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Which clippings match 'Personal Learning Networks' keyword pg.1 of 1
27 DECEMBER 2013

Open Social Learning: I store my knowledge with my friends

Fig.1 Stephen Downes 2009 presentation "The Role of Open Educational Resources in Personal Learning", VI International Seminar on Open Social Learning of the UOC UNESCO Chair in e–Learning.

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CONTRIBUTOR

Simon Perkins
17 JULY 2012

Learning Communities: new students sharing common experiences

"In their most basic form, learning communities employ a kind of co–registration or block scheduling that enables students to take courses together. The same students register for two or more courses, forming a sort of study team. In a few cases this may mean sharing the entire first–semester curriculum together so that all new students in that learning community are studying the same material. Sometimes it will link all freshmen by tying two courses together for all – most typically a course in writing with a course in selected literature, or biographies, or current social problems. In the larger universities such as the University of Oregon and the University of Washington, students in a learning community attend lectures with 200–300 other students but stay together for a smaller discussion section (Freshman Interest Group) led by a graduate student or upper division student. In a very different setting, Seattle Central Community College students in the Coordinated Studies Program take all their courses together in one block of time so that the community meets two or three times a week for four to six hours at a time."

(Vincent Tinto, 1997, p.2)

1). Vincent Tinto (1997). "Universities as Learning Organizations", About Campus 1(6) January/February 1997, Wiley Periodicals, Inc. [http://onlinelibrary.wiley.com/doi/10.1002/abc.v1:6/issuetoc]

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TAGS

1997 • block of time • block scheduling • co-learner • co-registration • common experiencescommunitycourseempathy • first-semester curriculum • Freshman Interest Group • freshmen • graduate student • HEisolationlearners • learning communities • learning communitylearning journey • learning organisations • learning organizations • learning supportlinked • new students • pedagogypeer engagementpeer supportpersonal learning networksregistration • same material • Seattle Central Community College • shared experienceshared interestsshared understandingsharingsharing experiencessocial fragmentation • stay together • student cohort • students • study team • studyingsupport • taking courses together • timetable • timetabling • together • tying courses together • universitiesUniversity of Oregon • University of Washington • upper division student • Vincent Tinto

CONTRIBUTOR

Simon Perkins
26 DECEMBER 2010

Envisioning the Post-LMS Era: The Open Learning Network

"Institutions, teachers, and learners are increasingly turning to the open architecture and customizability of the web. In doing so, they are leveraging the tools and resources of the larger PLE to create their own personal learning networks (PLNs) to manage information, create content, and connect with others. Whether termed PLEs or PLNs, these approaches 'represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.' Scott Leslie's impressive collection of PLE diagrams reminds us that PLNs are infinitely configurable to meet individual needs and preferences. They are, after all, 'personal.'

The vision of individually constructed PLNs and their potential to transform learning extends beyond merely aggregating and using a smorgasbord of web–based tools and content. Gardner Campbell advocated the cultivation of 'personal cyberinfrastructures' that teachers and learners can leverage to become the 'system administrators of their own digital lives.' Instead of implementing tools that simply help instructors 'manage learning,' Campbell argued that we should embrace technologies that enable co–learners to frame, curate, share, and direct learning 'engagement streams.' John Seely Brown and Richard Adler argued that learning with Web 2.0 tools is so different that we ought to call it 'learning 2.0.' They asserted that, unlike old passive forms of learning, the new learner–centric paradigm (facilitated and reinforced by new tools) emphasizes participation over presentation, encourages focused conversation over traditional publication, and 'facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.' The net result is an 'open participatory learning ecosystem.'"

(Jonathan Mott, 2010)

Mott, J. (2010). 'Envisioning the Post–LMS Era: The Open Learning Network.' Educause Quarterly 33(1).

Fig.1 Vahid Masrour 'synthetic view of what a PLN/E is, and what it enables'.
Fig.2 Scott Leslie 'collection of PLE diagrams'.

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CONTRIBUTOR

Simon Perkins
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