At the PLE Conference and, especially, during the days before it (the pre-conference) an interesting debate rose on whether there was one kind of PLE or there were many, and if many, what were all the differences that the multiple existing acronyms and definitions seem to be representing. One of the most interesting conversations I had was with Carlos Santos and Luis Pedro from Sapo Campus about the institutional PLE (iPLE).
Indeed, I think the core of the debate was not on the different conceptions of the PLE, but on the role of institutions and the educational system as a whole, and not in providing educational spaces through technology, but on their very same essence: do we need institutions and, if yes, of what kind and doing what.
The complexity we’re putting ourselves into makes me feel the urge to somehow map all the concepts and approaches I’ve been seeing around in the last years. This is a gathering, not a taxonomy, and the definitions and sets will be purely personal.
Virtual Learning Environments (VLE), Online Learning Environments and Managed Learning Environments (MLE — sometimes also iMLE for Institutionally Managed Learning Environment) are the institutional ways to provide a platform for virtual learning (or to support the online part of blended learning). They stand for what some have called Virtual Campus or Online Campus.
As a platform, VLEs mainly have four big categories of applications and services:
The applications that manage records, registrations and all the administrative staff. Most people call them Learning Management Systems (LMS).
A place where to store learning materials, a Content Management System (CMS). LCMS is usually understood as LMS + CMS.
A social layer, that is, directories, or virtual classrooms where students can interact. Let’s call this in-campus social layer Institutional Personal Learning Network (iPLN).
A device where all the “production” of the student is stored and assessed. For the sake of clarity let’s call this just ePortfolio.
Individuals
The personal side is more chaotic. Under the concept of the Personal Learning Environment (PLE) we find everything (literally: everything) that a person is using to learn. In general terms, this is:
Web 2.0 services, offered by third parties, that help them to blog, to share documents, to monitor people and content, etc.
Sometimes, these services are not offered by third parties, but hosted and managed by the individual himself in his own domain. We talk then about Web 2.0 tools. The distinction, while technically not very relevant, it certainly is at the conceptual level.
A social layer can also happen outside of campuses. If provided by a third party as a service, we’re facing the Social Learning Network (SLN) and it usually includes Web 2.0 tools.
If self-built, we are talking about the Personal Learning Network (PLN). The difference between the SLN and the PLN is certainly blurry and maybe even arbitrary. I like to see them as SLN = PLN + Web 2.0 tools/services.
The institution-individual bridge
If we add some Web 2.0 tools inside the institution (i.e. inside the VLE) and we link them with the social layer, we come up with an Institutional Personal Learning Environment (iPLE). We can even bring some content from the “outside” within the VLE by retrieving the information from external Web 2.0 services through the RSS pipeline.
An alternative to the iPLE is the Hybrid Institutional Personal Learning Environment (HIPLE). The logic is very similar than the iPLE, but instead of retrieving content, the idea is that platforms speak one to each other by means of APIs. The difference with iPLEs is that HIPLEs allow for inside-outside interaction (not only reading or retrieving) in both senses while keeping both spheres (institutional and personal) separate; another difference is that the HIPLE allows the individual to use Web 2.0 tools provided by the institution and/or third parties, while the iPLE requires choosing either institutional tools or third parties’ (see, for instance, the HIPLE into practice with Twitter). It is very likely, though, that the iPLE and the HIPLE will end up merging as technology advances (though the conceptual differences will remain).
I tried to map all of these in the figure above. Colours have a meaning: greys refer to the institution and, especially, to the administration of learning; orange pictures the personal (believe or not, the ePortfolio is orange beneath those blue and grey layers); pink (or dark orange: the ambiguity is intended) make reference to the social; green are Web 2.0 tools and services; lastly, blue paints the bridging devices.
During the PLE Conference I was asked to chair a paralell session on PLEs and Workplace. Just like it happened with the “unkeynote” that Jordi Adell and I organized, the organization asked the chairmen to avoid the usual dynamics and be… creative.
Support to the process of online environment, with Berenice Blanco and Pilar Arrizabalaga.
I noticed that the common denominator of the session was support, in the sense of “let’s tell our ‘supportees’ what does work so they can put it into practice”. With this in mind, I suggested to have the presentations not in a horizontal manner (i.e. projects are fully explained one after the other one) but in a vertical manner: we identify the main and common topics addressed by the three projects and the topics are covered one by one, that is: we choose a topic and all the presenters explain how they faced it.
The topics we identified were:
1.- There are some problems in my learning process that need being addressed.
2.- We (or someone else) have tried several solutions to fix these problems and found that they did not work: which were these (non-)solutions?
3.- We (in our projects) have found some solutions that do work which ones are them?
4.- How have these solutions that work been evaluated and the outcomes assessed?
4a. How sere the solutions put into practice?
4b. How was their performance evaluated?
What follows is the personal notes that I took on the fly (slightly edited for the sake of clarity), both from the speakers and the audience. The notes were taken on a blank presentation that was projected in the room, so anyone could see them and, as it happened, comment on them.
Problems that need being addressed:
Career advisors that handle huge amounts of knowledge. How to develop knowledge and share it? How to manage knowledge and make knowledge sharing work?
Physicians with low competence on e-tutoring: How to train trainers in the use of digital artifacts for training? How to make, thus, e-tutoring more efficient?
How to unclose the classroom?
How to avoid the deviations of meaning added by technological mediation?
How to fight certain attitudes that represent a barrier that prevent evolution/progress?
Solutions that did not work:
Traditional e-learning is not an answer.
Traditional training is nor an answer.
There are no training programmes or learning materials for specialists.
There is a deep ditch between knowledge management and e-learning.
Traditional educational systems require “full dedication”.
There are no “quick learning” programmes/methodologies, you always have to take the long path (but your needs/goals are in the short run).
Solutions that work (or not…):
Stating strategies, defining paths.
Designing and sharing models.
The PLME: personal learning maturing environment, a place where to test things.
Learning from the process itself and the context it is framed in.
Process + context = way to fit training into everyone’s needs.
Shareing not content but “people” by tagging the experts. Make the experts emerge: expert sharing (i.e. everyone is an expert). Indeed it is more about tagging people’s expertise than the experts themselves.
Assessment indicators are (a) relative to everyone’s goals/needs (b) qualitative and related to own path.
Assessment is yet another learning tool: feedback as feedback that really feeds the process back.
How were the solutions put into practice:
Providing useful tips: starting your own blog, starting following someone you find interesting,
Replicating.
1 learner, 1 PLE.
Note: this part was, of course, richer, but got diffused or covered by the other questions.
How was performance assessed:
Checking whether the personal benefited the community.
A virtual desktop enhances not only sharing but monitoring and co-design.
Co-design leads to a certain degree of co-assessment.
Co-design is needs-based, not externally based.
e-Portfolios.
Recursive design, recursive assessment.
Extensive and intensive documentation while keeping hot tips simple.
I am aware that this dynamic penalizes knowing more about the projects themselves, so I encourage the reader to get in touch with the speakers or to visit their websites to get a deeper understanding on what they are working on (the how’s and the why’s, covered here ;)
Jordi Adell and I were invited to impart a keynote at the PLE Conference, taking place on July 9th, 2010. It became clear from the start that the organization did not actually want a keynote at all, but “something different”. A “something different” that looked very much like a “pros & cons” or a “good cop, bad cop” dialogue. The problem was that Jordi and I had very similar opinions on the topic that we had quickly chosen and which has produced a heated conversation when talking about Personal Learning Environments (PLEs): their relationships with institutions.
Ticked off the list a keynote and a dialogue, we came up with a game. We would present five pairs of dichotomies and will make the participants in the session to vote with their feet (à la Charles Tiebout). As some participants complained, the world is not black or white, but a richest range of grays, so to make people choose either or that option would be unfair. Yes it was, but (a) the exercise was about simplification, (b) highlighting the top values and (c) we had no room — space and time — for a continuous (vs. discrete) approach.
So, we draw a 2×2 matrix on the floor and projected the five pairs of dichotomies on a screen. People had then to physically move and place themselves in the quadrant of their choice according to their beliefs. We picture below the results of this voting with your feet. The numbers in the quadrants are just approximate, as no one even tried to really count the people in each quadrant, though they give a fair idea of the magnitudes at stake (there were circa 100 people in the room). I add to the screenshots some comments based on what I remember that Jordi and I said on the fly: they should so be attributed to both, as they were made indistinctly by one of us and I never had the sensation that we disagreed (I apologize in advance if, in the transcription, I put too much of myself in it).
1. PLEs and Institutions
Do PLEs have a place in formal education?
Shoud PLEs be procured institutionally or be placed outside institutions?
The first thing that is evident from the chart is that there is no agreement on whether institutions will be replaced by user-generated learning environments or, on the contrary, institutions will instead prevail but be leveraging the power of PLEs and other devices.
It is interesting to see that, despite the EduPunk momentum, the majority still believes on the power or need for institutions. Some commented that the participants were split in two: the Anglo-Saxon approach and the Latin one, being the former more pro-EduPunk and the latter more pro-institutions.
2. Openness
The student’s digital identity must be isolated from the rest or be identified as a whole (the student has a single identity, regardless of their context)?
The university must be an open or a closed environment?
While the previous point was definitely not about consensus, openness certainly was: no one doubted that the walls of formal education had to be torn down and that it increasingly made no sense to have an environment devoted only to learning and the rest where learning “did not happen”.
Notwithstanding, if learning happens anywhere, it does not necessarily follow that it happens anytime: though an overwhelming majority advocated also for tearing down the walls of the learner vs. professional, some voted for keeping the possibility to play a different role when you are actively learning than where you are not (at least in “active” terms).
3. The curriculum
Who decides how the curriculum is designed: the system or the “apprentice”?
Credit must be provided institutionally or socially (P2P)?
Unlike point 1, where institutions kept a good amount of power in providing and managing learning environments, when it comes to credit proportions swap: most people thought that the apprentice should be sovereign of their instructional design and how it will be measured and assessed.
This is definitely in line with a tacit agreement that students should lead their learning process, while teachers should accompany them through it, but walking side by side, never in front of it.
4. Barriers (I)
The main barriers for change are institutional or individual?
The main barriers for change are technological or pedagogical?
Concerning a first set of barriers — the usual dichotomy of education or technology — the majority pointed at the system: the problem is institutional and pedagogical.
Notwithstanding, and as it happened with EduPunk or institutionalism, the participants were mostly split between pedagogists and technologists, so it is likely that the latter were not as optimistic about technological barriers (digital divide, digital competence) than the former were.
5. Barriers (II)
The main barriers for change are standardization (inflexibility) or atomization (chaos)?
The main barriers for change are organizational or economical?
To reinforce the previous point, when looking at flexibility vs. resources and organization, the choices again are clear, even clearer than before, putting the educational system in the eye of the hurricane.
Conclusions?
Taken as a whole and not pair by pair, we noted that we could group the five dichotomies in two sets. On the one hand, we could take PLEs (1) and the Curriculum (3). As we have already set, these seem to show (show in the sense of the participants’ perceptions, of course!) that the trend is an increasing movement from institutions towards the student, a shift of the responsibility of one’s learning from schools to students that have not only to learn, but to learn what they have to learn, to learn to learn.
To help them in this endeavour, institutions have an important role as guides (not leaders) that have to trespass their own walls and enter the environments (in plural) where learning actually takes place, which increasingly is outside of the framework of formality.
In fact, this seems to be answering at the WHAT question: what is learning in the digital era?
The rest of pairs (Openness and the Barriers) seem to be pointing at the HOW question: how should learning be carried on in the digital era?. The answer seems to be open and flexible institutions, new educational systems and methodologies and a dire organizational change.
It is a little bit worrying that a hundred educators, deeply committed with the evolution of education and knowledgeable on instructional technology, despite their different and personal approaches, they all got together at pointing at the educational system — read: educational policies — as the problem of education. Any politician in da haus?
Debate
After the exercise we went on with a lively debate amongst all the attendants. Here come some random notes that I took on the fly and that were being beamed as I took them:
Cyberinfrastructures should be used to leverage change, a change that should not only be in technology but also and especially inn attitudes.
Are there enough resources to PLE-ize your discipline? Is everything PLE-izable? That is, is the PLE something that can be universally used in any discipline and environment?
Teamwork as a pre-condition to PLE-ing: there is no (useful) PLE if it is not based in a framework of sharing and working as a community with a common goal.
PLEs are bottom-up strategies: they originate in the bottom, but should target the upper spheres (i.e. Institutions). In this sense PLEs are not only a working tool, but a tool for change.
PLEs are personal devices: we need to embed institutions, institutional aspects, and participation within our PLEs. In other words, institutions have to step into PLEs and these have their share of institutions. To do so, notwithstanding, institutions must be PLE-able, they have to rethink themselves, be more flexible, more open, and adapt to the new learning realities.
PLEs as personal constructs vs. commodities: in our bridging institutions and individual learners through PLEs, do we incur in the risk of commoditizing personal learning environments and making of them extensions or tentacles of the all-eating institution?
PLEs not to de-school society, but for un-schooled people. Or, better said, the stress the inclusion factor of PLEs as a way to bring education at reach of everyone: where institutions cannot reach, PLEs will.
Institutions build the walls of libraries, PLEs fill them with books. PLEs have to go hand in hand with the structure, surround it, fill in the voids, enrich the always cold but needed concrete columns where a society lies upon.
Gemma Urgell and Ricard Espelt are the thinking minds behind #talkingabout, a tapestry of experiences, stories and projects with the Web 2.0 as a background.
They attended the PLE Conference and took some time to interview and tape some footage of Jordi Adell and I on the crossroads of Personal Learning Environments and institutions.
The video is in Catalan, one of Jordi and I’s mother tongues:
Scarcity of explicit knowledge (books) led us to gather it into libraries.
Cost of access to books led us to gather them into universities and schools.
Cost of access to wise men led us too to gather them into universities and schools.
The digital made scarcity of knowledge no more an issue, and costs of access to experts dropped to nearly zero.
Why institutional Virtual Campuses or why institutional Learning Management Systems?
It still is difficult to tell good knowledge from bad (low information literacy levels around).
Thus, we have a need for a curation of knowledge, for guides, to validate all the knowledge that has been fixed in digital artifacts.
Not everyone can or wants to use the latest technology.
Many people still have low digital literacy levels.
Indeed, there are privacy, security and/or data ownership issues.
And we have to ease monitoring, assessment and evaluation tasks (we are not hee taking about the need to monitor, assess or evaluate — let’s assume for a moment that many people still want to do that).
So, PLEs or institutional virtual campuses?
We need to cope with both needs: the benefits (freedom) of digital technologies and some long-lasting (and maybe needed) trends.
We should be able to find a middle-ground solution between centrifugal and centripetal forces.
We have to keep intimacy, while allow third parties’ ideas in our conversation.
We want to keep noise out, while keeping a window open to the outside.
We should be free to either use an institutional tool, a third party’s, or one’s own, and nevertheless guarantee that conversation is the same for everyone.
We should be able to keep our own learning space while participating in a collective one.
And we should be able to keep a closed record of what a group did for later assessment or simply storage.
