Personal
learning environments (PLEs) are defined as systems that enable self-directed
and group based learning. With the advantage of having great flexibility and
customization, PLEs are designed around individual's skills and goals, in order
to enhance learning to it's fullest potential. "It involves sociological
and philosophical considerations and cannot be packaged, passed out, and handed
around as a cell phone or tablet computer could. Widespread adoption of PLEs,
once the tools and approaches are clearer, will almost certainly also require a
shift in attitudes toward technology, teaching, and learning," (Johnson,
L., Adams, S., and Haywood, K., 2011, p. 30). In a sense, PLEs are giving
students control over their education. Rather than a traditional, passive
education in which the teacher is the center of the classroom, personal
learning environments encourage students to actively learn by developing their
learning plans and tools, with the teacher as a mentor. "In concept,
personal learning environments would encourage students to approach learning in
ways best suited to their individual needs. Visual learners, for example, might
be able to obtain material from a different source than auditory learners.
Students using PLEs may further benefit from the practice of keeping track of,
and curating, their own resource collections. Personal learning environments
are seen as a way to shift the control over learning - particularly it's pace,
style, and direction - to the learner," (Johnson, L., Adams, S., and Haywood,
K., 2011, p. 31). Some authors have contemplated whether social networking
tools should be included in a PLE. Research has shown promising results, such
as a high school in Georgia using a tool to create customized dashboards that
resemble the curriculum in appealing ways toward each student. The use of this
media, such as tagging, blogging, iTunes, wikis, etc. can be used by teachers
in all domains, including math, science, and English.
Personal learning environments are of advantage to both the teachers and
students. Technology is helping teachers create online spaces for their classes
that include solely the resources and materials they want their students to
have access too. In addition, students are able to create and collaborate
through these online classrooms, personalizing the spaces towards their
individual interests and studies. However, as the Internet becomes more
prominent in the classroom, schools are beginning to face a dilemma with access
and filtering policies. The Internet contains a vast variety of information and
websites, some in which students should not come into contact with. Therefore
it is crucial that teachers tame and organize the web used in schools.
I joined several groups on Diigo, all having the underlying theme of education.
Web Tools for Educators, for example, contains multiple links posted by other
members with useful tools for teaching. One of the most recent posts included
resources on Black History Month; another offered a link to create quick online
quizzes, for free! I think Diigo is a great way to network with people in
similar fields as me.
I agree that PLE can be advantageous to both the learner and the teacher. The role of technology in this, especially interactive technology, is going to change dramatically as the pace of advancement continues. It will be really interesting to see where some of this goes. I agree that filtering and keeping the material appropriate is difficult. That is where a lot of the newer companies that are creating tools or materials may come more into play. They are creating the experience of social media or social tools for a classroom setting. Even on a smaller scale, items like clickers to facilitate discussion in a filtered way are an example of how educational companies could make all the difference. I love using clickers, especially since you can use them in conjunction with smart phones.
ReplyDeleteMany of the groups on Diigo are interesting and potentially helpful to educators. quiz creation is always beneficial!