Personal Learning Environments: Diversity and Divide

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Presentation for the Alpine Rendez-Vous 2013 accompanied by the position paper

Text of Personal Learning Environments: Diversity and Divide

  • 1.Personal Learning EnvironmentsIlona Buchem, Beuth University of Applied Sciences Berlin (Germany)Graham Attwell, Pontydysgu (UK) Alpine Rendez-Vous 2013,Villard-de-Lans,Vercors, French AlpsTuesday, January 29, 13

2. PLEs are proposed as a way of allowing learners to take control of their own learning,regardless of the different contexts in which it takes place.PLEs challenge existing power relations within education and training systems. PLEs can foster diversity throughboundary-crossing, responding to diverse needs, building Personal Learning Networks.Tuesday, January 29, 13 3. PLEs are a response to crisis(2005-2009)Virtual Learning Environments (VLEs) walled gardens (closed)institution-ownedmonolithic commercial top-downTuesday, January 29, 13 4. Scott Wilson:, January 29, 13 5., January 29, 13 6. Tuesday, January 29, 13 7., January 29, 13 8., January 29, 13 9. Tuesday, January 29, 13 10. Personal Learning Environments, January 29, 13 11. Tuesday, January 29, 13 12. Tuesday, January 29, 13 13. What are PLEs?, January 29, 13 14. VLE as part of PLE, January 29, 13 15. PLE is more thantechnological tools, January 29, 13 16. PLE is about control, January 29, 13 17. PLE and PLN, January 29, 13 18. includes newlearning tools and formTuesday, January 29, 13 19. Do-It-YourselfLevi-Strauss: re-using available materials to solve new problemsSeymour Papert: Learning and solving problems by trying, testing, playing aroundSherry Turkle: alternative to conventional structured "planner" approach,creating without an exhaustive preliminary specication,Tuesday, January 29, 13 20., January 29, 13 21. What characterises PLE, i.e. what are the core categories and their properties as addressed in literature?Tuesday, January 29, 13 22. activity theorymediate an activitysource of an activitydirect an activitygovern an activity situate an activityorganise an activityTuesday, January 29, 13 23. social basisTuesday, January 29, 13 24. PLE attributesTuesday, January 29, 13 25. Contradictions are historically accumulating structural tensions within and between activity systems. (...) When an activity system adopts a new element from the outside, it often leads to an aggravated secondary contradiction where some old element collides with the new one.Such contradictions generate disturbance and conflicts, but also innovative attempts to change the activity (Engstrm 2001)Tuesday, January 29, 13 26. Tensions between the systemsTuesday, January 29, 13 27. Boundary crossingThe object of one activity systemmoves into the sphere of another, potentially generating between- system contradiction.Tuesday, January 29, 13 28. Possible tensions emancipation vs. regulation private vs. public individual vs. collective members vs. non-members formal vs. informal expert vs. novice assessment vs. reectionTuesday, January 29, 13 29. Discussion PLE movement towards greater learning autonomy requiresknowledge and capabilities which learners do not possess. Thiscould disadvantage those already disadvantaged within the educationsystem. What dispositions are necessary in the pursuit of equity? To what extent can openness, decentralisation, connectivity andpermeability support diversity ourishing? What strategic andpolitical actions may be necessary if the potential of personallearning environments is to be realised for everyone? To what extent can a learning environment remain personal whenlearning depends on interactions with others, often in uid,contested spaces? Are there any ways in which open, informal participation can amplifyinequalities - between communities as well as between individuals?Tuesday, January 29, 13 30. Ilona Buchem Professor for Digital Media & DiversityBeuth University BerllinDepartment I Economic and Social Sciences@mediendidaktikhttps://ibuchem.wordpress.comTuesday, January 29, 13


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