Pushing the boundaries of the VLE II personal learning

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Pushing the boundaries of the VLE (II)personal
learning web 2.0

• Scott Wilson, CETIS

http//www.cetis.ac.uk/members/scott/foaf.rdf
This work is licensed under a Attribution-NonComme
rcial-ShareAlike 2.0 licence
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Or, the non-enterprisey, post-industrial,
un-VLE (?)
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How did we get here?
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Web 2.0?
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The JISC PLE project

• Articulate and understand the educational context
  (LLL, LWL, IL)
• Identify the technologies needed
• Model the space
• Develop prototypes to help explore
• Stimulate a public discussion

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Future VLE Scott Wilson
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Web 2.0 Meme Map - Tim O'Reilly
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Digital Lifestyle Aggregator - Marc Canter
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Dave Tosh Personal Learning Landscape
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Weblog and Aggregation Organisational Online
Communication Model - James Farmer
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Learning Networks

• Combining formal and informal learning episodes
• Using shared goals to forge a social identity
• Symmetry of experience in informal and formal
  discovery and action
• Global community of peers
• The Long Tail

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Learning networks

• In the future, will learners already be part of a
  learning network before joining a course?
• Will they have a pre-existing community of peers?
• Inversion - can institutions be facilitators of
  learning networks instead of purveyors of
  courses?
• Is the orientation to competences a way forward?

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Models of PLEs

• Device (e.g. phone, PDA)
• Browser (e.g. Flock, Firefox)
• Aggregator and publisher (e.g. Plex, iTunes)
• Web desktop (e.g. Netvibes, Pageflakes)
• Blog-centred mashup
• Ad-hoc (e.g. interplay of various sites)

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But!

• A PLE is personally constructed and discovered -
  you dont provide a PLE like you provide the
  VLE. Its not a box
• Working with PLEs is about tailoring the
  infrastructure to be supportive
• Coordination in PLEs can be emergent
• (More from Chuck later on the SOAUI?)

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netvibes
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Blog add-ons
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Adaptation strategies for web 2.0

• Ignore
• Co-opt embrace extend
• Invert contribute support

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1. Ignore
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added by me using GreaseMonkey
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2. Co-opt

• Requires subtlety, and understanding of different
  social factors and affordances of informal and
  formal learning

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2. Inversion

• PLE is an inversion strategy, and is potentially
  disruptive

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VLE -gt PLE
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Transformation demands

• From hosting to consultancy (HE no longer an ISP
  or corporate IT provider)
• From closed to open ethos on content, systems,
  processes
• Adding value to the Internet, not duplicating
  functionality with added control mechanisms

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Contributing

• Our information - data, research, publications,
  content via open web APIs
• Our expertise
• Our offerings and products
• Our role as facilitators, guides, and trusted
  source

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Pragmatic approaches?

• Keep providing VLEs and other institutional
  e-learning solutions but open up the content and
  provide APIs so it can be incorporated into PLEs
• Support user-supplied technologies in new
  infrastructure development (Wi-Fi, shared
  screens, flexible spaces instead of labs)
• Incorporate useful functionality into the VLE
  from elsewhere via Web APIs

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Contd

• Support flexible e-learning with or without the
  VLE at center stage, using other web services and
  applications where they add value
• Move administrative functionality into a service
  layer (e.g., using the e-Framework) and expose
  via VLE or PLE

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Dank u wel!

• scott.bradley.wilson_at_gmail.com
• http//www.cetis.ac.uk/members/scott
• http//www.cetis.ac.uk/members/ple
• http//del.icio.us/tag/ple