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There has been a lot of rhetoric about Web2.0 applications and the potential impact to propel self directed learning. I do believe early attempts of a PLE were created to demonstrate the impact of many social networking technologies in education. However more and more PLE are visual representation or visual thinking tools for information workflow and concept mapping. Rather than provide descriptors people believe a visual representation of the tools and resources utilized is an attempt to better harness the potential of these sites in their own learning. The mapping of information flow provides a schema of the interactions between the vast amount of information available and the persons information requirements, inherently no two individuals would ideally have the same mapping however the tools may be the same.
The goal of the PLE schema is to make connections and identify the information workflow between them and our own information processing needs. Whether it be reading scholarly articles, responding to posts on the discussion board, posting the recent photos of the class, or publishing to YouTube, conducting online searches and storing results, these elements are inherent in the information mapping that you work in.
The key characteristic in all these applications is user participation, or friends’ networks, which in many cases interact with other individuals or groups, or respond to message posted in an media form. In many cases there is a remixing of ideas, sharing ways of doing and countless thoughts that stimulate the thinking and even collaboration to refine the thinking. This often results in dynamic interactions that create mashups or construction of new knowledge and this stimulate further interactions. Since the goal of the PLE is learner centered, you need to stimulate the discussion and are engaged in its development.
I particularly enjoy Steven Downes, (www.downes.ca) diagram as one of the early pioneers of creating a PLE and his thoughts on PLE in general. As a subscriber of his musings in the educational field he provides deep insight into the connections made to constructivist theories, pedagogy and situational learning, whereas he has linked the PLE to a VLE. The difference is that the Virtual Learning Environment (VLE) is often institutionally controlled and the PLE is a self-directed interpretation of meaningful connections made by the individual themselves, with a range of tools and resources that meets the needs and interests in their working environment.
I am also more aligned with PLE diagrams that deepens the understanding and provide linkages to meaningful learning. A PLE such as Cann and Stewart provide insight into their personal network , as a visual representation it provides only a linear view for developing meaning and information workflow. PLE diagrams of Weller provides greater depth of linkages within his learning sphere.
I have often utilized Jeremy Hieberts PLE diagram and Alec Couros diagram to explain the meaning and nature of a visual representation for a PLE or PLN. I particularly like the circular nature of Alec Couros since this adds elements that the information flow is not blocked or able to be presented linearly rather that they are all linked within a sphere of influence. Although represented two dimensionally it can further be thought of as a sphere. Jeremy Hiebert’s diagram makes excellent use of the phrases of ‘what you have done ‘, ‘what you are learning’ place key questions to the learning to develop the thinking for the concept map. Also one of the key components in a PLE is that interactions are bidirectional in that inputs and outputs can occur in the same learning space, thus enhancing the nature of it being in the category of social networking tools, allowing collaboration and sharing, thus arrows if and where used are bidirectional reflecting the true nature and randomness of interactions.
Sorry for the long blurb, but I tend to look at the business end of education and had too much coffee this morning.
My PLE
