Next Generation Learning and Personal Learning Environments

27-February-2006

[ ICT and learning ]
This article looks at the issues involved in the development and implementation of Personal Learning Environments

I have submitted a proposal for a symposium to the Alt-C 2006 conference. The theme of the conference is 'Next Generation Learning' and my proposal is entitled 'Personal Learning Environments: challenges in next generation learning'.

The abstract focuses on the different issues involved in the development and implementation of Personal Learning Environments (thanks to Terry Anderson for his contribution to this).

Next generation learning issues include

  • What affordances do PLEs provide for new pedagogic approaches to teaching and learning?
  • What are the implications of PLEs for subjects and disciplines?
  • How can we move from teacher or expert driven learning to peer group learning? I would rephrase this to How can we use PLE's to encourage and support self-directed learning?
  • What will be the role of teachers, technical support and coaches in supporting PLEs?
  • How can informal learning be supported and recognised through PLEs

Next generation learner issues include:

  • What skills and support do learners require in order to develop and manage their personal learning environment?
  • How will learners scaffold and plan their learning?
  • How will learners present and validate their learning?
  • How will learners develop support networks and affinity groups - both peer and ‘expert’?
  • Will PLE's exacerbate the so called "digital divide'?

Next generation technology issues include:

  • What will PLE technologies look like and what functionality will they support?
  • How can PLEs be made portable and interoperable?
  • What middleware requirements are there for PLEs?
  • What is the role of standards in the development of PLEs?
  • How will autonomous agents be used to effectively link learning resources and learners
  • Who will support learner owned PLE's?

Next generation providers issues include:

  • How will providers collaborate in supporting personal learning?
  • How will providers deal with the loss of control implied in the movement from VLEs to PLEs?
  • How will providers approach the issue of assessment and accreditation?
  • What are the funding implications for providers?
  • What privacy, control and authentication issues do PLE's create?

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Graham Attwell; 27-February-2006 10:00:18;