The PLE 2014 conference will incorporate a number of interactive sessions. Among these there will be a session focusing on “The future of PLEs in the light of emerging practices”:
We invite all participants of the PLE Conference 2014 to an interactive session on Personal Learning Environments: The future of PLEs in the light of emerging practices.
In the past PLEs have often been seen from two different perspectives: the technological-oriented view and a pedagogical-oriented view. These frames influence the selection of research questions, methods and analytical perspectives – as well as how course concepts are developed. The different underlying conceptualisations of PLEs are visible in the way we as practitioners, teachers, students and researchers act in the world and how we use PLEs in work and learning.
In this interactive session we want to take a step further and discuss with you new perspectives on PLEs, e.g.: We want to have a closer look on how PLE research/development could evolve? What kind of social and cultural implication should be considered? How could a practice-oriented view be fruitful for further research and course development, and so forth?
This session will be held in the form of a World Café, so that we can discuss questions that really matter to the PLE Community. The participants will have the time to discuss, draw, doodle and connect ideas to make collective insights visible. In the end we will collect, share and exhibit evolving ideas and visualisations. The session will be moderated by Sabine Reisas (University of Kiel), Linda Castañeda (University of Murcia) and Annette Pedersen (University of Copenhagen).
Let`s explore the future of PLEs together!
Allison Littlejohn and Chris Pegler have managed to put together a Special Issue of the Journal of Interactive Media in Education (JIME) – edited by Ann Jones and Martin Weller – that features a selection of chapters from the book “Reusing Open Resources: Learning in Open Networks for Work, Life and Education” that will be published by Routledge in July 2014.
I am quite happy that my own contribution titled “Open-sourcing” personal learning has made it into the selection for JIME and is thus now also available to a wider public under an open access license. Here is the abstract of my text:
This article offers a critical reflection on the contemporary Open Educational Resource (OER) movement, its unquestioned investment in a collective ‘content fetish’ and an educational ‘problem description’ that focuses on issues of scarcity, access, and availability of quality materials. It also argues that OER proponents fail to take notice of historically new forms of learning activity emerging within the unfolding digital transformation of our global society. The article reviews some descriptive accounts of such learning activity and suggests that ‘networked autodidaxy’ in particular can provide inspiration for the critical review of our ideas regarding open resources and practices in education.
The final book will feature 12 chapters altogether… and a foreword from George Siemens.
PLE 2014 – the 5th International Conference on Personal Learning Environments -is shaping up nicely. We have already received a good number of proposals for “academic paper” and “alternative session” contributions that will go into review shortly.
Since we have been informed about various conflicting submission deadlines in March the conference committee has decided to issue a Final Call for Papers for PLE 2014.
The final submission deadline for extended abstracts is April 22, 2014.
“We can speak of the emergence of a new type of self-education technology in the information society — computer technology that characterizes self-education’s transition to a qualitatively new level, in which it comes to be a factor of material and intellectual production. The development of technology in the information society fosters the shaping of a type of social relations in which the individual, ridding himself of economic dependency and various forms of social oppression, can, through self-education, realize his creative potential and rise to a new level of spiritual and intellectual freedom” (p.75).
Shuklina, E. A. (2001). Technologies of self-education. Russian Education and Society, 43(2), 57-78.
Due to various requests we are issuing a 2nd Call for Papers for PLE 2014 – the 5th International Conference on Personal Learning Environments. PLE 2014 will take place in Tallinn, Estonia, from July 16th to 18th with a preceding “pacific” event in Kuala Lumpur, Malaysia, from June 25th to 27th.
The new deadline for the submission of extended abstracts is April 1, 2014.
We have just received the news that our proposal for running a workshop/symposium as part of ICWL 2014 – The 13th International Conference on Web-based Learning – got accepted. Emanuele Bardone will serve as my co-chair for the event. ICWL 2014 will take place in Tallinn from August 14 to 17.
Our working title is “PLEcp 2014 – Personal Learning Environments in Creative Practice: Issues of digital and material mediation and re-mediation”.
We will issue an open call for contributions shortly.
The deadline for submitting extended abstracts for “PLE 2014 – the 5th International Conference on Personal Learning Environments” is rapidly approaching. Please submit your proposals for “academic papers” or “alternative sessions” by March 17, 2014, via our EasyChair system.
The theme of PLE 2014 is “Beyond formal: emergent practices for living, learning and working”
Full details on the range of topics, submission formats and process, and the venues can be found here: http://pleconf.org/2014/
The European venue of PLE 2014 is Tallinn – the beautiful capital of Estonia at the Baltic sea.
Conference dates: July 16 to 18, 2014
The South East Asian venue of PLE 2014 is Kuala Lumpur, Malaysia.
Conference dates: June 25 to 27, 2014
We are looking forward to meeting you this summer for another lively and engaging research conference on Personal Learning Environments!
“… developmental change is a process of equilibration. Thus the process of encountering and resolving disequilibrium brings about developmental change, and developmental change is reflected in the production of structures or organizations of activity that provide greater equilibrium. Developmental change is reflected in the increased differentiation, integration, and hierarchic integration of schemes, wether they are schemes of action or representational thought” (p.31).
Basseches, M., & Mascolo, M. F. (2010). Psychotherapy as a developmental process. New York: Routledge.
“As adults, we are experts in transformation since we are ourselves in constant transformation, undergoing development. From birth to death, we are consistently transforming ourselves while remaining the same and becoming “ourselves” at the same time. This is a fruit of the negativity that inheres our existence as finite beings. In fact, the movement we are engaged in as humans is that of always again overcoming ourselves, and herein lies the infinity we would in vain seek outside of this movement” (p.5).
Laske, O. (2009). Change and crisis in dialectical thinking: on the need to think again when getting involved with change. Retrieved February 24, 2014, from http://www.interdevelopmentals.org/httpdocs/pubs/OLaske-Change-Crisis.pdf
“… any serious account of education and technology needs to resist the assumption that any digital technology has the ability to change things for the better. While appealing to those people who want to construct ‘bounded’ scientific explanations and models, the dangers of these ways of thinking about the use of technology lie primarily in the simplistic conclusions that the y lead towards. In particular, this way of thinking usually reaches conclusions that recommend the overcoming of ‘barriers’ or impediments within the immediate educational context, so that the inherent beneficial effects of technology may be more fully felt. This logic is illustrated in the frequent ‘blaming’ of individual educators or educational institutions for the failure of digital technologies to be used ‘effectively’. Indeed, current discussions and debates about the use of digital technology in educational settings often continue to follow a decidedly externalist logic, ‘treating new technologies as autonomous forces that compel society to change’ (Nye 2007, p.27) … “(p.36-37)
Selwyn, N. (2013). Education in a digital world: Global perspectives on technology and education. New York: Routledge.
- Interactive session: The future of PLEs in the light of emerging practices at PLE 2014
- “Reusing resources – Open for learning” special issue of JIME
- PLE 2014 conference: Final Call for Papers
- On the emergence of a new type of self-education technology
- PLE 2014 conference: new deadline for submissions – April 1, 2014