2009
Graham Attwell, John Cook, Andrew Ravenscroft
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Miltiadis D. Lytras and Patricia Ordóñez de Pablos and Ernesto Damiani and David E. Avison and Ambjörn Naeve and David G. Horner (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, Springer, 2009, pp. 15-25
Tobias Nelkner
An Infrastructure for Intercommunication Between Widgets in Personal Learning Environments
In: iltiadis D. Lytras and Patricia Ordóñez de Pablos and Ernesto Damiani and David E. Avison and Ambjörn Naeve and David G. Horner (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
Graham Attwell, John Cook, Andrew Ravenscroft
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Miltiadis D. Lytras and Patricia Ordóñez de Pablos and Ernesto Damiani and David E. Avison and Ambjörn Naeve and David G. Horner (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).
Tobias Nelkner, Johannes Magenheim, Wolfgang Reinhardt
PLME as a Cognitive Tool for Knowledge Achievement and Informal Learning
In: Arthur Tatnall and Anthony Jones (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.
2008
Graham Attwell, Jenny Bimrose, Alan Brown, Sally-Anne Barnes
Maturing learning: Mash up Personal Learning Environments
In: Fridolin Wild and Marco Kalz and Matthias Palmér (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.
Tobias Nelkner, Wolfgang Reinhardt, Graham Attwell
Concept of a Tool Wrapper Infrastructure for Supporting Services in a PLE
In: Andreas Schmidt and Graham Attwell and Simone Braun and Stefanie Lindstaedt and Ronald Maier and Eric Ras (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.
2007
Graham Attwell
Personal Learning Environments for creating, consuming, remixing and sharing
In: David Griffiths and Rob Koper and Oleg Liber (eds.): Service Oriented Approaches and Lifelong Competence Development Infrastructures: Proceedings of the 2nd TENCompetence Open Workshop, Institute of Educational Cybernetics, 2007, pp. 36-41
Graham Attwell
The Personal Learning Environments - the future of eLearning?
eLearning Papers, vol. 2, no. 1, 2007, pp.
