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E_Learning With PLEs_A Generic Conceptual Model

E_Learning With PLEs_A Generic Conceptual Model

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Published by Guillaume Janssen
Personal Learning Environments from a lifelong learning perspective.
#PLENK2010
Personal Learning Environments from a lifelong learning perspective.
#PLENK2010

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Published by: Guillaume Janssen on Sep 20, 2010
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11/01/2011

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Guillaume Janssen
E-Learning with Personal Learning Environments:A Generic Conceptual Model
MSc Intelligent Computer Assisted Learning SystemsUnder the supervision of Annette McElligottFaculty of Science and EngineeringDepartment of Computer Science and Information SystemsUniversity of LimerickSeptember 2009
 
2
Table of Contents
 Abstract.................................................................................................................................................3
 
CHAPTER 1: INTRODUCTION...............................................................................................................4
 
1.1
 
B
ACKGROUND TO THE RESEARCH
.........................................................................................................4
 
1.2
 
R
ESEARCH OBJECTIVES AND TERMINOLOGY
.........................................................................................4
 
1.3
 
J
USTIFICATION FOR THE RESEARCH
.......................................................................................................6
 
1.4
 
M
ETHODOLOGY
....................................................................................................................................6
 
1.5
 
D
ELIMITATIONS OF SCOPE AND KEY ASSUMPTIONS
...............................................................................7
 
CHAPTER 2: LITERATURE REVIEW...................................................................................................9
 
2.1
 
F
ROM
CAL
TO
E-L
EARNING
.................................................................................................................9
 
2.2
 
I
NTELLIGENT
T
UTORING
S
YSTEMS
.....................................................................................................10
 
2.3
 
C
ONSTRUCTIVISM
,
SOCIAL CONSTRUCTIVISM AND SOCIAL CONSTRUCTIONISM
..................................12
 
2.4
 
C
ONSTRUCTIVIST
L
EARNING
E
NVIRONMENTS AND
L
EARNING
M
ANAGEMENT
S
YSTEMS
...................13
 
2.5
 
P
ROPRIETARY AND OPEN
-
SOURCE PLATFORMS
...................................................................................15
 
2.6
 
C
HALLENGES FACING
E-L
EARNING
....................................................................................................16
 
2.7
 
W
EB
2.0..............................................................................................................................................17
 
2.8
 
E-L
EARNING
2.0.................................................................................................................................19
 
2.9
 
C
ONNECTIVISM AND NETWORKED LEARNING
.....................................................................................20
 
2.10
 
L
IMITATIONS OF
LMS
AS A DOMINANT DESIGN AND
E
MERGENCE OF THE
PLE
CONCEPT
.................22
 
2.11
 
K
NOWLEDGE
M
ANAGEMENT AND
P
ERSONAL
K
NOWLEDGE
M
ANAGEMENT
.....................................25
 
2.12
 
I
NFORMAL
L
EARNING
.......................................................................................................................26
 
2.13
 
C
OMMUNITIES OF
P
RACTICE
.............................................................................................................26
 
2.14
 
T
HE
PLE
CONCEPT
:
A DEFINITION
.....................................................................................................27
 
CHAPTER 3: RESEARCH DESIGN.......................................................................................................34
 
3.1
 
P
OTENTIAL APPROACHES
....................................................................................................................34
 
3.2
 
T
HE
P
ERSONAL
B
RAIN SOFTWARE
.......................................................................................................35
 
3.3
 
A
GENERIC TOOLKIT
...........................................................................................................................36
 
3.4
 
T
ERMINOLOGY
....................................................................................................................................40
 
CHAPTER 4: ANALYSIS AND FINDINGS...........................................................................................44
 
4.1
 
N
OTES ON THE
P
ERSONAL
B
RAIN SOFTWARE
......................................................................................44
 
4.2
 
R
ELATIONSHIPS AND CONNECTIONS
...................................................................................................44
 
4.3
 
T
HE IMPORTANCE OF
C
OMMUNITIES OF
P
RACTICE
.............................................................................49
 
4.4
 
A
 
C
ONNECTIVIST PESPECTIVE
.............................................................................................................51
 
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS...........................................................53
 
BIBLIOGRAPHY......................................................................................................................................54
 
 Articles:...............................................................................................................................................54
 
Videos:................................................................................................................................................58
 
Online slideshows:..............................................................................................................................59
 
 Blogs...................................................................................................................................................59
 
Wikis:..................................................................................................................................................59
 
APPENDIX I – WEBSITES REFERENCED IN THE PLE CONCEPTUAL MODEL......................61
 
 
3
Abstract
This project seeks to assess the emergence of Personal Learning Environmentsboth as a concept and as a new set of tools in the area of E-Learning. While existinglearning or instructional design theories within formal education have traditionally beenadopted in E-Learning to deliver content in the form of Learning Management Systemsfor instance, recent technological and sociological developments are starting to challengethis dominant design. Over the last few years, Web 2.0 technologies have enabled a moreactive user participation, interaction and collaboration which in turn have affected theway people learn in general. A new learning theory like Connectivism theory is echoingthese changes while at the same time acknowledging that the process of knowledgeacquisition is no longer confined to formal education. Learning also takes place ininformal settings, in the workplace and is increasingly becoming a social activity. Auser-centric Personal Learning Environment can support these new approaches tolearning in a wide range of contexts. This research proposes a conceptual model for ageneric Personal Learning Environment using the PersonalBrain mind-mapping software.Even though every individual user of a PLE will have a different perspective and requireseparate tools to fulfil distinct objectives, the proposed generic PLE conceptual modeldemonstrates that it can fulfil core activities of searching, analysing, authoring,collaborating, organising and presenting.

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