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Personal Learning Environments Graham Attwell Congreso E-Duca 2011.

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Presentation on theme: "Personal Learning Environments Graham Attwell Congreso E-Duca 2011."— Presentation transcript:

1 Personal Learning Environments Graham Attwell Congreso E-Duca 2011

2 Web era 'more tumultuous than any previous economic or social revolution


4 Learning is moving outside the institutions

5 We are learning in multiple places and multiple contexts

6 Challenging expert knowledge

7 Our schooling systems are based on the first industrial revolution s

8 teaching timekeeping, obedience, neatness, tidiness, cleanliness and…….

9 above all, homogeneity

10 The schooling system has evolved as a media ecology specific to the age of the past and separated from the media saturated life world

11 The internet allows the development of personal learning pathways and collaborative knowledge development

12 The use of educational technology has replicated traditional learning arrangements

13 How do we learn in a media saturated world?

14 Young people are using the internet for creating and sharing

15 Bricolage - (Levi Strauss)

16 Social networking facilitates knowledge exchange and reflection

17 The main use of social networks by young people is for learning

18 Mobile devices are spreading learning into new contexts

19 PLEs are a collection of tools, loosely coupled, for working, learning and collaboration

20 creating, exploring and transversing boundary objects

21 social learning is constructed from conversations and participation within a CoP

22 From digital literacies to critical literacies giulia.forsythe

23 Ivan Illich Universal education through schooling is not feasible. educational webs...heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring Schools are not (as commonly perceived) a 'dependent variable' within society. They are the reproductive organ of a consumer society

24 "Education makes sense because women and men learn that through learning they can make and remake themselves, because women and men are able to take responsibility for themselves as beings capable of knowing — of knowing that they know and knowing that they don't" “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously students and teachers” Friere

25 Open education Open Educational Resources

26 Open and linked data Open and Linked Data

27 shared knowledge in communities of practice

28 Massive Open Online Courses

29 PLEs and PLNs

30 learning embedded in every day life


32 32







39 PLEs are spaces in which we interact and communicate - with the ultimate goal of learning and developing collective know-how

40 Searching for information and knowledge

41 Aggregate and scaffold information and knowledge

42 Manipulate, rearrange and repurpose knowledge artefacts

43 Analyse information to develop knowledge

44 Reflect, question, challenge, seek clarification, form and defend opinions

45 Present ideas, learning and knowledge in different ways

46 Represent and re-render underpinning knowledge structures

47 Share by supporting others in their learning

48 Network through a collaborative learning environment

49 PLEs promote learner autonomy and control as learning takes place in multiple spaces and contexts

50 Learning interactions take place in a social environment

51 The Zone of Proximal Development - the distance between what we know and are able to do now and what we could know and do with the help of a Significantly Knowledgeable Other

52 Learning is linked to performance in practice

53 PLEs form part of an expanded learning environment

54 We have divergent discourses about learning

55 A discourse of imagination, play, exploration. sharing, multimedia

56 attainment targets, measuring A discourse of targets, standards, testing and inspection


58 Thank you for watching

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