On September 25th (13.00-16-00) we will start with a regular research colloquium at the Hamburg Center for University Teaching and Learning (HUL).
The following presentations are currently scheduled:
The colloquium will take place on a monthly basis and targets PhD students and postdoctoral researchers who work on their habilitation.
The waiting time is finally coming to an end. In September I will start a new position at the Hamburg Center for University Teaching and Learning (HUL) at the University of Hamburg, Germany.
Gabi Reinmann has recently taken over the directorship of this newly founded research centre. At the moment things are still very much in transition there… but that makes it a particularly interesting period to join.
I am really looking forward to working with Gabi and her growing team.
(my new workplace in Hamburg-Rotherbaum)
The 5th International Conference on Personal Learning Environments is getting closer. The event will take place on July 16th to 18th in Tallinn, Estonia.
Registration is now open !
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.
Currently, we are working on the details of the overall programme and schedule.
However, we frequently update the PLE 2014 conference website with programme previews and other news bits.
Come and join us in July for a great (un)conferencing event on Personal Learning Environments… and beyond.
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!
[via PLE 2014 Conference Website]
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.
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.
In early March I will attend a Research Winter School at the University of Kiel titled “Assistive Thinking: The entanglement of technology and human epistemological practices”. The event is organised by Heidrun Allert, Sabine Reisas and their colleagues at the Department of Media Education/Educational Computer Sciences.
I won’t be traveling there alone. My CERColl collaborator Emanuele Bardone will give a keynote on the topic of “Chance-seeking as a way of making sense in the time of technological entanglement“.
My own keynote presentation focuses on “Systemic intervention as epistemological practice”. Here is the abstract for what I plan to talk about:
Certain strands of educational research and development are increasingly embracing methods that have originated in various areas of design practice. While this newly found interest in the design and creation of (predominantly digital) artefacts has certainly widened the overall scope of educational research practice, it is also strengthening the domination of the “natural science-engineering model” and its rationale in education. However, maintaining the traditional boundaries between applied science (as practice of research) and practice (as a field of application of the products of research) is highly problematic in areas of human service (educational practice, therapy, medical practice, social work, and so forth) in general, and under the conditions of the unfolding digital transformation in particular.
Instead, what seems to be called for are approaches that explicitly incorporate the notion of intentional change into an overall system of inquiry. As soon as educational research practice becomes action and intervention oriented (German: handlungsorientiert), however, it begins to import teleologic principles and patterns of reasoning. This raises (or rather emphasises) value-rational questions and corresponding methodological issues that are purposefully ignored within a conception of educational research that follows the ideal of instrumental-rationality and methodic detachment from practice.
I would like to argue that the notion of “systemic intervention” provides an alternative – and viable – point of departure for reconceptualising epistemological practice in educational research in times of profound socio-technological changes.
Our text “Personal learning environments: A conceptual landscape revisited” will be published (open access) in mid-November as part of Issue 35 of eLearning Papers. Here is the abstract:
This paper reports on a renewed attempt to review and synthesise a substantial amount of research and development literature on Personal Learning Environments (PLEs) published in recent years. Earlier comprehensive review efforts (Buchem, Attwell, & Torres, 2011; S. H. D. Fiedler & Väljataga, 2011) had attested considerable conceptual differences within the research community. If and how these differences have qualitatively changed since 2010, is the focus of an ongoing literature review project. While the project is still work in progress, some provisional findings and insights are reported and discussed.
Many thanks to Terje Väljataga for working through this substantial amount of literature and for co-authoring this text with me.
My text titled “Open-sourcing personal learning” passed the peer review process for the book project “Reusing Open Resources: A sustainable approach to e-Learning”. The book is edited by Prof. Allison Littlejohn from the Caledonian Academy at Glasgow Caledonian University and Dr. Chris Pegler from the Institute of Educational Technology at The Open University, UK. It will be published by Routledge Chapman & Hall.