Treballant, aprenent i jugant a través d'entorns personals d'aprenentatge (PLE). Graham Attwell
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Transcript of Treballant, aprenent i jugant a través d'entorns personals d'aprenentatge (PLE). Graham Attwell
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Working, Playing and Learning through Personal Learning
Environments
Graham Attwell
Treballant, aprenent i jugant a través d’entorns
personals
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Learning in the digital age
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the changing ways we create, share and use knowledge
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Changing social patterns of work and work organisation
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Changing contexts for learning and communicating
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Web era 'more tumultuous than any previous economic or social revolution
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Learning is moving outside the institutions
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We are learning in multiple places and multiple contexts
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Challenging expert knowledge
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“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
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Our schooling systems are based on the first industrial revolutions
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teaching timekeeping, obedience, neatness, tidiness, cleanliness
and…….
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above all, homogeneity
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The internet allows the development of
personal learning pathways and collaborative knowledge development
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The schooling system has evolved as a media ecology specific to the age of the past and separated from the
media saturated life world
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How do we learn in a media saturated world?
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Young people are using the internet for creating and
sharing
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Bricolage - (Levi Strauss)
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Social networking facilitates knowledge exchange and reflection
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The main use of social networks by young people is for learning
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Mobile devices are spreading learning into new contexts
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Sense making and meaning making
throughexploring,
questioning and transcending
traditional work structures
and procedures
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Based on situatedness and proximity to work processes and contexts
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questioning manifestations of cultural practices in organisations
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Agency - the ability to shape the form of the environment as a user configurable and open set of tools
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learning is based on shared practice and reflection on that practice leading to the
development of learning materials
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The semantic aggregation of micro learning materials leads to a shared organisational
knowledge base
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Episodic and context based learning takes placein Zones of Proximal Development
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Developmental Zones allow the production of user generated content as reflection on
situative contexts and in response to others
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Micro learning materials - rearranging and juxtaposing previously unconnected signifying
objects to produce new meanings in new contexts (bricolage)
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Using mobile devices - and appropriating not only technology but also work processes as a basis for learning
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Overcoming divides betweenformal and informal learning and betweenlearning and knowledge management
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The use of educational technology has replicated traditional learning arrangements
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PLEs are a collection of tools, loosely coupled, for working, learning and collaboration
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PLEs are spaces in which we interact and communicate - with the ultimate goal of learning and developing collective know-how
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Searching for information and knowledge
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Aggregate and scaffold information and knowledge
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Manipulate, rearrange and repurpose knowledge artefacts
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Analyse information to develop knowledge
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Reflect, question, challenge, seek clarification, form and defend opinions
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Present ideas, learning and knowledge in different ways
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Represent and re-render underpinning knowledge structures
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Share by supporting others in their learning
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Network through a collaborative learning environment
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PLEs promote learner autonomy and control as learning takes place in multiple spaces and contexts
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Learning interactions take place in a social environment
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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
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Learning is linked to performance in practice
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PLEs form part of an expanded learning environment
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