Treballant, aprenent i jugant a través d'entorns personals d'aprenentatge (PLE). Graham...

Working, Playing and Learning through Personal Learning

Environments

Graham Attwell

Treballant, aprenent i jugant a través d’entorns

personals

Learning in the digital age

the changing ways we create, share and use knowledge

Changing social patterns of work and work organisation

Changing contexts for learning and communicating

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

Learning is moving outside the institutions

We are learning in multiple places and multiple contexts

Challenging expert knowledge

“We are being forced to reexamine what constitutes knowledge and are moving from expert developed

and sanctioned knowledge to collaborative forms of knowledge construction”

Dave Cormier

Our schooling systems are based on the first industrial revolutions

teaching timekeeping, obedience, neatness, tidiness, cleanliness

and…….

above all, homogeneity

The internet allows the development of

personal learning pathways and collaborative knowledge development

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

media saturated life world

How do we learn in a media saturated world?

Young people are using the internet for creating and

sharing

Bricolage - (Levi Strauss)

Social networking facilitates knowledge exchange and reflection

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

Mobile devices are spreading learning into new contexts

Sense making and meaning making

throughexploring,

questioning and transcending

traditional work structures

and procedures

Based on situatedness and proximity to work processes and contexts

questioning manifestations of cultural practices in organisations

Agency - the ability to shape the form of the environment as a user configurable and open set of tools

learning is based on shared practice and reflection on that practice leading to the

development of learning materials

The semantic aggregation of micro learning materials leads to a shared organisational

knowledge base

Episodic and context based learning takes placein Zones of Proximal Development

Developmental Zones allow the production of user generated content as reflection on

situative contexts and in response to others

Micro learning materials - rearranging and juxtaposing previously unconnected signifying

objects to produce new meanings in new contexts (bricolage)

Using mobile devices - and appropriating not only technology but also work processes as a basis for learning

Overcoming divides betweenformal and informal learning and betweenlearning and knowledge management

The use of educational technology has replicated traditional learning arrangements

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

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

Searching for information and knowledge

Aggregate and scaffold information and knowledge

Manipulate, rearrange and repurpose knowledge artefacts

Analyse information to develop knowledge

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

Present ideas, learning and knowledge in different ways

Represent and re-render underpinning knowledge structures

Share by supporting others in their learning

Network through a collaborative learning environment

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

Learning interactions take place in a social environment

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

Learning is linked to performance in practice

PLEs form part of an expanded learning environment

Thank you for

watching

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