IFI7208.DT Õpikeskkonnad ja -võrgustikud 2018

Personaalsed ja avatud õpikeskkonnad

13.11.2018 0:07 by Andrey B

Personaalsed ja avatud õpikeskkonnad

I have chosen to read the article Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems.

Reading this article, I learned new information that is related to such concepts as the dominant design, VLE (Virtual Learning Environment) and PLE (Personal Learning Environment).

The main characteristic of the dominant design is that as soon as it appears, all resources are thrown at improving it, and not at finding and developing alternatives. This approach has its advantages and disadvantages. One of the most significant drawbacks is that such an approach significantly slows down the development of areas in which the dominant design is used. The reason for this is that with more effective and innovative alternatives, the use of dominant design is preferred.

Later in the article, VLE is considered as a representative of the dominant design, its features and differences from the PLE.

Generally speaking, it seems that the VLE are more mass-oriented. They do not take into account personal characteristics and there are clear boundaries, both in opportunities and in information. In general, the word “border” or “frame” describes VLE very well. For example, software limitations that affect the overall functionality. Limitations of students in opportunities, while giving significantly more functionality to teachers. Restrictions by organizations. All this drives VLE into frames. Also, such systems are more focused on the tools that are used for mass education.

In contrast to them, it seems that PLE is more focused on the personal experience of students (as the name implies). The way that one student sees the educational environment may differ significantly from what the other student sees. PLE are constantly evolving, they can be fairly easily upgraded by adding new elements. Moreover, each element can be used as a separate resource without any problems. This provides a wider range of features and functionality when using such systems. In PLE, they try to correct the problems of lack of symmetry in relationships and provide an equal set of opportunities for all. Interaction is very important. It manifests itself in everything, everyone gets their personal experience, while participating in interaction with other participants and elements of learning. These are very flexible systems that can always be converted depending on the content.

As I understand it, the structure of this course is arranged in the form of PLE. This is my first experience with this kind of system. I can say that the experience is quite specific and so far I have not really understood whether this is good or bad. On the one hand, flexibility, openness and constant feedback are useful and convenient. On the other hand, for the organization of the educational process it is necessary to register in a large number of resources that are part of the environment. This is not very convenient, but by understanding this, you can get a very wide range of possibilities for realizing yourself in the educational process.

I tried to chart my personal educational system. It is simplified and not complete.

Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of E-Learning and Knowledge Society, 3(2), 27–38. https://dx.doi.org/10.20368/1971-8829/247


Post a comment