Personalized Learning Systems
and YOU
PLE Conference
University of Manitoba
March 26, 2006
Terry Anderson, Ph.D.
Canada Research Chair in Distance Education
terrya@athabascau.ca
Congratulations
You - as a contributing
lifelong learner
Are the
Person of the Year!
This Person of the year
Wants to learn things
Continuously moves between on and
offline
Is learning to recognize and demand
quality when investing in learning
Knows there are many paths to learning
Uses a wide set of information and
communications tools
“The decline of the compliant learner’. P. Goodyear 2004
How do professional educators
deal with these
“persons of the year”?
“We must look at today's radical changes
in technology, not just as forecasters but
as actors charged with designing and
bringing about a sustainable and
acceptable world.”
– Herbert Simon, 1916-2001
Presentation Overview
Context and the Net
Affordances of the Net
The personal learning environment
– Definitions
– Implementation issues
– Athabasca examples
Your comments or questions
Importance of this conference
Educational problems are not solved through
evangelism, threats or technologies alone.
Change happens when teachers, administrators
and learners make it happen
– Perceived benefits – Personal
– Readiness - Organizational
– Pressure – Inter-organizational
Chwelos; Benbasat; Dexter, 2001)
Each of us is an agent of change
Maybe the Sky Really is Falling!
The Net Creates
– Great challenge and Great Opportunity
Values
We can (and must) continuously improve
the quality, effectiveness, appeal, cost and
time efficiency of the learning experience.
Student control and freedom is integral to
21st Century life-long education and
learning.
Education is an academic, individual and a
social experience – both on campus and
online.
University of Manitoba
Canada’s leading
Web 2.0 University !!
Checkout your Myspace profile
The Ubiquitous Net Context
Context creates and constrains learning
Context affords learning opportunities
Context and Content are created:
– through interaction,
– through use and creation of artifacts
Canadian Connection to the Net
67.9% of Canadians use the Net Computer
Industry Almanac (2005)
85% access from home
– Canadian Internet Project (2006)
Average 13.5 hours/week
76% Broadband
Affordances of the Educational Semantic Web
(Anderson & Whitelaw, 2004)
Abundance of Content
Filtering,
Mashups,
Updating
Read/Write
Web 2.0
Connected
High quality,
Low cost
Communication
Learning
Automated
Facilitation
Net as OS
Agent
Assistance
Affordance 1. Massive Amounts of Content
Any information, any
format, anytime,
anywhere
Customizable content
Interactive content
User created content
Open content
resources
Wiki and Open Courseware
Imagine a world in which every single person is
given free access to the sum of all human
knowledge. That's what we're doing. –
– Terry Foote, Wikipedia
Content - conclusion
Cheap or free
Need to learn to share and re-use
Don’t build your value on your content
Content is necessary, but not sufficient to create
a quality educational experience for the persons
of the year
"Centuries of specialist stress in pedagogy and
in the arrangement of data now end with the
instantaneous retrieval of information made
possible by electricity." Marshall McLuhan 1964
p. 346
Affordance #2
High Quality, Low Cost Communication
Multi synchronous
– Synchronous, asynch
– Text, audio and video
– Stored, indexed and retrievable
Mobile
Embedded
Pervasive
Learner, teacher, community and
publisher instigated
Each person operates a separate personal
community network and switches rapidly
among multiple sub-networks
– WELLMAN, BOASE & CHEN 2002
Learning Happens through
Interaction in
Communities of Inquiry
At home
At work
In third places – “not work and not home”
Affordance 3
Agents
Google Alerts
Meeting Wizard
RSS
Athabasca
– Freudbot AIML
– E-Advisor
– Are you ready
for AU? Agents
These Affordances Stimulate
Development of a Participatory Culture
relatively low barriers to artistic expression
and civic engagement,
strong support for creating and sharing one’s
creations, and
some type of informal mentorship
members believe their contributions matter,
and feel some degree of social connection
with one another
– (at the least they care what other people think
about what they have created).
– Henry Jenkins, Media Education of 21. Century
2006
Creating
Incentive to
Sustain
Contribution
Pedagogical Basis
Our educational discourse is largely stuck in a time warp, framed by
issues and standards set decades before the widespread use of the
personal computer, the Internet, and free trade agreements.”
Stewart and Kagan (2005)
Connectivism – “Knowledge exists in the network”
(Siemens, 2005)
Community of Inquiry (Garrison & Anderson, 2003)
Integrated Virtual learning – pedagogy of nearness
(Mejias, 2005)
Learner construction and sharing of artifacts (Collis &
Moonen, 2001)
New learning Environments John Seely Brown, 2006
Convergence between new
learning and new technology
New Technology
– Personal
– User centred
– Networked
– Ubiquitous
– Durable
– Affordable
New Learning
–
–
–
–
–
–
–
Personalised
Learner centred
Situated, Mobile
Collaborative
Ubiquitous
Lifelong
Expensive
Towards a Theory of Mobile Learning
Sharples, Taylor, Giasemi (2005)
Learning Networks
Imagine a world where there are tens of
thousands of online learning paths,
communities, experiences and objects.
Imagine that they can be aggregated to
demonstrate competence and accrue
accreditation.
How will learners find and connect to
particular paths?
Where will be the U. of M. be in this world?
Who does the work when
learning on the Net?
Students used to dropping in and watching the teacher
perform.
Net learning demands and creates opportunity for
engaged learners
Net instruction theory and practice must not:
– Increase teacher work load
Use and re-use
Don’t over teach or over moderate
Use agents and sophisticated tools
– Make busy work for learners
Net learning does not emerge naturally from traditional
instructive approaches and experiences –it takes work,
incentives and experimentation.
We have to move learning
out of an education context
into one that stimulates,
creates, rewards and
evaluates learning anytime,
anyplace, anywhere, for any
reason.
Are today’s education tools
helping create lifelong
learners?
•John Seely Brown
•New Learning Environments for the 21st Century 2006
Moving Learning from Institutionally
Centered to Learner Centered
The Personal Learning Environment (PLE)
Solution
Dallsgaard, 2006
http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htmr
What is a PLE?
“The logic of education systems should be
reversed so that the system conforms to
the learner, rather than the learner to the
system.” Futurelab 2006
What is a PLE ?
PLE is a concept, an idea, an ideal?
A reaction to institutional Learning
Management Systems?
All the tools that you use to learn?
Cool new name to drop at cocktail parties
demonstrating how ‘with it’ you are?
What is a PLE?
A PLE is a web interface into the owners’
digital environment.
– Content management integrating personal and
professional interests (both formal and informal
learning),
– a profiling system for making connections
– A collaborative and individual workspace
– A multi formatted communications system
– All connected via a series of syndicated and
distributed feeds.
"The PLE is an approach not an
application." Stephen Downes
An approach that:
– Values and builds upon learner input
– Protects and celebrates identity
– Respects academic ownership
– Is Net-centric
– Supports multiple levels of socializing,
administration and learning
– Supports communities of inquiry across
and within disciplines, programs,
institutions and individual learning
contexts
Technologies used to create PLEs
Mobile computing
Wireless
High bandwidth
Cell phones
Digital photography, video and audio recording
Internet video, audio and conferencing
Low cost hardware - $100 laptop
PLEs are not LMS
LMS were designed, built for and operated by
institutions of formal learning
–
–
–
–
–
–
–
–
Designed to meet teacher needs
Based on dissemination model of education
Contributions are owned by the institution
Student is forced to learn a new system at each institution
Designed for a push rather than a pull learning context
Course centric view of learning
Hard to interoperate with competitive or OS products
Designed to protect intellectual property, not make it
freely available
– Very poor record of innovation
PLE- Learner Links their environment
to that of education institutions
My work
My social Life
My school(s)
My calendar
My profile
My hobbies
My files
My publications
E-portfolios
My identity
My conversations(s)
Learner Centred OLE.doc – Derek Wenmoth,
March 2006
Early PLE Prototype products
Blogs and Profiles
With RSS
RSS Reader on
steroids
Welcome to Flock, the
safe, spyware free web
browser that makes it
easier to connect with
your friends. With Flock
it's a snap to upload,
comment, and discover
new pics. Read all the
news you care about, in
one place. Blog freely. Get
search results as soon as
you start typing in the
search box, and much
more.
Formal education paradox?
Many PLE applications today are
challenging to learn how to use, very
unstable and not as administratively
effective for either students or faculty as
LMS substitutes.
Blogs vs Threaded Discussion
Cameron & Anderson, 2006
Cognitive presence
– Context beyond the course allows for enhanced verification and
application
– Harder to follow threads and quickly find new contributions
Social Presence
– Increased depth from chronological background
– Openness may inhibit self-disclosure, humour
Teaching Presence
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–
–
–
Poor navigation and tracking
Difficult to follow conversations
Harder to assess
Little institutional support
Typical PLE Applications
Profiles
Selective
Communities
groups
Disclosure
Self-paced
Calendars
Social learning
Individual
Space
Blogs
Wikis
E- Portfolio’s
Each linked via RSS
Cooperative
Space
Group Ware
An elgg instance http://elgg.net
Technologies of AU’s MDE 663 Fall 2006
M2U.Athabascau.ca
Moodle
Content
Admin
Asynchronous Int.
Blogging
Connections
Portal
Products
Learning Objects
CMAP
Elluminate
Real Time
Pacing
Social Presence
Furl
Dissemination
Knowledge Polling
Usefulness over 8 Educ Functions
BookMarks
Profiles
Web Conf
Cmap
Usefulness
RSS
Moodle Discussion
Blogs
Email
0
N= 9 of 13
1
2
3
4
5
Advantages of PLEs
Identity
Customizable and control
Ownership
Social Presence
Capacity and Speed of Innovation
Open Connectivity (API, mashups, web
services)
See my blog posting at: Are PLE’s ready for prime time?
http://terrya.edublogs.org/
Advantages of LMS’s
Advantages of LMS
– Purposefully designed
– Mature
– Safe and Secure
– Ease of Use
– Centrally Supported
Some see PLE’s as just for
informal learning
Learning is “a continuous, (largely) selforganized process of change” Sebastian Fiedler]
PLEs:
– provides learning systems for the vast majority of
people who are not enrolled on formal learning
programmes.
– helping learners organize informal learning.
– allow people to form their own (transitory) networks
for learning. Learning is a social activity and takes
place in communities of interest and communities of
practice. (from Graham Attwell)
Response to my blog posting
Are PLE’s ready for Prime Time?
Who are "we" in this case? We in the ed-biz or we human
inhabitants of the earth? I may be being hyper sensitive but all too
often we in the ed-biz see it as our job to operationalize things for
them, the (demonic) other.
Through this, Terry appears to be perpetuating the teacher/learner
divide. Too many discussions are about how can we do things for
you/them.
Not until we realize that we are them and they are us - without
abdicating responsibility for mentorship, inscription, facilitation and,
indeed, teaching - can such ideas as PLEs be realized.
Seb Schmoller
http://my-world.typepad.com/my_weblog/2006/01/personal_learni.html
PLE Activities
Making connections
Sharing artifacts
Applying knowledge on and offline
Sharing experiences and creating new
contexts
Teacher’s job is to help learner’s
determine and satisfy their learning needs
Need to create and support environments
from which learning emerges
Institutions are moving to PLEs
From computer owners (Labs)
To ISPs (email and web space)
To online architecture (LMS) and portals
To web services, open standard and
access applications, accessible through
many, learner owned interfaces
A PLE Roadmap
From PLE Reference Model Presentation by Colin Milligan/George Siemens
Transitioning to PLEs
Be the person you want your pupils to be –
model desired behaviour (Stephen
Downes).
Support a culture of innovation and
teaching scholarship
Use only open standard and interoperable
tools
Try a new tool in every course you teach
2006 EduBlog Survey
Scott Mcleod N=160
“Time Inc. to Eliminate Nearly
300 Magazine Jobs”
(Jan 19, 2007)
"It really is a different
world, and these
legacy businesses are
going through a
wrenching transition .
. . they have to run
the old business while
building the new one."
Harold Vogel
Conclusion
The context of both formal and lifelong learning
is changing rapidly, creating great opportunity
and considerable risk.
Taking advantage requires allowing student and
teacher choice, support and opportunity to
exploit affordances of Net technologies.
Role of management is to create an ecology of
innovation.
There is no single ‘killer app” in this environment
- rather an evolving set of personal and social
tools, pedagogies, and resources
The Great Community
..a subtle, delicate, vivid and responsive art of
communication must take possession of the
physical machinery of transmission and
circulation and breath life into it. When the
machine age has thus perfected its machinery, it
will be a means of life and not its despotic
master.
– John Dewey (1927) The great community
Your Comments or Questions
Most Welcomed !
Terry Anderson
terrya@athabascau.ca
Final reference: futurelab (2006) Social software and learning
Learning in a Networked Era
Focuses on:
Even in formal learning, Learner Choice to codetermine and negotiate:
–
–
–
–
–
–
–
–
Tools for learning
Content
Time and place
Pace
Means of evaluation
Ways to learn
Relationships
Openness
Threaded
Discussions
Rod Boothby. ,2006 http://www.innovationcreators.com
Choices
Appropriate learning Environments
Skills and Knowledge
Feedback
http://www.nestafuturelab.org/research/personalisation/report_01.htm
"First Law of Technology":
"A consistent pattern in our response to new
technologies is we simultaneously overestimate
the short-term impact and underestimate the
long-term impact.
– Roy Amara of the Institute for the Future.
– “Learning a living” – The Age of Information demands
the simultaneous use of all our faculties, we discover
that we are most at leisure when we are most
intensely involved, very much as with the artists in all
ages” McLuhan, 1994 p. 347
Net-Gen Teacher
Action Research
Lisa Suben, 23. told her supervisors she
was going to produce her own fifth-grade
math curriculum.
A year later, her students achieved the
largest one-year math score jump ever
seen at a KIPP school from the 16th to the
77th percentile
Jay Mathews
Washington Post Staff Writer
Tuesday, December 19, 2006
Suben said: "My primary goal as a teacher is to
help my students understand the reasoning
behind math rules and procedures.
– Understanding is constructed by the learner, not
passively received from the teacher.
– Understanding is built by making connections
between as many strands of knowledge as possible.
– Understanding is galvanized through communication.
– Understanding is only valuable when you reflect on it
and question it."
Jay Mathews
Terry’s Technology of the Year Award
The One Laptop Per Child (OLPC) society
aims to distribute a laptop to every child in
the world in the next 5 to 10 years
“Our display has higher
resolution than 95% of the
laptop displays on the market
today; approximately 1/7th
the power consumption; 1/3rd
the price; sunlight readability;
and room-light readability
with the backlight off.
www.laptop.org