Symposium on Personal Learning Environments 2008
This is a call for expressions of interest to contribute and take part in the discussion around the topic of Personal Learning Environments (PLEs) at a symposium to be held during the 5th International Lifelong Learning Conference. The symposium will provide an opportunity to present perspectives on genuinely supporting and promoting lifelong learning in technology-rich environments, such as PLEs. The goal is to bring together interested parties who are thinking about and working with theories, approaches and technologies that fit under the broadest definition of a PLE.
All of the reviewed symposium papers are available in a single PDF file
Questions about PLEs within formal higher education: a list of questions generated at the PLE symposium.
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The process for contribution
- Contact one of the symposium co-ordinators (David Jones ph: 07 49309856 or Nona Muldoon ph: 07 49232853), we welcome the opportunity to discuss your proposal and respond to questions. Initially we are interested in hearing how your contribution will engage with questions we have identified in the abstract below, or other questions and/or issues concerning PLEs and using ICTs to support lifelong learning.
- Send an abstract and/or expression of interest to David Jones or Nona Muldoon by November 30, 2007.
- Liaise with the symposium coordinators during the paper submission process as required.
- Submit your completed paper by February 29, 2008 for review.
- Register your attendance to the 2008 Lifelong Learning Conference.
- Attend and participate in the conference and the PLE symposium.
- Please note all papers will be peer-reviewed to DEST requirements through the Lifelong Learning Conference process. Details about paper format and notification of acceptance will be made available via the conference site at a later date.
Important dates
- November 30, 2007 - Abstract/expression of interest sent to symposium co-ordinators
- February 29, 2008 - Full paper due
- April 18, 2008 - Early bird registration
- June 16 to 19, 2008 - Attend conference and symposium
Symposium abstract
Theme: Personal Learning Environments: How can we harness ICTs to effectively support lifelong learning?
The almost universal approach to the adoption of e-learning at universities has been the implementation of Learning Management Systems (LMS) such as Blackboard, WebCT, Moodle or Sakai. If not already adopted, almost every university is planning to make use of an LMS (Salmon 2005). This is despite such systems, amongst a range of other limitations, not fulfilling the identified requirements of future learning spaces including being social, personal, creative, flexible, open and reflexive (Puni 2007). To this end, it is important to recognise that if institutions were to genuinely promote lifelong learning opportunities, systems that support learner autonomy and self-regulation (Knowles 1978; Candy 1991) are essential. Because of the course-centric nature of the LMS model, this perspective is not commonly supported.
The concept of Personal Learning Environments (PLEs) has developed as a counterpoint to the institutional and course-focused design, encapsulated within an LMS. While there remains a diversity of interpretations of what a PLE may be (Johnson, Hollins et al. 2006) there is general agreement that a PLE is distributed, social and learner-centered. The uncertain understanding of what a PLE might be in practice, and the radical departure a PLE represents from existing institutional policies and practice, raises a range of questions about PLEs and universities, such as:
- What is a PLE and its role in preparing students for learning throughout life?
- What are some possible impacts of PLE usage to current academic practices?
- What role might an institution play in the provision of support of a PLE for its students?
- Should institutions be involved in the PLE concept that, by definition, is personal?
- How might institutions modify their policies and practices to best support the use of PLEs and promote lifelong learning?
- How might using self-regulation as a construct influence the design and implementation of PLEs?
- What is the connection of PLEs and learning designs, particularly in enabling awareness to transformative lifelong learning opportunities?
- What are some operational, pedagogic and accessibility issues that might underpin the design of PLEs?
This symposium aims to provide a forum for individuals and institutions to engage in discussions around these and other relevant questions. It is designed to aid individuals and institutions in the process of discovery and development of emergent understanding that is necessary to effectively engage with such a novel and radical rethinking.
References
Candy, P. (1991). Self-direction for lifelong learning: A comphrensive guide to theory and practice, Jossey Bass.
Johnson, M., P. Hollins, et al. (2006). Towards a reference model for the personal learning environment. The 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Sydney, Australia, Sydney University Press.
Knowles, M. S. (1978). The adult learner: A neglected species. Houston, Gulf Publishing.
Puni, Y. (2007). "Learning spaces: an ICT-enabled model of future learning in the knowledge-based society." European Journal of Education 42(2): 185-199.
Salmon, G. (2005). "Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions." ALT-J, Research in Learning Technology 13(3): 201-218. Related resources: Video of a presentation,
