IdeaLab 2006 Melbourne personal learning environments

1
IdeaLab 2006 Melbournepersonal learning
environments

• Scott Wilson, CETIS

http//www.cetis.ac.uk/members/scott/foaf.rdf
This work is licensed under a Attribution-NonComme
rcial-ShareAlike 2.0 licence
2
CETIS - a bit of history

• Strategic service to JISC
• IMS specifications and MLEs
• Web Services and SOA
• PLE and Web 2.0

3
The JISC PLE project

• Articulate and understand the educational context
  (LLL, LWL, IL) from a range of perspectives
• Identify the technologies needed
• Model the space
• Develop prototypes to help explore
• Stimulate a public discussion

4
Shock of the old

• Ivan Illich, Deschooling Society (1970) and Tools
  for Conviviality (1973)
• Christopher Alexander, A Pattern Language (1977
  see esp. 18, 43, 83, 85)
• Derrick de Kerckhove, Connected Intelligence
  (1997)

5
Future VLE Scott Wilson
6
How did we get here?
7
(No Transcript)
8
(No Transcript)
9
Web 2.0?
10
The message of all this media

• the world beyond the university is now a richer
  technology environment than at any time before in
  the history of ICT, and is now arguably much
  richer than that inside.
• This potentially changes everything to do with
  educational technology.

11
(No Transcript)
12
Technology-enhanced learners

• New assumptions and interventions
• The net generation
• Moving from provisioning and user support to
  coordination and consultancy services
• Moving from (just) courses and cohorts to
  learning networks?

13
Learning Networks

• Combining formal and informal learning episodes
• Using shared goals, interests, or practices to
  forge a social identity
• Symmetry of experience of technologies in
  informal and formal discovery and action

14
Learning Networks (2)

• In the future, will learners already be part of a
  learning network before joining a course?
• Will they have a pre-existing community of peers?
• Can institutions be facilitators of learning
  networks instead of purveyors of courses?
• Can we build upon our current capability to
  introduce students into professional networks?
• Is an orientation to competences a way forward?
  (Or just yet another load of ontology?)

15
From provisioning to connecting

• Currently we provision learners and teachers with
  technology - we give them a space, email
  accounts etc.
• The PLE approach would be instead to enable
  connecting people with each other and resources
  of mutual relevance

16
(No Transcript)
17
Content as infrastructure

• David Wiley, ICALT 2006 Kerkrade
• We must strive to make content free, open,
  modifiable, re-distributable, and use
  widely-understood formats that can be edited
  easily
• Content must become infrastructure (ubiquitous
  and invisible)

18
PLEs for TEL

• Device (e.g. phone, PDA, laptop)
• Browser (e.g. Flock, Firefox)
• Aggregator and publisher (e.g. Plex, iTunes)
• Web desktop (e.g. Netvibes, Pageflakes)
• Blog-centred mashup
• Ad-hoc (e.g. interplay of various sites)

19
But!

• A PLE is personally constructed and discovered -
  you dont provide a PLE like you provide the
  VLE. Its not a box
• Working with PLEs is about tailoring the
  infrastructure to support and extend the
  capabilities of TELs
• Coordination in PLEs can be emergent

20
(No Transcript)
21
netvibes
22
Blog add-ons
23
Adaptation strategies for web 2.0

• Ignore
• Co-opt embrace extend
• Invert contribute support

24
1. Ignore
25
added by me using GreaseMonkey
26
2. Co-opt

• Requires subtlety, and understanding of different
  social factors and affordances of informal and
  formal learning

27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
3. Invert

• PLE is an inversion strategy, and is potentially
  disruptive

31
VLE -gt PLE
32
(No Transcript)
33
Transformation demands

• From hosting to consultancy (HE no longer an ISP
  or corporate IT provider)
• From closed to open ethos on content, systems,
  processes
• Adding value to the Internet, not duplicating
  functionality with added control mechanisms
• Not duplicating basic home ICT but instead
  providing specialized collaboration facilities
• FILLING THE FEATURE GAP

34
Contributing

• Our information - data, research, publications,
  content via open web APIs
• Our expertise
• Our offerings and products
• Our role as facilitators, guides, and trusted
  source

35
VLE-gtPLE feature gap

• Assessment, marking and grading
• Drop boxes, and other patented things -)
• Gateway model (PebblePad)
• Coordination
• Workflow and learning activity designs
• NOT gaps
• PLE approach has better tracking/monitoring and
  group formation (if you shift perspectives a
  little)

36
Coordination and workflow

• How to enable coordination in heterogeneous
  environments?
• Can we coordinate (in the cybernetic sense)
  instead of command?
• Is resource management and provisioning (i.e.
  command of the environment) strictly necessary?

37
Weblog and Aggregation Organisational Online
Communication Model - James Farmer
38
Activity design and monitoring Interaction point
PLE interaction point
(This model could apply to some extent to SCORM
and SS, but)
39
Dynamic goal-directed states within a rich policy
framework
40
Your ideas?
41
Cheers!

• scott.bradley.wilson_at_gmail.com
• http//www.cetis.ac.uk/members/scott
• http//www.cetis.ac.uk/members/ple
• http//del.icio.us/tag/ple