My post ‘Universities get with it, wake up, be cool‘ has attracted some attention, both in comments on the blog and on twitter. Most people have agreed that the university degree ceremonies in the UK are outdated but some have not.

OK – it was a semi-humerous post. But there is a serieus point. How we celebrate achievement is part of our culture. And how universities celebrate student achievement is part of the learning culture of the institution. Degree cermonies such as the one in Aberystewth that I described – and I have no reason to believe there is any great difference in other UK universities – cannot be seen as anything other than a reflection of the learning culture of those institutions. What are the messages such events present. Firstly a veneer of the medieval univerity run by mysterious committees with inpenetrable ceremonies. Places where hierarchies are important – why else the different coloured gowns – or batman claoks as someone said on twitter. Secondly the lack of technology speaks for itself. And thirdly all this is overlaid with a crass commercialism. Vendor produced souvenirs, overpriced group hotos, hired gowns etc. University is a place you go to purchase your degree. This is not the learning culture I want to see. Universities should be serious fun. Universities should be democratic – a place of mutual leaning. And universities should be a part of continuing learning – not seperate from the rest of your life but part of a learning journey.

Universities get with it, wake up, be cool!

It might be summer but it is certainly not quiet. And the slow revolution of self organised elearning is gathering pace (Twitter seems to be a major ‘organising’ technology but more on that in a later post). One initiative which looks interesting is F-Alt. Inaugurated by post punk playboy Scott Wilson, F-Alt is the Fringe for this years Advanced Laerning Technologies Conference, Alt C, to be held in Leeds.

As the wiki says planned (or not so planned) activities include “round-table brainstorms on some of the top topics (and non-topics). Its all up for debate.

Format: each session is a round-table brainstorm of problems, issues. Short quick quick fire format, say 20 to 30 minutes, with the aim of gathering of thoughts. Each topic identifies the questions that need to be answered to make some of these socio-technical educational interventions actually work.

Rules for participation
No long winded waffle. Participants must be short and sharp and to the point. More twitter than paper presentation.”

Sounds my kind of conference. If you are going to F-Alt and would like to be part of the loop just sign up on the wiki. And even if you are not planning to go I am sure we will have all kind sof technologies for distance communication.

Don’t miss this brilliant review – curiously filed by the Guardian newspaper under ‘Reference’ – by  linguistics Professor David Crystal on texting. David tells how langauge has always been changing and how the use of various forms of abbrieviations is not new.

“There are several distinctive features of the way texts are written that combine to give the impression of novelty, but none of them is, in fact, linguistically novel” he says. “Many of them were being used in chatroom interactions that predated the arrival of mobile phones. Some can be found in pre-computer informal writing, dating back a hundred years or more.”

He goes on to say that: “Although many texters enjoy breaking linguistic rules, they also know they need to be understood.”

He concludes: “An extraordinary number of doom-laden prophecies have been made about the supposed linguistic evils unleashed by texting. Sadly, its creative potential has been virtually ignored. But five years of research has at last begun to dispel the myths. The most important finding is that texting does not erode children’s ability to read and write. On the contrary, literacy improves. The latest studies (from a team at Coventry University) have found strong positive links between the use of text language and the skills underlying success in standard English in pre-teenage children. The more abbreviations in their messages, the higher they scored on tests of reading and vocabulary. The children who were better at spelling and writing used the most textisms. And the younger they received their first phone, the higher their scores.

Children could not be good at texting if they had not already developed considerable literacy awareness. Before you can write and play with abbreviated forms, you need to have a sense of how the sounds of your language relate to the letters. You need to know that there are such things as alternative spellings. If you are aware that your texting behaviour is different, you must have already intuited that there is such a thing as a standard. If you are using such abbreviations as lol and brb (“be right back”), you must have developed a sensitivity to the communicative needs of your textees.”

I think I might have posted this some time ago. But it is worth looking at agin in teh context of developing Personal Learning Environments. I would argue that a central tole for a PLE is for knowledge development and sharing and the knowledge development involves different processes. Jenny Hughes has produced an analysis of different forms of knowledge based on the Welsh language. Whilst English has few words to differentiate knowledge, in Welsh there are at least six different terms for knowledge processes and six different terms for different types of knowledge, each with their own distinct meaning.
The general word for knowledge in Welsh – the translation from the English word knowledge is Gwybodaeth. Even this is not an exact translation. Gwybodaeth means something like ‘knowing-ness’, rather than knowledge.

However, the word Gwybodaeth – or knowing-ness comes in different forms defining different types of knowledge:

1. Cynnull (gwybodaeth) – to gather knowledge (as in acquisition) ‘along life’s way’
2. Cynhaeaf (gwybodaeth) – to harvest (purposefully) knowledge– or set up systems for harnessing knowledge or organise knowledge
3. Cymrodedd (gwybodaeth) – to compromise what you know to accommodate the unknown
4. Cynnau (gwybodaeth) – to light or kindle knowledge (in someone else) – can also be used to ‘share knowledge’ but implicit is that it is an active process not simply an exchange of information, which is an entirely different concept.
5. Cynllunplas (gwybodaeth) – to design (new) knowledge, paradigm shift
6. Cynyddu (gwybodaeth) – to increase or grow (existing) knowledge

I would argue that a PLE should support in some ways all of these different forms of knowing-ness and that such a list represents a useful starting point in defining what we want a PLE to be able to do.

I am working on a couple of new papers on Personal Learning Environments. And getting asked by developers what we want them to produce as a PLE. Nota n easy question – in fact I am not sure it is the right question! But here are a few things I think I want my PLE to be able to do.

Access / search

One of the major things we use computers for learning for is accessing and searching information and knowledge. Whilst Google has greatly improved searching it is far form perfect. We need to be able to search inside documents in a way we cannot at the moment. And of course we need to be able to access and search our own computers and possibly those of our peer network. We need to be able to search inside audio and video, which is as yet problematic. And perhaps most importantly we need to be able to find people. Accessing and searching poses many challenges for developers. At present at a relatively simple level of educational repositories we are uncertain as to whether federated search or harvesting offers the best approach.
Aggregate and scaffold
A second use of a Personal Learning Environment could be for aggregating the outcomes of our activity – be it searches for documents, or other media, be it people or be it our own work. Aggregation is more than simply producing a database or of ‘learning objects’. Aggregation should allow us to bring information and knowledge together in a meaningful way. At the same time such a process of aggregation should assist us in scaffolding our knowledge, both in terms of growing on existing knowledge but also in terms of compromising what we know to accommodate the new.

Manipulate
Another possible use of a Personal Learning Environment is to manipulate or rearrange knowledge artefacts. This could be at the simple level of editing text or adding a note or tag. However with the use of different forms of media it may involve more extensive repurposing of such objects. Such repurposing may be for use within a personal knowledge base or may be for (re) publishing or sharing with others.

Another reason for manipulating media artefacts may be to render them usable within different environments and contexts.
Analyse
A PLE should be a place to analyse knowledge. This might involve the use of different tools. Alternatively, or additionally, it might involve the functionality to render information, knowledge and data in forms to allow analysis. It might also include the functionality to share and collaborate in analyses and to compare the results of such analysis with the research of others.
Store
A simple and obvious function for a PLE is to store data and artefacts. However, that storage function may not be so easy as at first thought with an increasing use of different storage media including external drives and web storage. Whilst some data and artefacts may be stored in a personal repository it may be that others will be stored within shared areas.
Reflect
Reflection is a central activity in developing learning. Reflection is particularly critical in an information rich (or information overload) environment. Reflection involves questioning, challenging and seeking clarification and forming and defending opinions and supporting or challenging the opinions of others. A PLE could provide (micro) tools for supporting these processes.
Present
We all have a need to present our ideas, learning and knowledge in different ways and for different purposes. It may be that we merely wish to present some work in progress for feedback from others. We may also wish to present parts of our work for a seminar or for a job application. A PLE could offer the functionality to select and summarise ideas and learning and develop a presentation in different formats according to need. Some forms of presentation may be unique instances – for example a presentation at a conference, others may be more recursive e.g a C.V. Tool also need to take into account that presentation may involve different media.
Represent
The representation of learning and knowledge within a PLE may be seen as a more complex functionality of presentation. Whilst a presentation will draw directly on artefacts within the PLE, a representation will attempt to show the underpinning knowledge structures of such artefacts. A PLE could include tools for visualisation and tools which allow the structures of the knowledge to be shown in a dynamic way. They might also allow the dynamic re-rendering of such structures either through the interrelationship of the artefacts and the underpinning knowledge structures.   The representation of knowledge might be an individual activity but might also form part of a wider community activity

Share

That a personal Learning Environment should support individuals in sharing their learning and knowledge almost goes without saying. However, what is shared, when and with whom is far more complex. Tools could be developed, for example, which allow sharing to be the property of any particular artefact. A PLE might also include tools to facilitate collaborative work and collaborative work flows.
Network and people
Networks lie at the heart of a Personal Learning Environment. A PLE might be defined at a personal or individual node in a networked collaborative learning environment. It must be emphasised that a PE is not a document management system (although of course documents may be part of a PLE). PLE tools might allow social representation of networks and networking interchange. Such tools might also allow social association between people, knowledge and artefacts.

A brilliant guest post from my esteemed friend John Pallister.

“I dropped into a bar last night, well actually I listened in to some folks talking about where they were going to go and I decide to have a look there. I lurked around in a corner for a while, then sat down at the bar and watched. It was a bit strange, the bar did not have a barman, it looked to be a help-yourself establishment. People, who I have to admit did look a bit strange, were helping themselves to some strange things and seemed to enjoy jumping around a lot. They all appeared to know each other and were chatting about some music that was playing in the background. I attempted a bit of chit chat, although my natural reserved stopped me from dancing on the bar. As usual, I very quickly cleared the bar with everyone whizzing off with some feeble excuse about having to build a tower! I wandered a bit and got lost. I ended up in an adult area with a scantily clad Avatar jumping around in front of me and singing. Now that does not often happen to me often, was I dreaming? How could a grown man, who has a thousand and one real interests, find himself wandering around in a virtual world?

During the past two years I have been on quite a steep learning curve. The need, as a partner in the MOSEP project, to collaborate with colleagues from across Europe forced me to master Skype; Net-meeting; Eluminate Live; Media Wiki; blogging; social bookmarking and collaborative writing etc. I became engaged in a number of social networks and got into the habit of following people who had similar interests. I soon realised that it did not really matter if, having contributed something to a discussion, forum or a Blog, you did not receive a response. I realised that the vast majority of people were lurkers and that people were in fact reading what I was writing and occasionally, were using it to help them with their thinking. So there was a reason for me to participate and contribute. I also found that writing things down did in fact help to move my own thinking forward. I began to follow and contribute to communities, setting up a group and most recently experimenting with micro-blogging.

In the process of following the Jisc Emerge http://elgg.jiscemerge.org.uk/ community I ended up in Second Life last night. I teleported to a Bar on the Emerge Island. I had to apply all of my Functional ICT skills to master the Second Life interface, I did not really practice my Functional English skills but I did listen to others demonstrating their skills, with one person showing that she recognised her responsibility to move a discussion forward, attempting to engage me in the discussion by employing a range of techniques. The exploding Harveywallbanger was a new one to me! I listened to people agreeing how they would work as a team; reflecting on their own strengths; developing a shared understanding of what it was that they were going to work together to achieve; reflecting on their personal strengths and weaknesses and how they might contribute to the work of the team; etc. I was watching people, in a virtual world practising and developing their Functional and Personal Learning and Thinking skills. Had I managed to keep up with them, I am sure that I would have witnessed more as they built the Tower, although I suspect that they went on to a disco – ‘magic dance ball’?

I am beginning to see more and more potential in these environments for learning – but a bit like Twitter I am overcapacity!

An unexpected bonus here – an interview with Helen Beetham about Digital story telling. The story about the interview will follow!

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I,m working on a new paper on PLEs. I’m finding the idea of Rhizomatic learning extremely useful. Here is an extract from the paper.

‘Technologies are changing fast and our use of technologies is changing faster. In looking to the future it may be worth returning ot the them of rhizomatic learning (Cormier, 2008). Dave Cormier says the rhizome is a botanical metaphor. “A rhizomatic plant has no center and no defined boundary; rather, it is made up of a number of semi-independent nodes, each of which is capable of growing and spreading on its own, bounded only by the limits of its habitat. In the rhizomatic view, knowledge can only be negotiated, and the contextual, collaborative learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises.”
Such social processes in the use of technology for learning and knowledge creation have been seen in a conference and a summer school which I have recently attended. In both, we created a tweme for the event, a mash up of delicious, twitter and flickr based on a common tab. In neither case did we pre-announce the use of the tweme, neither was the use of the particular technology officially prescribed nor indeed endorsed by the event organizers. However the use of the tweme for knowledge sharing was adopted organically by participants and became the main means of ICT based communication and sharing. In one case the conference organizers had established their own NetVibes site for the mash up of blogs; however by the second day they recognized what was happening and emailed participants to inform them that the tweme was “ the main channel for information” going on to say “Please have a look on it because the freshest and the hottest information can be found only from there.”

One interesting effect of the use of twitter and twemes was to facilitate the unplanned participation of researchers and practitioners from all over the world in the vents and a consequent wider and open dialogue than the original programme and curriculum design had envisaged. The curriculum was being increasingly developed by the community and the community extended to include participants who were not present face to face.

The technological development facilitating such change was the availability of connectivity and the use of different devices. In fact at the first conference connectivity was problematic. The wireless network became overloaded. Nevertheless, participants found ways of communicating, using other mobile phones or a skype to twitter interface which required less bandwidth than a browser. Those with access to neither simply recorded their observations and rushed off to find better bandwidth in the coffee break.

The agenda and curricula of the vents became extended through participants negotiating topics they wished to explore through the ongoing discourse and organising ‘unconferencing’ events outside the main programme.

Such experiences may point the way to how personal learning environments will evolve in the future. The PLE will not be one application running on the desktop or in a web browser. Rather, it will be multiple applications running on may different devices. It is also important to understand that learners will use different devices in different contexts and for different purposes. The PLE will be based on networks of people with whom learners interact, they may adapt a particular tool for communication and interaction in a particular context but then cease to sue that tool when that context has passed. In previous projects linked to mobile learning we have tended to focus on how to transmit standardised learning materials and applications to different platforms and devices.

The PLE will be comprised of not only all the software tools, applications and services we use for learning but the different devices we use to communicate and share knowledge.

This if knowledge seen as resting in connections and learning bases on those connections then PLE may be sum of devices plus use of those devices for learning. Another way to view the PLE is to see it as the summation of connections we make in a nodal learning network. This includes, of course, face-to-face interactions both in terms of participation in learning programmes and events but also one to one and informal interactions and an ongoing process of reflection and sense making of such interactions. Learning and learning environments become synonymous with the identity of the leaner, both the self perceived identity and the learner as others perceive them.

I am in Ohrid in Macedonia for the European Summer School on Technology Enhanced Learning & Knowledge Management 2008. As ever it is a pleasure to meet colleagues from all over Europe, and particularly from Eastern Europe. And the school is alo interesting in that it brings together researchers from a series of large scale European funded research projects. What are the themes of the school. It is a bit difficult to say at the moment.

One issue that a number of projects seem to be wrestling with is how to represent knowledge. There is the by now familiar debate about taxonomies, ontologies and tagging. I have a concern as to how much useful software is being created. To soem extent this is a tension within research projects which are both attempting to undertake fundamental research and at the same time involve users.

Anyway, as in Salzburg Cristina and I have created a tweme (a mash up of twitter, delicious and flickr) for the summer school. You can follow our tweme here. Feel free to participate. The tag is #scohrid.

For those of you old enough to remember, the Yippie leader, Jerry Rubin, once said “Do it!”. And at the start of this year we at Pontydysgu resolved that was what we were going to do. We cannot research Web 2.0 and social software tools for learning without doing it. IN May we launched Sounds of the Bazaar LIVE with a regular monthly broadcast Emerging Mondays. We are planning a new publishing venture (watch this space). And we have launched a regular monthly Open on-line seminar series through the Evolve community.

The next Evolve seminar is on Friday 20 June at 13.00 British Summer Time, 14.00 Central European Summer Time.

Evolve is a Community project which aims at organizing a series of Open International on-line events and seminars to:

•Provide a space for participant driven discussion and debate
• Promote critical inquiry and discourse
• Allow for the presentation of ideas in progress
• Share expertise, ideas and future thinking around common research agendas

All documents and products from the events will be published as Open Educational Resources.

This month we will focus on Mentoring and 21st Century Skills. Anne Fox will lead us on this topic with her Keynote Presentation (further information here: http://tinyurl.com/4oetve ). Interesting conversations and discussions will certainly emerge from it.

Do share your thoughts and experiences about this theme, and of course tag it (evolvejisc) ! 😉

Your contributions are invaluable to keep this community going. We want to learn from you!

The synchronous event will take place in June 20 at 1200 GMT (For other time zones please check here: http://tinyurl.com/4u7fp3 ).

The Venue for the presentation is in Elluminate – http://tinyurl.com/4tcmxh (no password required)

Challenge:

We will also be hosting a topical activity around the June topic. See how to get involved here.

And if you still haven’t got your own freefolio spot on the Evolve platform, there is still time to do so. You just need to create an account! 😉

We hope you join us. This is will be a great chance to network, to get to know what other people are doing, and also to share your work and ideas.

If you have any questions, suggestions, problems logging in, etc please don’t hesitate to contact us

Pontydysgu’s work centres on developing and supporting an open community around the use of ICT for learning. The Evolve seminars are a step in that direction.