InWednesday's #PLENK2010 session Sebastian Fiedler gave us his thoughts and ideas on Personal Learning Environments. He moved the discussion from the technology to the concept and made us think about the personal learning, rather than the learning environment in PLE. His model to analyse personal learning looked like this:
During the discussion following his presentation quite a few questions were asked about this framework: would people move from 1 through a continuum to 5? How would this work? Howard Johnson in his blog pointed out that PLE based learning is very much embedded in the context in which it takes place. Learners are in a constant flux, working here, playing there, interacting on Twitter, drinking coffee in the local community centre. That is also my problem with this model: it is all about the self, but this self doesn't operate in a vacuum. I would prefer to see a model of learning that encompasses the context and interactions that people engage in. I produced a model of PLE based learning a while back that incorporates the learning context. It has Kolb's learning cycle at its heart, but also shows the process of aggregation of information, relation of the materials to earlier experiences and knowledge, creation of digital artefacts and sharing of these with the wider world and communicate about them with others.
Of course while learners are going about their lives and are involved in activities that make that they learn, their personal development continues and I have found the Perry stages of development, as described in an earlier post, helpful in understanding how this might work.