Looking through some diagrams of PLEs at edtechpost has given me the impetus to create a diagram of my own, and the permission to really goof with it. Exemplars.
To my mind, these diagrams illustrate what happens when a straightforward exercise is approached with a PLE attitude. Given the variety of diagrams, it looks like learners chose their own terminology, media, and modes to work in. The diagrams become semiotically supercharged. The titles, the terminology used, the contexts represented, features of the model overall (eg: where the learner is placed in the model and how represented; how links, knowledge, services, contexts are represented, and the like), as well as the choice of media and mode (whiteboard, big paper, concept mapping software, illustration software, t-shirt) all signify as choices.
The variety complicates easy reading of each diagram and of the collection, but that’s appropriate for the issue. The diagrams become the ground and impetus for another turn. That is, they have to be actively interpreted, worked with, in order to become personal knowledge.
Which opens us into critical literacies. Interpreting these diagrams demands an approach – for, me a semiotic approach. Bootstrapping again. This would be the point where I would look into social semiotics social semiotics as a way of making sense of the diagrams.
Composed at the office, Target, and in the front garden. Posted using BlogPress from an iPad