Wk 4 PLE example #3 - Michelle Martin - Freemind

Wk 4 PLE example #2 - AJ Cann vs. Martin Weller - SMS / CMAPtools site example

AJ Cann's PLE

It's funny but this PLE causes me to wonder if this was graded or shown to someone - like a group or presentation. This PLE is a bunch of SMS which is valid but I have no concept of how this individual "learns". It is interesting because it can be help me in my own PLE by offering me new sources but there is no sequence, no priorities, no line labels, no arrows, and all of this causes me frustration or worse if I am suppose to understand this diagram.

Compare Cann's to Martin Weller's below:

 

Martin Weller's PLE

 

 





Weller's diagram is similar to Cann's but at least I can see Weller's purposes for the SMS he uses. This is shown by the direction of arrows and line labels.  Plus there is a central point, with a central question.

Wk 4 PLE example #1 - Stephen Downes - "flowchart" / Gliffy example

I know of Stephen Downes from a U of M CACE MOOC course.

This PLE looks like a flowchart which is probably what Downes was hoping for but I find the human experience to not be like a computer program or computer system. It just seems that every experience that comes into the system is processed but a human puts input away sometimes for later background processing. I would add a background external storage and background processing. There is more, there is no private storage system.

Wk 3 Identity and privacy

I am somewhat amazed by the fact that no one and I mean no one it seems is worried about the information they freely 'give' away on the web. I have to ask is it me? What category am I? Confident creative? Concerned and careful? Worried by the wayside? Unfazed and inactive?

Confident Creatives

are the smallest of the four groups, comprising 17% of online adults. They say they do not worry about the availability of their online data, and actively upload content, but still take steps to limit their personal information.
 
Concerned and Careful fret about the personal information available about them online and take steps to proactively limit their own online data. One in five online adults (21%) fall into this category.
 
Worried by the Wayside group do not actively limit their online information despite being anxious about how much information is available about them, members of the this group contains 18% of online adults. 
Unfazed and Inactive group is the largest of the four groups—43% of online adults fall into this category. They neither worry about their personal information nor take steps to limit the amount of information that can be found out about them online

It seems I don't fit into any of these categories. I don't actively upload content to any SMS and take steps to limit my personal information (e.g. multiple email ids). But I do not fret or worry about the situation. And I am certained not unfazed or inactive. Maybe there should be a group Limited input and conent.

Wk 4 PLE defined

Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning.^[1] This includes providing support for learners to:

• set their own learning goals
• manage their learning, both content and process
• communicate with others in the process of learning

Technically, the PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc.— around the independent learner. Using the term "e-learning 2.0," Stephen Downes describes the PLE as: "... one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system".^[2]
PLE puts the individual learner at the center, connecting him or her to both information and to communities to: "... provide personal spaces, which belong to and are controlled by the user, [and also provide] a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation" ^[3] Using the term "Social Learning 2.0," Anderson and Dron reinforce this emphasis on community, conceptualizing it in terms of "groups," "networks" and "collectives" (2007)^[4] and thereby achieve learning goals.
An example of the PLE systems are the CLIX, Moodle or iGoogle environment, where a learner can create its own personal learning environment and populate it with widgets e.g. from the ROLE Widget Store (http://role-widgetstore.eu) Chrome Web Store (https://chrome.google.com/webstore) or Google Apps Marketplace, The concept of the PLEs has been taken up and developed further on within the European collaborative project Responsive Open Learning Environments (http://www.role-project.eu). ROLE is exploring the psycho-pedagogical ^[5] as well as the technical challenges ^[6] presented by a PLE solution and is charged with overcoming them. The underpinning ethos of ROLE is openness and responsiveness. ROLE supports openness by designing a ROLE Reference implementation (http://sourceforge.net/projects/role-project/files/?source=navbar)- infrastructure that supports assembled widget bundles with communication channels, authentication and authorisation mechanisms, services for activity tracking and analysis and access to psycho-pedagogical user profiles. Users are free to access, join, develop and extend the system. This system is interoperable across software systems and technology. Responsiveness to learners’ needs is ensured, quick and individual (e.g. answer, recommendation, individually adapted content, elements or tools) and relates to the learner’s individual needs, preferences and wishes. An independent group in the US has created a preliminary consortium for the PLE and is currently looking for a group of motivated representatives to create a panel to better define standards and procedures of implementing a PLE. Their website is http://www.w3ple.org.

Wk 4 Margot M (classmate) PLE

Interesting - I like her icons

http://popplet.com/app/#/1307483

Wk 4 James H (classmate) PLE

I like James H's PLE at http://quakersonline.org/file/view/115/ple-jim-heil

First post

First post in 98908 Emerging Technologies. Don't feel too panicked in this course as compared to 98909 Instructional Design. Have done some of this work before in the MOOC course. Today looked at CMAP, Freemind and Gliffy for concept mapping and found them to static. Other classmates are using something called popplet which I looked at but it looks like a site where you grab content from other sources. Found a site called mindmeister which looks interesting.

Course status