Tag Archives: #gpacw2010

Personal Learning Environments: A Report from the Field #plenk2010

Derwent Water

I finally got the text of my Great Plains Alliance for Computers and Writing presentation onto the wiki at Personal Learning Environments: A Report from the Field. It’s not all there yet – missing a link and the slides – but I want the material available for the GPACW attendees.  I hope it might be useful to some on the PLENK2010 course, too.

We’ve settled in at Keswick, and it looks like I might get a chance to wind my way back into the conversation this week. What’s been frustrating is being on the move. I’ve bee wanting to spend 2 – 3 hours each day scanning readings and discussions, but have found it tough to grab the time. Glad it will all be here later, when I get home and can really dig in to the work.

PLEs bridge from Web 2.0 to Web X via #plenk2010

Finally, after two weeks of network limbo in London and Seat Farm Cumbria. I’m back online in a meaningful way – a way in which I can get some work done.  We’re still in Cumbria – outside of Far Sawrey, to be specific – and while Viv is shooting forests, roads, swans, paths, I’m using my mornings to get a GPACW presentation on PLEs together. I present Friday, 4:00 pm local, via Skype, from a wifi site yet to be found.

Drafting this morning, I reviewed readings from last week on Web 3.0, Web X, eXtended Web – just catching up.  So here’s a fast note on Placing PLEs: Two slides from Steve Wheeler’s Web 3.0 presentation. I’ve retitled them for my own notes.

Where we are

Web 3.0- The way forward?.png

















Where we are going


Web 3.0- The way forward?.png


















Summary: PLEs bridge from Web 2.0 to Web 3.0. As we move towards the pragmatic web, we will see the concepts behind PLEs develop, drawing on what we learn from the semantic web, then, I suppose, PLEs will, like the state after the Revolution, wither away. The protocols and some of the applications are already being worked with in rough form (augmented reality apps are available on smartphones), and the PLE has yet to reach maturity. Teachers of the world unite.

And to gloss my gloss, here’s George Siemens, from a blog post on Networks, Ecologies, and Curatorial Teaching:

We are actively networking. Wow, are we ever. Twitter. Facebook. Blogs. Podcasts. Mobile phones. We are hyperconnected. […] But connection forming is natural. It doesn’t need coercion. We do it with language, images, video. We create, express, connect. And software is now available that aids this innate activity with unprecedented fervor. We build competence, make sense, learn, and growth through our connections. Tools of connections are driving discussions of networked learning and organizational applicability. Surprising to see how quickly the network theme has spread into education and training.

Even if connection forming is natural (I suspect it may be after reading Linked), we will gain by bringing forward the means and modes of connecting: the tools and their affordances.  That ones of the roles work in PLEs can serve: They allow us to study how else can can connect.