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eLearning & Deliberative Moments: The present and future of P...

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Saved by 56 people (-8 private), first by anonymouse user on 2006-12-19


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a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.

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a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.

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a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.

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The primary goal of a PLE for an individual is to bring all the disparate artefacts of interest for learning under a single operating roof. The presumption is that there are many artefacts, organising them is time-consuming and it's easy to forget about or lose them. PLEs are meant to simplify managing these artefacts, creating meaning through aggregation, linking and metadata tagging (eg comments, keywords).

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A PLE spans the various learning experiences to which an individual subscribes throughout life.

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All the while, the individual may wish to link selectively to an evolving parade of Web 2.0 services which are found to be useful for enabling personal growth and learning.

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PLEs are situated at the intersection of VLEs, Web 2.0 and an expanded view of ePortfolios.

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The structure, features and policies of most VLE implementations tend to perpetuate the traditional instructivist models of education.

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So far, discussion about PLEs has emanated primarily from academic circles, who recognise that there are learning opportunities with some Web 2.0 services.

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Adults who engage in relatively unstructured inquiry or informal learning, for reasons of professional or skills development or general interest, could benefit from tools and techniques to organise their endeavours

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A Mashup is like a WebTop, but the web services are combined much more tightly so that data from one is used to access information in another.

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A PLE could be implemented as a mashup.

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If an individual has enough server space available, with the right software facilities in place, plone or Drupal could be installed and employed as a PLE.

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From late 2005 at Bolton University in the UK, A JISC-funded and CETIS-sponsored team are designing a reference model for a PLE.

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Their project wiki offers the most comprehensive consideration about PLEs currently available.

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By 2002, there was feverish activity to create ePortfolios as personalised learning content management

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many higher education institutions began to implement them. Most ePortfolios are intended for document management, retrieval and presentation. (EduTools, 2006).

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Most ePortfolios are intended for document management, retrieval and presentation. (EduTools, 2006). Products offer various features for organisation, annotation, document linking, reflection, collaboration, formatting, goal setting, reporting, import/export and communication.

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Importantly, almost all ePortfolio products are licensed by institutions rather than individuals. Therefore, they are neither portable nor interoperable.

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For PLE software and services to be useful for students who must deal with a VLE, VLEs must provide the capability to interoperate.

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The issue of intellectual property and the management of digital rights looms large. Copies of research papers from subscribed journals may be located in a walled VLE for access by a particular cohort. But does subsequently peeling them into or referencing them from a PLE stretch the licence too far?

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Users must be able to export their PLE repository in some generic format for safekeeping, especially if the PLE is a web service.

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PLEs may be seen as an extension of ePortfolios, but the latter are rarely used beyond school. The perception of ePortfolios as merely a presentation layer for stored digital assets must be stretched if PLEs are to be seen as their natural successor.

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PLEs may be seen as an extension of ePortfolios,

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the lack of a clear vision of what a PLE should do.

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In the next year we should see a consolidation of views about what constitutes a PLE. There are benefits to both web-served (ie. like webtops) and desktop solutions, so surely hybrids will appear.

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It is probable that within the next year pilot PLE projects will appear

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