Week 2 – for starters

Just reading Dave Cormier’s PLE vs LMS – disaggregate power not people  and i understand how the LMS can be put up in direct opposition to the single learner idea of the PLE hence the ‘institution bad, learner [on own] good’ model, and then the follow on’The problem with the PLE (when contrasted with the LMS) is that it can easily move the focus to THE LEARNER and not THE LEARNERS. In this way the move from LMS to PLE can be seen as a move from with people, to without people. We don’t learn much alone. We need to keep the focus of the discussion on the disaggregation of power, not the disaggregation of people.’ And that seems reasonable, but that sentence ‘we don’t  learn much alone’ is standing out for me and i’m wondering why i find that so odd. Because for me, it’s not completely true, yes i do learn much alone, i learn much from and with others, but i do actually learn alone too.  Mmm.  And then this comment from Jennifer Maddrell seems to reflect my thoughts exactly, http://davecormier.com/edblog/2010/09/19/ple-vs-lms-disaggregate-power-not-people/#comment-248656

Just logging the meaning making…


Week 1- in PLENK2010

My thoughts so far on PLEs and PLNs

  1. In the first Elluminate session we all agreed that PLEs involved tools and PLNs involved people.
  2. PLE is for me how I approach the task of learning, so there’s a me’ness about it that comes I suppose from the Personal part of the term. In ‘7 things you should know about Personal Learning Environments’ there seems to be a sense of group or community  feedback, content etc as the’ integration of resources  include the work and voice of others as readily as at student’s own critical reflection and scholarly work’.
  3. The growing matrix of resources is fine, but for me the lens must always my own.  The self-directedness of the entire thing must rule and rest with moi.
  4. Do we have to personally evolve our own PLEs? Of course all the path finding and meaning making must be done by the individual, in PLENK2010, we must read some or all of the articles, think about the content, pull it together , pull it part, come to find a truth that makes sense to us.  This sense making or meaning making is after all what we try to do with any new content, resources, discussion.  It’s what we’ve always done, even before Web 2.0! [point 6 in 7 Things you should know about PLEs…]
  5. As one involved in the e-learning industry I do question how much work people want to put into their own evolution of a PLE.  Thought, why not put out clear pathways for people to follow, good examples of PLEs and let people choose from an array of designs?  We are all potentially great architects but not everyone wants to design from scratch their own house.  Should there be best practice PLE recommendations, I suppose this is part of the critical literacies skillset we talk about.
  6. Surely, these abilities to collect, to draw meaning from, to share and collaborate, to create, re-create, re-mix and so on…ultimately sits outside any tool or technological landscape?  Is this really the E in PLE we’re talking about, the creation of a particularly effective, efficient, mental approach or personal internal environment to deal effectively with the overload or maybe over fruitfulness of information, resources and networks?

 residing in a confused landscape…