on the knowledge. The delivery
received has been strategic to pass the tests and resulted in a
short-term learning experience. You gain the certificate but what has
been learnt? This has had a direct impact on how I teach with more
emphasis on the sustainability of learning for that subject and others.
How do learners build their own learning network? What can they learn
from each-other? What can we as tutors, learn from the participants'
experiences and ideas? It forms a never-ending learning path.
One of the key issues or problems that may arise with PLE's is the
institutions control of relations and communication which is now far
more in the favour of the learner. We in education need to feel
comfortable with learners discussing and learning in their own
environments. I would remove the word 'control' of learning and replace
with 'facilitate', 'mediate', 'guide' and at the most robust level be
'directing', 'assessing' and 'judging' .
Thoughts of Personal Learning Environments
Personal Learning Environments offer learning that impacts way beyond the Assessment Criteria or Learning Outcomes of a particular course. It puts the control over to the learner and they can further explore a subject or move into another subject of interest.
Without the direction of a tutor there is the risk of deviation and some learners may find this 'lack of focus' frustrating especially if they are a 'surface' learner or 'strategic' learner. But the dialogue it will create and the free nature of discussion can result in a deeper learning experience where the values, ideas and debate can consolidate thoughts, build a new consensus or open new questions to explore.
There is consensus that Web 2.0 works at its' best when it is learner led. Therefore to allow learners to build their PLE through platforms such as: Twitter; Facebook; WordPress; YouTube; AudioBoom; Mural.ly; Popplet; Skype and the like, gives them the autonomy of the platform that works best for them.
Many of us would have experienced the frustration of technology not working and the 'waste of time' feelings that can result. By reducing the potential of this by allowing their choice, will maximise the opportunity of learning time be it formal and structured or informal and open. The key objective is learning through sharing, collaboration and discussion.
I have created a simple, graphical mind map of the tools that I use that form my PLE and contain those other individuals with whom I share, collaborate and discuss. This is attached to this blog post.
If I would have completed this a year ago the tools would have been higher in number but over the last 12 months I have consolidated how I use them so although there are less, the intensity of use is far increased.
I am increasingly seeing the importance of life-long learning. There are many examples of courses that I have been a learner for (specifically Fitness Industry) where they are heavy on the knowledge. The delivery received has been strategic to pass the tests and resulted in a short-term learning experience. You gain the certificate but what has been learnt? This has had a direct impact on how I teach with more emphasis on the sustainability of learning for that subject and others. How do learners build their own learning network? What can they learn from each-other? What can we as tutors, learn from the participants' experiences and ideas? It forms a never-ending learning path.
One of the key issues or problems that may arise with PLE's is the institutions control of relations and communication which is now far more in the favour of the learner. We in education need to feel comfortable with learners discussing and learning in their own environments. I would remove the word 'control' of learning and replace with 'facilitate', 'mediate', 'guide' and at the most robust level be 'directing', 'assessing' and 'judging' .