"The PLE project recognises the fundamental flaws in Virtual Learning Environments or Learning Management Systems (VLE, LMS), but falls short in its vision of an alternative. At this stage in the project it is suggesting that the PLE be a desktop application for a student (sounds a bit like my old Perfect LMS idea) or a singular portal online.
At risk of sounding like a broken record, I'll have to repeat my defining question about Internet enhanced learning, but this time in response to the PLE.
Question to the PLE: Why do we need a PLE when we already have the Internet? The Internet is my PLE, ePortfolio, VLE what ever. Thanks to blogger, bloglines, flickr, delicious, wikispaces, ourmedia, creative commons, and what ever comes next in this new Internet age, I have a strong online ID and very extensive and personalised learning environment. Actually I think the PLE idea is better envisioned by the futurist concept known as the Evolving Personalised Information Construct (EPIC). I think we already have EPIC, so why do we need the PLE?
To extend the statement: We insignificant little teachers and our out of date schools and classrooms don't need to be investing in media projects like VLEs, LMS and even PLEs. Our dam walls of knowledge have burst! and no amount of sand bagging will stop the flood that is clearly discrediting our authority over learning. Media, and with it communications, will evolve (as it certainly has in the last 50 years or more) well beyond the limitations of our classrooms, with investments and broadcast influence we can't even fathom. Why waste our precious money and time on projects that only serve to suspend our true position within that media scape. The PLE makes me think of ELGG, and it all makes me wonder why it is we educationalists still think we are even relevant anymore. The people (yes that includes us) are learning how to read and write for themselves, and in an amazing act of collective generosity, the people are teaching each other - why do they even need our classrooms... is it perhaps only credentialism that we offer? Or is it also sense of security and safety? Is it false?"
(Leigh Blackall, 13 November 2005)
Fig.1 "Lords of Graphite" by 5star (Neil Caldwell).
"The use of technology to support learning and teaching has changed dramatically in recent years.
Most institutions are now exploring the possibilities of e-learning and many have implemented VLEs or virtual learning environments. These tools offer great possibilities but they need to be used effectively if they are to deliver maximum benefit for students.
This infoKit takes you from the theoretical frameworks underpinning good teaching to the practice of e-learning. We consider how technology affects the roles of learner and teacher in a number of real-life scenarios. The infoKit is based on sound pedagogic approaches and draws on case studies of good practice across the UK.
Whether you are new to e-learning or an experienced practitioner there are pathways to guide you through the relevant sections of the infoKit. The infoKit will continue to grow and expand as the knowledge base develops and we welcome your participation in its further development."
(2011 Northumbria University, on behalf of JISC Advance)
"It is accepted that Virtual Learning Environments have grown rapidly in the Web 2.0 world. Digital repositories have become essential to the delivery of accessible and sustainable teaching and learning materials. This ADM-OER pilot project constitutes the art, design and media subject strand of the more extensive Open Educational Resources Project being undertaken by JISC and the Higher Education Academy.
The benefits of shared resources are both incremental and durable providing support not merely to institutions and teaching staff but also to the wider subject community, students and prospective students, nationally and globally."
"The Community Design Architecture (CDA) is a systemic, highly scalable and robust methodology for the facilitated co-evolution of communities of practice, other forms of c-learning communities, and knowledge networks, with their virtual learning environments.Developed by Community Intelligence Labs, CDA is an enabler and source of company-specific frameworks for creating virtual campuses and supporting learning communities of various size, purpose and operating style."