MATURE Publications on Personal Learning Environments


Nelkner, Tobias
Rationale and Design of a Knowledge Maturing Environment for Workplace Integrated Learning

Abstract Organisations have to react fast on changing circumstances on their markets in order to stay competitive. To the same extent, knowledge workers have to adapt to fast changing requirements and need to gain new knowledge in the context of their work. The Knowledge Maturing Phase Model describes a theory of goal oriented learning on a collective level. Based on this model, this thesis tackles the problem of the design of a software concept, so that its implementation supports knowledge maturing in particular scenarios. That is to say, how may a Learning and Maturing Environment support individuals in designing effective and continuous learning processes, communities in collaborative and purposeful knowledge development and organisations in encouraging, motivating and guiding their employees to achieve their business goals efficiently. This thesis examines the Knowledge Maturing Phase Model and puts several theories of individual and social learning in relation to it in order to shape the understanding of knowledge maturing in the different phases. Furthermore, it examines the results of three different empirical studies and derives concrete software requirements from it. Based on these results, a general concept for a Learning and Maturing Environment is developed. An instance of this concept was developed in a participatory design process and evaluated in three different contexts in order to gain insights to which degree it might support knowledge maturing. Based on the theoretic and empirical insights and the evaluation results, it can be concluded that the presented software concept can be applied for developing a Learning and Maturing Environment. However, the concrete manifestation depends on the application context and it should be designed with a focus on its most relevant Knowledge Maturing Activities. Moreover, it has to be flexible enough for a seamless integration into individual work processes.


Weber, Nicolas, Nelkner, Tobias, Schoefegger, Karin, Lindstaedt, Stefanie N.
SIMPLE - a social interactive mashup PLE
In: Wild, Fridolin and Kalz, Marco and Palmér, Matthias and Müller, Daniel (eds.): Proceedings of the Third International Workshop on Mashup Personal Learning Environments (MUPPLE09), in conjunction with the 5th European Conference on Technology Enhanced Learning (EC-TEL2010), 2010

Attwell, Graham
Supporting Personal Learning in the Workplace
In: The PLE Conference 2010, 2010

Abstract Central to the idea of the Personal Learning Environment is it can assist learners in bringing together and reflecting on all their learning be it form formal education programmes, from work or from home. This would include both formal and informal learning. According to Jay Cross, around 80 per cent of learning in work is informal. Yet much of the focus for work based learning is on courses, rather than practice. Apprenticeship systems usually combine learning in vocational schools with practice in the workplace but there are often problems in linking up theoretical school based learning with work based practice. Researchers into organisational learning have focused on how workplaces can be designed to facilitate learning. Barry Nyhan (Nyhan et al, 2003) states “one of the keys to promoting learning organisations is to organise work in such a way that it is promotes human development. In other words it is about building workplace environments in which people are motivated to think for themselves so that through their everyday work experiences, they develop new competences and gain new understanding and insights.” Yet without support for learning, organizational change may not be sufficient. Vygotsky (1978) has pointed to the importance of support from a More Knowledgable Other to support learning in a Zone of Proximal Development which which is the gap between the “actual developmental level” which a person can accomplish independently and the “potential developmental level” which person can accomplish when they are interacting with others who are more capable peers or adults. The paper will report on work being undertaken through the EU IST programme to develop a Personal Learning & Maturing Environment (PLME), embedded into the working environment, enabling individuals to engage in maturing activities within the organisation and in wider communities of practice beyond organisational boundaries. The work centres on the design a ‘mini learning activities (Conole, 2008) utilising Technology Enhanced Learning to support learners in a Zone of Proximal Development. These activities will utilise multi media including infographics and Technology Enhanced Boundary Objects (Hoyles at al). Although the mediation of a MKO may be seen as being embodied within the technology, learners will also have access to support through an organisational people tagging service. The PLE applications will be available to learners both through desktop and mobile devices.

Attwell, Graham
Designing a Mobile Personal Learning Environment
In: The PLE Conference 2010, 2010

Abstract One challenge for those wishing to develop Personal Learning Environments is how to record and facilitate reflection on learning that takes place in different environments, including the workplace. The use of mobile devices could be a major step towards achieving that goal. There is growing interest in the potential of the use of mobile devices for learning in offering opportunities for access to learning for those with limited access to traditional educational opportunities and technologies, in providing ubiquitous access to learning and in facilitating contextualized learning. However there is limited evidence on which to base such expectations and as yet practice has generally been limited to short-term small-scale pilots and trials. This paper is based on the conceptual development of a Work Oriented Mobile Learning Environment (WOMBLE) through the EU Mature project. It is particularly concerned with the potential affordances of mobile devices for supporting developmental learning and informal learning in the workplace. It is based on a premise that the use of mobile devices may facilitate the development of e-learning in the workplace in a way which has not previously been possible. Thus the first theoretical underpinning for the paper is the nature and pedagogy of work based learning. The paper is also based on conceptual and theoretical work being undertaken by the London Mobile Learning Group, which proposes a socio-cultural ecology for learning, based on the “new possibilities for the relationship between learning in and across formal and informal contexts, between the classroom and other sites of learning.


Attwell, Graham, Cook, John, Ravenscroft, Andrew
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Lytras, Miltiadis D. and de Pablos, Patricia Ordóñez and Damiani, Ernesto and Avison, David E. and Naeve, Ambjörn and Horner, David G. (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, Springer, 2009, pp. 15-25

Attwell, Graham, Cook, John, Ravenscroft, Andrew
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Lytras, Miltiadis D. and de Pablos, Patricia Ordóñez and Damiani, Ernesto and Avison, David E. and Naeve, Ambjörn and Horner, David G. (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, (2009), Springer, 2009, pp. 15-25

Abstract The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

Nelkner, Tobias
An Infrastructure for Intercommunication Between Widgets in Personal Learning Environments
In: iltiadis D. Lytras and de Pablos, Patricia Ordóñez and Damiani, Ernesto and Avison, David E. and Naeve, Ambjörn and Horner, David G. (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, Communications in Computer and Information Science vol. 49, Springer, 2009, pp. 41-48

Nelkner, Tobias, Magenheim, Johannes, Reinhardt, Wolfgang
PLME as a Cognitive Tool for Knowledge Achievement and Informal Learning
In: Tatnall, Arthur and Jones, Anthony (eds.): Education and Technology for a Better World, World Conference on Computer in Education vol. , Springer, 2009, pp. 378-387

Abstract Since 2003 the research on Personal Learning Environments has increased. These environments support problem based, situated and informal learning in social networks within organisations and educational institutions and in subject related communities. The EU project MATURE enhanced this idea with the concept of a Personal Learning and Maturing Environment (PLME), which shall support and foster learning and knowledge maturing. In this paper, we present a model that describes the maturing of knowledge and informal learning. Based on an example of changing a university study course, we present the personal, community and organisational perspective on knowledge maturing and informal learning. This leads to a derivation of requirements for a PLME implementation.


Attwell, Graham, Bimrose, Jenny, Brown, Alan, Barnes, Sally-Anne
Maturing learning: Mash up Personal Learning Environments
In: Wild, Fridolin and Kalz, Marco and Palmér, Matthias (eds.): Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08) Maastricht, The Netherlands, September 17, 2008. In conjunction with the 3rd European Conference on Technology Enhanced Learning (EC-TEL'08), Maastricht School of Management, Maastricht, The Netherlands, September 18-19, 2008, CEUR Workshop Proceedings vol. 388, 2008

Abstract This paper provides an overview of the work of the Connexions Kent Guidance P.A.s and considers their needs in terms of knowledge maturing and development. It goes on to examine why a PLE could assist in this process and outlines the different functions of a PLE. Then a scenario is outlined illustrating the possible use of the PLE. Finally, a Mashup approach to developing the PLE is considered looking at the different possibilities for developing services for the P.A.s and developing and supporting a sustainable community of practice.

Nelkner, Tobias, Reinhardt, Wolfgang, Attwell, Graham
Concept of a Tool Wrapper Infrastructure for Supporting Services in a PLE
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract As one of the most relevant way of learning after apprenticeship is the informal learning an implementation of a PLE should try to support the learner by mashing up services and tools of every day work, creates cross links between them and gives motivation and support for personal and individual style of learning. This paper presents implementations and ideas for the whole collection of necessary pieces of software to provide a PLE in a bottom up manner. A server implementation is introduced which is based on a SOA approach and which includes an extractor for metadata of file objects. This module is furthermore able to run a semantic analysis on unstructured texts which results in for example in high-quality keywords and identification of persons. Taking this as technical background the social functions are explained which are identified as the functions a PLE is supposed to provide more than any knowledge management or e-learning software. Closing, these functions are converted in ideas of possible implementations of tools and services, back up by graphical mock-ups.


Attwell, Graham
Personal Learning Environments for creating, consuming, remixing and sharing
In: Griffiths, David and Koper, Rob and Liber, Oleg (eds.): Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Institute of Educational Cybernetics, 2007, pp. 36-41

Attwell, Graham
The Personal Learning Environments - the future of eLearning?
eLearning Papers, vol. 2, no. 1, 2007, pp.