Not a lot of time tonight and I'm working on little sleep so pardon any errors, but wanted to share a few more things related to Saturday's post on personal learning environments (PLEs).
SCoPE Forum on Personal Learning Environments
Very serendipitous to receive a Google Alert this morning about SCoPE's 3-week online forum on PLEs. You can read the discussion without signing in, but if you want to comment on anything, you'll need to fill out a brief registration. Already some interesting questions coming up, so if you're interested in all of this, it's worth a look.
Personal Learning Environments as Tools to Empower
What continues to excite me about personal learning environments is their capacity to help people take charge of their own learning and their own careers. It was nice to read that other people see it that way, too.
In "Be the Node," Cammy Bean says:
I think maybe PLE is another word for the upcoming Revolution of Enlightenment.
It's a Personal Learning Evolution.
I love that--it's exactly how I see it. Personal learning as both evolution and a revolution.
Tom Haskins continues the revolutionary theme with his post on PLEs as Power Tools:
They empower the powerless to break out of their boxes. PLE's invites self-directed learning. PLE's become a source of discrepancy and deviation from the "party line". It becomes possible to think for oneself and disagree with the groupthink. Learning from a PLE makes it possible to see patterns of abuse, exploitation and neglect in the workplace. PLE's undermine the imposed, top-down, command & control kind of power. PLE's put distributed and democratized power in the hands of the individual. It counteracts the conformity pressures without confrontations or insurrections. PLE's are politically radical and perfectly natural.
Personal Learning Environments and Personal Knowledge Management
Tony Karrer suggests that in thinking about our personal learning environments, we use a personal knowledge management framework to explore how we use various tools to accomplish particular learning tasks. He points to two potential frameworks, although I'm finding I'm more partial to Jeremy Hiebert's:
So I'm thinking that over the weekend I may take a closer look at this, both in terms of the tools as well as the skills to use in each of those areas.