PLE構(gòu)建與研究
[編輯] 研究PLE的人物
一、在線學(xué)習(xí)領(lǐng)域國際著名的研究專家:Stephen Downes（National Research Council, Canada）
- “Stephen是學(xué)習(xí)對象(learning
object)和元數(shù)據(jù)(metadata)領(lǐng)域領(lǐng)先的研究者，以及正在出現(xiàn)中的weblog在教育和內(nèi)容聚合領(lǐng)域應(yīng)用的領(lǐng)先研究者，他可能因每天一封的
研究型郵件列表OLDaily而最為知名。他的工作還包括開發(fā)教育內(nèi)容聚合系統(tǒng)(Edu_RSS)，和設(shè)計學(xué)習(xí)資源的數(shù)字版權(quán)管理系統(tǒng)。Stephen是
多家(在線)專業(yè)媒體的編輯或者顧問，經(jīng)常會在在線學(xué)習(xí)領(lǐng)域發(fā)表報告和講座，包括2004年10月在澳大利亞Perth，發(fā)表了著名的Buntine
Oration演講。目前，他是位于New
Brunswick蒙克頓的加拿大國家研究委員會高級研究員，在信息技術(shù)學(xué)會的e-Learning研究組工作。” （eLearn 雜志的介紹）
OLDaily是在線學(xué)習(xí)領(lǐng)域國際著名的研究專家Stephen Downes的研究型郵件列表，周一至周五，五個工作日每天發(fā)布一次，點評當(dāng)天國際教育資訊。
OLDaily中文版在英文版上線15小時內(nèi)發(fā)布。
二、Sims Learning Connections（Ray Sims的PLE思考及其他）
- about Ray: Ray Sims has nearly thirty years of professional
experience in design, process and quality engineering; information
technology consulting; business (systems) analyst work; project
management; knowledge management (six years as the leader of a KM
function) and learning & development. Ray is a passionate life-long
learner who believes that the most effective learning and behavioral
change occurs within a social context. He is currently looking for a
new career opportunity based in the Boston, or north of Boston, area.
For aditional details, refer to LinkedIn profile.He holds a MBA from
Cornell, a MS in Mechanical Engineering from University of Michigan,
and BS in Mechanical Engineering-Automotive Design from (now) Kettering
University.Ray lives in the Boston area with his wife and young son who
shares his father’s passion both for all things mechanical and the
outdoors.
- Email Contact: “ray at simslearningconnections dot com” ray@
- rsims on del.:http://del./rsims
- 站點：http://blog./?page_id=84
三、Mark van Harmelen（University of Manchester）
四、Graham Attwell (Pontydysgu)
- 他是PLE（個人學(xué)習(xí)環(huán)境）領(lǐng)域最有影響的專家之一，我是在slideshare中，他的“Personal Learning Environments Learning Environments ”（http://www./GrahamAttwell/personal-learning-environments-46423）幻燈片中認(rèn)識他的，可以關(guān)注一下。
- Brief description: Graham Attwell is a researcher working for Pontydysgu in Pontypridd
- Interests: communities of practice, e-Portfolios,
elearning, eportfolios, informal learning, non-formal learning, OERs,
Open Educational Resources, Open Source, Personal Learning
Environments, PLEs, podcasting, Second Life, training of trainers,
video, web 2.0
- 個人Blog: http://www./writing/weblogs/Graham_Attwell
五、George Siemens
六、James Farmer
七、Michelle Martin
八、Mohamed Amine Chatti
九、Ray Sims
十、Scott Wilson (Bolton University, JISC, CETIS)
十一、Steve Barth
十二、Terry Anderson
十三、Will Richardson
[編輯] PLE主題資源
（除給出網(wǎng)站鏈接，希望對網(wǎng)站內(nèi)容給出一定的介紹性說明）
關(guān)于PLE的發(fā)展歷史（2000-2006）、PLE概念、基本知識介紹以及一些專家對PLE的描述鏈接
About:This is the PLE project at Bolton University, working towards
defining the tools for personal learning. The project is being funded
by JISC and carried out by CETIS.The project is part of the e-Learning
Reference Models programme for the e-Framework. Read a very short
project summary.
About:Workplace personalised learning environments for the development of employees'technical communicative skills
一個主要介紹PLE的wiki，里面包括不少PLE的案例和資源。This wiki has been created to keep
all of my learning and advice about personal learning environments
(PLEs) and personal organiser pages (POPs) in the one place
2007.6.4-6.25 Derek Chirnside 和Derek Wenmoth 組織召開的一個關(guān)于PLE的研討會的論壇和 wiki Derek's blog http://blog./derek/personalisation/
一個個人博客，包含不少關(guān)于PLE的網(wǎng)站資源、優(yōu)秀文章、專家的介紹
[編輯] 國際PLE研究項目
目前,國際上有很多針對Web2.0技術(shù)的PLE研究項目,下面介紹幾個:
1.PLE project at Bolton University
This project,funded by
JISC and carried out by CETIS, which is part of the e-Learning
Reference Models programme for the e-Framework,works towards defining
the tools for personal learning.
Team:
Phil Beauvoir
Mark Johnson
Oleg Liber
Colin Milligan
Paul Sharples
Scott Wilson
Things done:
Project plan
Scenarios
Pattern Language
Service Specifications
PLEX
PLEWeb
Link:http://www./members/ple
2.Workplace PLE project
target:development of employees' technical communicative skills
funded:the ESRC/EPSRC Technology-Enhanced Learning programme
summary:This project explored the potential of a workplace
personalised learning environment (WPLE) for developing the UK
workforce in technical communicative skills (TCS). These short-supply
skills have two key components: the ability to communicate effectively
with diverse audiences, and having an awareness of the models that
underpin the ICT systems used in the workplace, and sufficient
understanding to be able to interpret their outputs. There is a limited
capacity among trainers and managers to recognise the skills
requirement for TCS, and to develop training. There is therefore a need
to assist employees, trainers and managers in understanding what TCS
involves, how it can be learned, and to evolve a framework for
specifying an adaptive WPLE that can assist the upskilling of
employees.
The project involved researchers from diverse disciplinary backgrounds
(educational research, employment research, technology-enhanced
learning, and computer science) and a range of users concerned with
workplace learning, who worked together to reach a consensus on the
design of a WPLE. The design focusses on one potential area of
application, career guidance services, which involve the provision of
advice and guidance about career opportunities and the financial
planning needed to support career goals. The design is intended to have
a flexibility for adaptation to other kinds of service-oriented
workplaces where TCS are important (e. g. financial services), and to
educational settings where the development of TCS is a priority (e.g.
further education in the context of financial literacy).
Activity: Five interdisciplinary seminars. One of these was a
major user consultation event involving user participants from two
service industry sectors (information advice and guidance services
[IAG], and financial services).
A programme of interviews and focus groups with users in IAG services
to gather feedback on the ideas and prototypes for the WPLE developed
by the research.
Link:
http://www./
3.Wiki Editing for Personal learning environment research
Created:Daniel K. Schneider
Main Content:1 Definitions
2 PLE Architectures
2.1 Jafari model
2.2 Chatti Integration of communities and services model
2.3 The PLEX project
2.4 ELGG, an aggregation portal
2.5 Building your own with a webtop
2.6 Virtual office tools
2.7 Other do-it-yourself environments
3 PLEs and instructional design models
4 Discussion
5 Links
5.1 Software
5.2 Indexes
5.3 Web sites, blogs, events
5.4 More examples
6 References
Link:http://edutechwiki./en/Personal_learning_environment
[編輯] PLE實施常見問題
任何一種學(xué)習(xí)形式都會有問題出現(xiàn),基于WEB2.0技術(shù)建立學(xué)習(xí)環(huán)境的學(xué)習(xí)者也會在這一過程中遇到各種各樣的問題。下面列出一些常見的問題:
- 對于很少接觸網(wǎng)絡(luò)的人來說,總存在這樣一種心理:網(wǎng)絡(luò)軟件是高深莫測的,我學(xué)不會.實際上,現(xiàn)在的工具越來越友好,可操作性越來越強。只要我們上機實踐就會發(fā)現(xiàn)這一點，PLE環(huán)境所要求的基本技術(shù)我們能很快掌握。
- 害怕提出問題,這是傳統(tǒng)學(xué)習(xí)社會留下的病根.如果你是一個愛思考的人,這個毛病應(yīng)該該一改.否則我們?nèi)绾蝿?chuàng)建一個學(xué)習(xí)網(wǎng)絡(luò)呢?
- 全面掌握,陷入操作層面,沒時間把握其精神.WEB2有很多工具,但我們沒必要全部掌握,我們熟悉其中最重要的一兩種即可.最重要的是我們要把握其精神:我們究竟用它來做什么?為了什么?
[編輯] 心得故事與FAQ問答
我的一個困惑是，目前web2.0工具如浩瀚海洋，數(shù)不勝數(shù)，甚至不斷出新。這么多工具擺在面前，總感覺無從下手，個人在學(xué)習(xí)的時候很容易感到困惑。怎樣才能更好地、更有系統(tǒng)的進行學(xué)習(xí)呢？還有，究竟哪些工具是值得我們?nèi)W(xué)習(xí)的，真正有價值的呢？
另外，現(xiàn)在已經(jīng)進入了web2.0的時代，但是人們的思想仍然停留在以往被動接受知識的階段，因此，我感覺要想更好地構(gòu)建個人學(xué)習(xí)環(huán)境，更
好地學(xué)習(xí)web2.0知識，首先并不是技術(shù)的使用，而是觀念的轉(zhuǎn)變，首先我們要深刻理解web2.0的思想，接受它的思想，才能夠慢慢地進入web2.0
的時代。
PLE是伴隨著web2.0的發(fā)展產(chǎn)生的一種學(xué)習(xí)方式（不知道可不可以稱其為一種學(xué)習(xí)方式）。正如一個講座中的教授所說，傳統(tǒng)的學(xué)習(xí)中學(xué)習(xí)者是被push的狀態(tài)，而在個人學(xué)習(xí)環(huán)境中是學(xué)習(xí)者在pull，學(xué)習(xí)者在主動地尋找自己的資源，同時也在創(chuàng)造資源，分享資源。
the PLE allows the learners not noly to consume learning resources,but to produce them as well.學(xué)習(xí)者不僅在使用資源，同時也在創(chuàng)造資源。
All learning technology will be at least to some degree network
technology,since it is designed to facilitate the interaction between
public knowledge and personal knowledge.
在PLE中，所有的學(xué)習(xí)技術(shù)在某種程度上至少都是網(wǎng)絡(luò)技術(shù)，它能夠促進個人知識和公共知識之間的交互。
[編輯] PLE拓展資源
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