Personal Learning Environment Model
Jeremy Hiebert,
HeadspaceJ, February 21, 2006.
I don't think I've covered this (sorry if I have) and I don't want to risk it passing by without comment. In this item, Jeremy Hiebert revises his Personal Learning Environment (PLE) model. I'm not quite sure I'm there with it. I like the idea of trying to get at the function, rather than the type, of applications involved. But a lot seems missing. Where is personal identity? Where is community? I want to see 'who am I' and 'who do I know' as prominant in such a diagram. Because, I argue, it is this structure that defines the structure of the information network, not the information itself (that's why libraries always puzzle me - all that information, organized by subject, while I'd really rather have it organized by what might interest me right now, regardless of subject).
Comments
Re: Personal Learning Environment Model
Thanks for the feedback, Stephen. I'm not sure I'm really all there with it yet either, but I think it may be getting closer.
re: "Where is personal identity? Where is community?"
You might have missed the tiny unbolded fonts (understandable...what was I thinking?) labelling the large surrounding boxes. All of the function boxes are embedded inside a big box called "Your Network" (assumed to be including community or communities), which is inside a bigger box called "Your Identity". I considered those as sort of "global" context for all of the other functions.
I also tried to seed the community components throughout the main function boxes, especially Connnecting (group-forming, shared ____), What You're Learning (online communities, blogs, subscriptions, who you're learning with) and What You're Doing (contact lists, memberships, blogs)...but I was making the assumption that they all exist in the people/information stew that make up each person's network.
It may sound like I'm defending the model, but you keyed in on the same things I identified as problems in the accompanying post: "The key flaws in the whole thing are the lack of relationship between the boxes, the ugly embedding of a network within someone's 'identity' and the minimized role of information -- it's implied in several places, but seems like it should be more important in any diagram about learning." [Comment]
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