Kalamaja, Tallinn, Estonia
“Not until we are lost
do we begin to understand ourselves”
– Henry David Thoreau
Pääsaküla Rabba, Estonia
Baltic Sea, Helsinki, Finland
The book “Reusing open resources: Learning in open networks for work, life and education” edited by Allison Littlejohn and Chris Pegler just got published. This is what the Publisher Routledge has to say about it:
Every day, learners use and reuse open, digital resources for learning. Reusing Open Resources offers a vision of the potential of these open, online resources to support learning. The book follows on from Reusing Online Resources: A Sustainable Approach to E-learning. At that time focus was on the creation, release and reuse of digital learning resources modeled on educational materials. Since then the open release of resources and data has become mainstream, rather than specialist, changing societal expectations around resource reuse. Social and professional learning networks are now routine places for the exchange of online knowledge resources that are shared, manipulated and reused in new ways, opening opportunities for new models of business, research and learning.
The goal of this book is to extend the debate of how open, online resources might support learning across diverse contexts. Twenty-four distinguished experts from nine countries distributed across Europe and North America contribute empirical evidence and ideas. Collectively they provide a vision of the potential of open, online resources to support learning across everyday contexts of education, work and life.
My own contribution titled “Open-sourcing personal learning” (pp. 43-56) became chapter 3 of this newly released addition to the “Advancing technology-enhanced learning” series at Routledge.
Many thanks to Allison and Chris for an outstanding managing and editing job!
“In all helping professions, conceptual frameworks enable practitioners to make a distinction between their own personality and the professional Persona they need in oder to be successful at work. Professionals (in the empathetic sense of the term) share a knowledge base anchored in research that is quite independent of their own personality. Through their particular take on things, practitioners develop an idiosyncratic under-standing of frameworks absorbed through study. While intuition is always a fine thing to have, the more knowledge informs intuition, the more potent the intuition can be. Moving away from one’s own elementary intuitions and personality and standing outside of it – making it and object of reflection – is a developmental journey of great significance…”
Laske, O.E. (2011). Measuring hidden dimensions. Gloucester, MA: IDM Press.
The 5th International Conference on Personal Learning Environments is getting closer. The event will take place on July 16th to 18th in Tallinn, Estonia.
The “Early Bird” regular registration goes for 220 Euro and the student registration for 120 Euro. Both types of registrations include the admission to all conference sessions, coffee breaks, and lunches.
Note that for the “Early Bird” registrations to be effective your bank transfers have to be received by June 25th.
Come and join us in July for a great (un)conferencing event on Personal Learning Environments… and beyond.
Lennusadam Tallinn, Estonia
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.