Mobile Personal Learning Environments for Contextual Knowledge
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The document discusses mobile personal learning environments (PLMEs) and how they can support contextual learning in the workplace. PLMEs allow learners to set their own learning goals, manage content and the learning process, and communicate with others. They integrate learning and knowledge development into work processes by linking learning to real-world contexts and enabling collaborative knowledge construction. The goal is to move from expert-developed knowledge to knowledge negotiated by learners in real time through social learning processes supported by PLMEs.
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Mobile Personal Learning Environments for Contextual Knowledge
- 1. Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments Graham Attwell - Crete 2009
- 3. linking learning and knowledge maturing
- 4. the contextual nature of knowledge in the workplace
- 5. integrating learning and knowledge maturing in work processes
- 6. Personal learning and organisational learning personnel learning
- 7. moving from expert developed and sanctioned knowledge to collaborative forms of knowledge construction
- 8. “Social learning is the practice of working in groups, not only to explore an established canon but also to negotiate what qualifies as knowledge.”
- 9. In this model “curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning….”
- 11. From supervision to peer support
- 18. PLMEs allow learners to set their own learning goals manage their learning, managing both content and process and communicate with others in the process of learning
- 19. Access / search
- 21. Manipulate
- 22. Analyse
- 23. Reflect
- 24. Present
- 25. Represent
- 26. Share
- 27. Social networks and people
- 28. Developing Ontologies, mash-ups, interoperability and SOAs
- 29. Appropriation, Mupples and Wombles
- 30. Engaging in the process of ‘appropriation’ helps users/learners overcome the gap between the technologies, content and the personal practice.
- 32. Overcoming contradictions Classroom learning versus ‘real life’ informal or work based learning Academic knowledge as opposed to work process knowledge Individual learning versus social learning Educational technology versus social software Decontextualised knowledge acquisition versus context knowledge development
- 33. Thank you for watching www.pontydysgu.org