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A report from The Partnership for Leaders in Education at the University of Virginia (UVA-PLE), “Exploring New Frontiers for K-12 Systems Transformation,” determined that these challenges have sparked a transformation of education systems in the United States.
A new report from The Partnership for Leaders in Education at the University of Virginia (UVA-PLE), “Exploring New Frontiers for K-12 Systems Transformation,” determined that these challenges have sparked a transformation of education systems in the United States.
But when access to that money ends later this year, school administrators will face stark choices. School administrators cannot rely on existing strategies and instead should use the lessons learned from the last few years to boldly envision and invest in the future. They lead the learning and embrace evidence.
The personal learning environment (PLE) is still a bone of contention. Over at the Open University of Catalonia, in Barcelona, Ismael Peña-López has been doing some stirling work on theories surrounding Vygotsky's learning model and PLEs. His article can be accessed here in its entirety.
Informal and self regulated learning are defining characteristics of 21 st Century education. Various commentators suggest that as much as seventy percent of learning occurs outside of formal educational settings (Cofer, 2000; Dobbs, 2000; Cross, 2006). The central tenet of heutagogy is that people inherently know how to learn.
I watched this morning's PLE conference (#pleconf) unkeynote by Grainne Conole and Ricardo Torres Kompen, which was streamed live from Aveiro, in Portugal. This kind of reciprocity occurs because people are willing to share, and in so doing, are free to then gain access to the sharing of the other members of their community.
Everyone has one - a personal learning environment, that is. We all learn. We all use tools to help us learn. We all use tools to help us learn. Mine will be different to yours, because my choices and preferences about what and how I learn are different to yours. Some will be reading books, or Kindles.
Check out this little gem from Dan Kennedy on the VLE/PLE debate. Here is the title and abstract: Playing Games: Do Game Consoles have a Positive Impact on Girls’ Learning Outcomes and Motivation? Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009).
If someone had called, I would have said that this is project has at it''s core a mistaken idea: that social media and personal learning networks can be directed from the top down. It''s because these are individual connections created by the individual, and that is their value: they are personal.
Swift, International Baccalaureate Coordinator ED4ALL - Learning English Grammar by Writing - Mr. Paul Hartman From the USA to Africa: A Unique Primary STEM Global Partnership Emerges - Your Name and Title: Maria D. Gadsden, Assistant Professor of Clinical Psychology Improve learning and teaching – Finnish it?
I have written a lot about Personal Learning Environments in the past, especially when they were emerging as a concept, and sounded quite new. There were posts about the Anatomy of PLEs , their functionality , their role as a counterpoint to the institutional Learning Management System, and also their relationship to MOOCs and Connectivism.
I haven't given up on peer reviewed publishing, but I have turned away from closed journals and publications toward openness and accessibility. So here they are - the top five posts in the history of Learning With 'E's: 1. The questions related to learning styles, and whether they could be useful in higher education.
I attended an event in Utrecht, in the Netherlands way back in 2007, at around the time that social media was emerging as a serious learning technology. Together for two days, we discussed how digital technologies and networks could support learning. That's what a community is, and should be - sharing and learning together.
This is a metaphor for personalised learning, with the personal learning environment supporting an individual's learning. To learn at this level of individualisation, the learner requires several things. Firstly, they need a set of tools they can use to access knowledge, and to communicate with others.
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