This morning I met face to face with Alec Couros together with whom I am delivering the unKeynote presentation to the PLE2010 conference in Barcelonatomorrow morning.

We have crowd sourced the presentation. In response to the nine questions we posted 10 days ago, we have received over 25 replies, including slides, text, audio and video content. We have put all the slides together which will be the basis for the unKeynote tomorrow. You are all invited to take part. We will have roving microphones for those of you lucky enough to be with us in Barcelona. And for those of you who cannot be her face to face, just ask your comments or ask questions using the #PLE_BCN hash tag. Cristina Costa and Joyce Seitzinger (better known to the Twitterati as Catspyjamasnz) will be monitoring the twitterfeed and bringing to our attention your tweets. We are going to work with three screens – one for the crowd sourced slides, one for twitter and a third for our skrbl boards. For each of the key questions we have set up an open Scrbl board for participants. And if you don’t want to wait until tomorrow – you can contribute your ideas on the skrbl boards now. Here are the questions and the urls for the scrbl boards. The unKeynote runs from 9.15 to 1015 CET tomorrow (Thursday morning) and there are rumours it will be streamed (watch the hashtag tweets for details).

UPDATE – you can watch live stream from here – http://eventv.projectescitilab.eu/index.html

1. With all of the available Web 2.0 tools, is there a need for “educational technology”? – http://skrbl.com/142175278
2. What are the implications of PLEs/PL on traditional modes/structures of education? – http://skrbl.com/142176866
3. What are the key attributes of a healthy PLE/PLN? – http://skrbl.com/142177071
4. What pedagogies are inspired by PLEs (e.g., networked learning, connected learning)? Give examples of where PLEs/PLNs have transformed practice.- http://skrbl.com/142177180
5. What are the implications of PLEs/PLNs beyond bringing educational technology into the classroom, and specifically toward workplace/professional learning? – http://skrbl.com/142177251
6. If PLEs/PLNs are becoming the norm, what does it mean for teachers/trainers (or the extension: what does it mean for training teachers & trainers)?- http://skrbl.com/142177326
7. As our networks continue to grow, what strategies should we have in managing our contacts, our connections, and our attention? Or, extension, how scalable are PLEs/PLNs? – http://skrbl.com/142177391
8. Can we start thinking beyond PLEs/PLNs as models? Are we simply at a transitional stage? What will be the next, new model for learning in society? (e.g., where are we headed?) – http://skrbl.com/142177468

And after the presentation we will be publishing our works and yours – together!

In Monday’s edition of weeks series of blog posts around the PLE2010 conference being held in Barcelona, I commented on the use of social media. Indeed, from the level of on-line activity the conference has already started! You can pick up on what is happening through following the #PLE_2010 hash tag. And the #PLE_BCN daily newspaper – http://paper.li/tag/PLE_BCN provides a surprisingly rich picture of what is going on. But here are a few posts which have caught my eye.

Firstly George Couros has blogged that he is “honoured to be asked to moderate a session at the PLE Conference in Barcelona (#PLE_BCN on Twitter) to talk about what exactly is a Personal Learning Environment.  In this session, myself and 3 other educators (Cristina Costa, Ilona Buchem and Wolfgang Reinhardt) that are located all over the world, will work with participants to figure out a definition for the PLE term. ” George has posted the following diagramme to start the discussion.

Sia Vogel has contributed the following Prezi towards Alec Couros’s and my joint unkeynote presentation.

PLE_BCN Conference Jordi Adell from epdrntr on Vimeo.

Jordi will be doing a joint keynote with Ismael Pena Lopez. Here is his contribution.

That is all I have time for today. More tomorrow – live from Barcelona.

Well it is PLE2010 Conference week so no apologies is that is the theme of the week. And in pre-conference reflection mood I wanted to reflect on some of the things we have done well and some we have done less well.

Fist of all, PLE2010 has some 70 or so presentations and over 100 delegates. Considering we set out with no large organisations or associations backing the conference I think this is pretty good. The conference has been put together through the hard work of a fairly inexperienced organising committee backed by the experience and enthusiasm of the community – edupunk working at its best!

And most of the publicity has been generated not through traditional media but through the4 us eof social media especially Twitter – just look at #PLE_BCN for proof. There are still barriers to the do it yourself cvonference model – we had big problems setting up payments systems that worked> And whilst the opens ource EasyChair system is sort of OK it does have its quirks (it would be very useful if someone could do some more work on the software).

As I told yesterday, I am very happy about our mix of traditional calls fo contribution (needed for researchers to gain travel grants form institutions with more unconferencing formats for presentation. I am sure the event is going to be a lot of fun.

The issue I think we have not paid sufficient attention to is what we do with the outcomes of the conference. True all the papers etc. are available as on-line proceedings. But how do we represent the outcomes of the different sessions to the wider community? How can we capture ideas and use such ideas in practice and in future research? How can we use the conference as a live event in our community generating new shared knowledge and experience?

Face to face events are valuable, not just for the participants, but for the community as a whole. But I am not sure we make best use of them at the moment. Your ideas would as ever be very welcome.

Looking forward to seeing some of you in Barcelona. 🙂

Participants at the PLe2010 conference have been invited to make their own conference badges. These have been shared on TwitPic

When we launched the PLe2010 conference way back last September we were determined it would not be just another conference. Twenty minute paper presentations, endless slides with bullet points, limited discussion. Yes, we wanted people to have a good time in the evenings but how could we move those evening knowledge sharing sessions inside the conference.

Unconferencing formats such as BarCamps or TeachMeets have generated much enthusiasm and creativity. But for researchers, especially young or emergent researchers, to secure funding for attending international conferences and events, many institutions demand the presentation of an academic paper.

So, we tried to get the best of both worlds. We appointed an academic board and all papers were subjected to a two person blind review process. We then grouped the various contributions by theme and language and went on to appoint chairs for each session. We wrote to each chair asking them to contact the presenters in their session and to agree a format for the session. We left the final format to the chair and presenters but indicated we wished for the sessions to involve all participants in as far as was possible. And we got some great proposals. Here is a selection of some of the formats which have been proposed for the different sessions at PLE20010.

Speed Learning Cafe (Jane Challinor)

1. Chair starts with brief introduction to the process and asks audience to divide into three groups /tables
2. There is then a 10 minute presentation  by each of three presenters (Chair keeps time with stopwatch throughout!!)
3. Each presenter then goes to sit with a group at one of the three tables, which are  covered in blank paper & supplied with marker pens
4. The presenters begin a conversation with their table using a single SPECIFIC – but not CLOSED – question relating to their specific research/interest. The aim is to gather some additional thoughts/learning or questions from the group on the theme of the workshop.
5. Audience and presenters write notes on the table based on the conversation in the form of further questions/ thoughts
6. Groups change to second table/ presenter after 5 minutes. Repeat steps 5 & 6
7. Groups change to third table/ presenter after 5 minutes. Repeat steps 5 & 6
8. Each presenter in turn summarises the conversations (3 – 5 key learning points from the session)
9. Thank you & goodbye!! – Chair

Poster Session (Graham Attwell)

We will provide participants 10 minutes to look at the posters

Each of you will be invited to introduce your poster for 5 minutes

There will be space for participants to ask questions..

Participants will be invited to write down issues arising from your posters on a sticky note.

We will then group the issues and depending on the number of groups rate the importance.

We will then form groups for discussing those issues and hold a brief plenary at the end

Speed / learning café (Cristina Costa)

What does that mean?

It means that you will have 7 minutes to present your paper, focusing on the main key points (only 1 slide is allowed!… that is if you are using slides at all. You can use whatever you want!) It may sound a bit mad, but the fact is that short presentations are more focused and therefore more appealing to the listener.

The presentations will be followed by rotating groups discussions, as delegates will take turns participating in the discussions started by your presentations (hence the importance of making your presentation thought provoking).

Each discussion will last for 10 minutes. Every 10 minutes delegates will move to the next table. In each table there will be a laptop (please bring one along if you have one!) so that participants can annotate their discussions in a wiki page.

The session will end with a short presentation (3 minutes) by each group about the conclusions they have reached.

Paper Session (Maria Perifanou)

Time available for the session: 75min

Introduction of the presenters: 2min

Presentation of the findings of your research: 15min

Conclusion of the presentation with some questions for the audience asking for their feedback ( possible problems that you have faced during your research, future research questions….): 10min

Questions from the audience: 10min

Time for work for the participants: 20 min. The participants will be divided in groups. Each group will have to do a quick reasearch regarding the integration of technology in the education (and in everyday life) in their countries with a focus on the PLE concept. Are students on the way for the development of their PLEs or is it something that looks like a “dream” for the future
based on the findings of their research?

Presentation of the groups work findings – comparison of them with the findings of your research: 15min

End of the session: Conclusions 3min

Paper Session (Isamel Pena Lopez)

I see the common denominator of the session is _support_ in the sense of “let’s tell our ‘supportees’ what does work so they can put it into practice”. Which means:

1.- there are some problems in my learning process that need being addressed

2.- solutions to fix these problems that do not work

3.- solutions that do

4.- (and likely) an assessment on how these solutions that work were

4a.—— put into practice

4b.—— their performance evaluated

My proposal.

GOAL: Instead of everyone telling their story, let’s try to end up with a shared one.
GOAL: let’s have it written so people can take it away with them

15:45 I would begin with an über-short presentation of everyone of you. That is not more than 6 minutes (2 per presenting group). And a presentation of how we will proceed. Total, 10′. I sit up with a blank powerpoint.

15:55 Each group has 3′ to explain what problems (point 1 aforementioned) they are addressing. I put them on the powerpoint without attribution, so I can merge them, rephrase them, avoid repetitions, etc.

16:04 Same with point 2.

16:13 Same with point 3.

16:22 Same with point 4a.

16:31 Same with point 4b.

16:40 We review the (now) shared presentation, let everyone in the room speak out their thoughts, add things, delete others, etc.

17:00 End of session.

Paper Session (Maria Perifanou)

4 presentations,  8min each (32min total) + 3 min (12min total) for the conclusion of each presentation with a presenter’s question to the audience for feedback  (maybe a research question for the future, something that troubles him/her in his research).

Participants write sticky notes at the same time -5min participants to add sticky notes (also
presenters can add issues for their feedback) -3min for 4 groups division  (12min in total)
-15min groups work -4min each group to report back (16min in total) -2min for presenters’ feedback to the 4 groups:  (8min in total)

Part two of my new paper on Personal Learning environments, focusing on context, and written for the PLE2010 conference in Barcelona next week.

How can the idea of context help us in designing work based Personal Learning Environments? First, given the varied definitions, it might be apposite to explain what we mean by a PLE. PLEs can be seen as the spaces in which people interact and communicate and whose ultimate result is learning and the development of collective know-how. In terms of technology, PLEs are made-up of a collection of loosely coupled tools, including Web 2.0 technologies, used for working, learning, reflection and collaboration with others.

As such, PLEs offer some solutions to the issue of the fluid and relational nature of context. PLEs, unlike traditional educational technology are mobile, flexible and not context dependent. They can move from one domain to another and make connections between them. Secondly PLEs can support and facilitate a greater variety of relationships than traditional educational media. These include relationships within and between networks and communities of practice and support for collaborative working. PLEs shift the axis of control from the teacher to the learners and thus alter balance of power within learning discourses. And, perhaps critically, PLEs support a greater range of learning discourses than traditional educational technology.

PLEs are able to link knowledge assets with people, communities and informal knowledge (Agostini et al, 2003) and support the development of social networks for learning (Fischer, 1995). Razavi and Iverson (2006) suggest integrating weblogs, ePortfolios, and social networking functionality both for enhanced e-learning and knowledge management, and for developing communities of practice. A PLE can use social software for informal learning which is learner driven, problem-based and motivated by interest – not as a process triggered by a single learning provider, but as a continuing activity.

So far we have stressed the utility of PLEs in being flexible and adaptable to different contexts. In a work based context, the ‘Learning in Process’ project (Schmidt, 2005) and the APOSDLE project (Lindstaedt, and Mayer, 2006) have attempted to develop embedded, or work-integrated, learning support where learning opportunities (learning objects, documents, checklists and also colleagues) are recommended based on a virtual understanding of the learner’s context.

However, while these development activities acknowledge the importance of collaboration, community engagement and of embedding learning into working and living processes, they have not so far addressed the linkage of individual learning processes and the further development of both individual and collective understanding as the knowledge and learning processes (Attwell. Barnes, Bimrose and Brown, 2008). In order to achieve that transition (to what we term a ‘community of innovation’), processes of reflection and formative assessment have a critical role to play.

Personal Learning Environments are by definition individual. However it is possible to provide tools and services to support individuals in developing their own environment. In looking at the needs of careers guidance advisors for learning Attwell, Barnes, Bimrose and Brown, (2008) say a PLE should be based on a set of tools to allow personal access to resources from multiple sources, and to support knowledge creation and communication. Based on an scoping of knowledge development needs, an initial list of possible functions for a PLE have been suggested, including: access/search for information and knowledge; aggregate and scaffold by combining information and knowledge; manipulate, rearrange and repurpose knowledge artefacts; analyse information to develop knowledge; reflect, question, challenge, seek clarification, form and defend opinions; present ideas, learning and knowledge in different ways and for different purposes; represent the underpinning knowledge structures of different artefacts and support the dynamic re-rendering of such structures; share by supporting individuals in their learning and knowledge; networking by creating a collaborative learning environment.

People tagging

However, rather than seeking to build a monolithic application which can meet all these needs, a better approach may be to seek to develop tools and services which can meet learning needs related to particular aspects of such needs. And in developing such a tool, it is useful to reflect on the different aspects of context involved in the potential use of such tools.  The European Commission supported Mature project is seeking to research and develop Personal Learning and Maturing Environments and Organisation Learning and Maturing Environments to support knowledge development and ‘maturing’ in organisations. The project has developed a number of use cases and demonstrators, following a participatory design process and aiming at supporting learning in context for careers guidance advisors.

One such demonstrator is a ‘people tagging’ application (Braun, Kunzmann and Schmidt, 2010). According to the project report “Knowing-who is an essential element for efficient knowledge maturing processes, e.g. for finding the right person to talk to. Take the scenario of where a novice Personal Adviser (P.A.) needs to respond to a client query. The P.A. does not feel sufficiently confident to respond adequately, so needs to contact a colleague who is more knowledgeable, for support. The key problems would be:

• How does the P.A. find the right person to contact
• How can the P.A. find people inside, and even outside, the employing organisation?
• How can colleagues who might be able to support the P.A. be identified and contacted quickly and efficiently?

Typically, employee directories, which simply list staff and their areas of expertise, are insufficient. One reason is that information contained in the directories is outdated; or it is not described in an appropriate manner; or it focuses too much on ‘experts’; and they often do not include external contacts (Schmidt & Kunzmann 2007).

Also Human Resource Development needs to have sufficient information about the needs and current capabilities of current employees to make the right decisions. In service delivery contexts that must be responsive to the changing needs of clients, like Connexions services, it is necessary to establish precisely what additional skills and competencies are required to keep up with new developments. The people tagging tool would provide a clear indication of:

• What type of expertise is needed?
• How much of the requisite expertise already exists within the organisation?”

At a technical level the demonstrator includes:

• A bookmarking widget for annotating persons, which can be invoked as a bookmarklet
• A browsing component for navigating annotated people based on the vocabulary
• An employee list and profile visualization of annotated people
• A search component for searching for people
• A collaborative real-time editor of the shared vocabulary that allows for consolidating tags and introducing hierarchical relationships
• An analysis component for displaying trends based on search and tagging behaviour.

The application seeks to meet the challenge of aligning the maturing of ontological knowledge with the development of the knowledge about people in the organization (and possibly beyond).

Early evaluation results suggest that people tagging is accepted by employees in general, and that they view it as beneficial on average. The evaluation “has also revealed that we have to be careful when designing such a people tagging system and need to consider affective barriers, the organizational context, and other motivational aspects so that it can become successful and sustainable. Therefore we need to develop a design framework (and respective technical enablement) for people tagging systems as socio-technical systems that covers aspects like control, transparency, scope etc. This design framework needs to be backed by a flexible implementation.”

Technology Enhanced Boundary Objects

A further approach to supporting Personal Learning environments for careers guidance professional is based on the development of Technology Enhanced Boundary Objects (TEBOs). Mazzoni and Gaffuri (2009) consider that PLEs as such may be seen as boundary objects in acting to support transitions within a Zone of Proximal Development between knowledge acquired in formal educational contexts and knowledge required for performance or practice within the workplace. Alan Brown (2009) refers to an approach to designing technologically enhanced boundary objects that promote boundary crossing for careers practitioners.

Careers practitioners use labour market information in their practice of advising clients about potential career options. Much of this labour Markey information is gathered from official statistics, providing, for example, details of numbers employed in different professionals at varying degree of granularity, job centre vacancies in time series data at a fine granular level and pay levels in different occupations at a regional level, as well as information about education and training routes, job descriptions and future career predictions. However much of this data is produced as part of the various governmental departments statistical services and is difficult to search for and above all to interpret. Most problematic is the issue of meaning making when related to providing careers advice, information and guidance. The data sits in the boundaries of practice of careers workers and equally at the ordinary of the practice of collating and providing data. Our intention is to develop technology enhanced boundary objects as a series of infographs, dynamic graphical displays, visualisations and simulations to scaffold careers guidance workers in the process of meaning making of such data.

Whilst we are presently working with static data, much of the data is now being provided online with an API to a SPARQL query interface, allowing interrogation of live data. This is part of the open data initiative, led by Nick Shabolt and Tim Berners Lee in the UK. Berners Lee (2010) has recently said that linked data lies at the heart of the semantic web. Our aim is to connect the TEBO to live data through the SPARQL interface and to visualise and represent that data in forms which would allow careers guidance workers and clients to make intelligent meaning of that data in terms of the shared practice of providing and acting on guidance. Such a TEBO could form a key element in a Personal Learning environment for careers guidance practitioners. A further step in exploring PLE services and applications would be to link the TEBO to people tagging services allowing careers practitioners to find those with particular expertise and experience in interpreting labour market data and relating this to careers opportunities at a local level.

There has been considerable interest in the potential of Mash Up Personal Learning Environments (Wild, Mödritscher and Sigurdarson, 2008). as a means of providing flexible access to different tools. Other commentators have focused on the use of social software for learners to develop their own PLEs. Our research into PLEs and knowledge maturing in organisations does not contradict either of these approaches. However, it suggests that PLE tools need to take into account the contexts in which learning takes place, including knowledge assets, people and communities and especially the context of practice. In reality a PLE may be comprised of both general communication and knowledge sharing tools as well as specialist tools designed to meet the particular needs of a community.

Conclusions

In seeking to design a work based PLE it is necessary to understand the contexts in which learning take place and the different discourses associated with that learning. A PLE is both able to transpose the different contexts in which learning takes place and can move from one domain to another and make connections between them. support and facilitate a greater variety of relationships than traditional educational media. At them same time a PLE is able to support a range of learning discourses including discourses taking place within and between different communities if practice. An understanding of the contexts in which learning takes place and of those different learning discourses provides that basis for designing key tools which can form the centre of a work based PLE. Above all a PLE can respond to the demands of fluid and relational discourses in providing scaffolding for meaning making related to practice.

References

Attwell G. Barnes S.A., Bimrose J. and Brown A, (2008), Maturing Learning: Mashup Personal Learning Environments, CEUR Workshops proceedings, Aachen, Germany

Berners Lee T. (2010) Open Linked Data for a Global Community, presentation at Gov 2.0 Expo 2010, http://www.youtube.com/watch?v=ga1aSJXCFe0&feature=player_embedded, accessed June 25, 2010

Braun S. Kunzmann C. Schmidt A. (2010) People Tagging & Ontology Maturing: Towards Collaborative Competence Management, In: David Randall and Pascal Salembier (eds.): From CSCW to Web2.0: European Developments in Collaborative Design Selected Papers from COOP08, Computer Supported Cooperative Work Springer,

Brown A. (2009) Boundary crossing and boundary objects – ‘Technologically Enhanced Boundary Objects’. Unpublished paper for the Mature IP Project

Lindstaedt, S., & Mayer, H. (2006). A storyboard of the APOSDLE vision. Paper presented at the 1st European Conference on Technology Enhanced Learning, Crete (1-4 October 2006)

Mazzoni E. and Gaffuri P .(2009) Personal Learning environments for Overcoming Knowledge Boundaries between activity Systems in emerging adulthood, eLearning papers, http://www.elearningpapers.eu/index.php?page=doc&doc_id=14400&doclng=6&vol=15, accessed December 26, 2009

Schmidt A., Kunzmann C. (2007) Sustainable Competency-Oriented Human Resource Development with Ontology-Based Competency Catalogs, In: Miriam Cunningham and Paul Cunningham (eds.): eChallenges 2007, 2007, http://publications.professional-learning.eu/schmidt_kunzmann_sustainable-competence-management_eChallenges07.pdf, accessed 27 June, 2010

Schmidt, A. (2005) Knowledge Maturing and the Continuity of Context as a Unifying Concept for Integrating Knowledge Management and ELearning. In: Proceedings I-KNOW ’05, Graz, 2005.

Wild, F., Mödritscher, F., & Sigurdarson, S. (2008). Designing for Change: Mash-Up Personal Learning Environments. elearning papers, 9. 1-15. Retrieved from http://www.elearningeuropa.info/out/?doc_id=15055&rsr_id=15972

Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2006). Personal learning environments challenging the dominant design of educational systems. Paper presented at the ECTEL Workshops 2006, Heraklion, Crete (1-4 October 2006

I am rushing to produce my paper on ‘Supporting Learning in the Workplace’ for the PLE2010 conference (and trying to resist the temptation to recycle previous material!). The paper focuses on the issue of context, building on discussions I have had with Jenny Hughes, based on her contributions to Stephen Downes and Rita Kop’s excellent Critical Literacies course.

The  key section (which is most certainly only a first draft) is called “Problematising the Learning Space: Contexts for Learning.” Any feedback very welcome.

A major issue on designing a work based PLE is in problematising the learning space. This involves examining relations, context, actions and learning discourses. Vygotsky’s approach to cognitive development is sociocultural, working on the assumption that “action is mediated and cannot be separated from the milieu in which it is carried out” (Wertsch, 1991:18).

The socio cultural milieu mediating actions and learning in the workplace includes s series of different relationships (Attwell and Hughes, 21010).

The first is the relationships between teachers and learners. Yet, as we have already pointed out, much learning in the workplace may take place in the absence of a formal teacher or trainer. It may be more appropriate to talk in Vygotskian terms of a More Knowledgeable Other. “The More Knowledgeable Other. is anyone who has a better understanding or a higher ability level than the leaner particularly in regards to a specific task, concept or process. Traditionally the MKO is thought of as a teacher, an older adult or a peer” (Dahms et al, 2007),

The second relationship is that between learners themselves. The third is relationships between learners and the wider community. In the context of work based learning that community could include formal education institutions, communities of practice or local or extended personal learning networks. Institutions. And in the context of Personal Learning Environments it is important not to forget the relationships between learners and technology. Technology will play a key role in mediating both the other relationships and mediating learning itself.

The socialcultutal milieu also includes the learning contexts. The most obvious aspect of context is where the learning takes place. Learning takes place in wider physical and online communities as well as at home and in the workplace. This relates to the issue of. physical domains. We can learn through h training workshops, through online communities or even through watching a television programme. A key issue here may be the distance of that domain from our practice Learning about computing through using a computer means the learning domain is close to practice. However learning through a training workshop may be more or less close to actual practice. Equally some enterprises have developed training islands within the workplace with aim of lessoning the distance between the learning domain and practice. Obviously the context of practice is key to work based learning and we will return to this issue. A further aspect of context is the wider social political, cultural and sub cultural environment. This in itself contains a raft of issues including factors such as the time and cost of learning and rewards for learning.

A further and critical aspect of context is what is judged as legitimate in terms of process and content. How are outcomes defined, what constitutes success and how is it measured?

Another critical issue on problematising the learning space is the nature of different learning discourse s. Learning discourses are dependent of different factors.

Firstly they can be viewed as am set of practices. Wenger points out that we practice eis not learned individually but is dependent on social relations in communities.

“Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice.”

Although the nature and composition of these communities varies members are brought together by joining in common activities and by ‘what they have learned through their mutual engagement in these activities.’

According to Wenger, a community of practice defines itself along three dimensions:

• What it is about – its joint enterprise as understood and continually renegotiated by its members.
• How it functions – mutual engagement that bind members together into a social entity.
• What capability it has produced – the shared repertoire of communal resources (routines, sensibilities, artefacts, vocabulary, styles, etc.) that members have developed over time.

A community of practice involves much more than the technical knowledge or skill For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community. In other words, it involves practice: ways of doing and approaching things that are shared to some significant extent among members.

Secondly, learning discourses can be viewed in terms of processes methodologies and structures. As we said earlier work based learning may be more or less structured and formalised and the degree of interaction of learning processes with work processes.

Learning discourses can also be seen as taking place through the exploration of boundary objects, Boundary objects are another idea associated with Vygotsky and have attracted particular interest by those interested in Communities of Practice. The idea was introduced by Susan Leigh Star and James R. Griesemer (1989): “Boundary objects are objects which are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites. They are weakly structured in common use, and become strongly structured in individual-site use. They may be abstract or concrete. They have different meanings in different social worlds but their structure is common enough to more than one world to make them recognizable means of translation. The creation and management of boundary objects is key in developing and maintaining coherence across intersecting social worlds.”

According to Denham (2003) “boundary objects serve as point of mediation and negotiation around intent” and can comprise a place for shared work. Denham goes on to say “Boundary objects are not necessarily physical artifacts such as a map between two people: they can be a set of information, conversations, interests, rules, plans, contracts, or even persons.”

As a class of knowledge artefacts their importance may lay in their role in dynamic knowledge exchange and are “associated with process, meaning, participation, alignment and reification.”

Whilst reports and documents may be considered boundary objects, they can also be seen as information spaces for the creation of knowledge. A boundary object could also be a space for dialogue and interaction. Ravenscroft (2009) has advocated “knowledge maturing through dialogue and the advantages of linking ‘learning dialogues’ and artefacts.” Knowledge maturing, he suggests, can be  “supported through setting up an appropriate dialogic space in the digital milieu

The key aspect of learning discourses it that they are fluid and relational. Vygotsky held that “environment cannot be regarded as a static entity and one which is peripheral in relation to development, but must be seen as changeable and dynamic.” It is this fluid and dynamic nature of learning  environments and discourses which provides the central challenge to the design of a PLE, particularly in a workplace context.

Alec Couros and Graham Attwell have been paired together as co-keynotes at the PLE Conference in Barcelona, Spain, July 8-9. The organizers have asked us to do something different than a typical keynote, so we have been thinking about an unKeynote format. In keeping with the theme of the conference (PLEs), we’re hoping that individuals in our network would be willing to help us frame what this might look like.

How the Session is Going to Work:
We have put together a  a list of questions (see below) and are inviting your responses. We will put together a joint presentation based on your slides.

We will present the ‘keynote’ together but will be encouraging participants – both face to face and remotely – to contribute to the keynote as it develops.

Where We Need Help:

1. We’d like you to respond to one or more of these ‘key questions’ found below. We suggest responding through the creation of a (PowerPoint) slide, or creating a very short video (less than 1 minute?). Or, if you can think of another way of representing your ideas, please be creative.
2. We’d like you to provide questions for us. What did we miss? What are some of the important questions for consideration when exploring PLEs/PLNs in teaching & learning.
3. Please send your responses to graham10 [at] mac [dot] com (and you may cc: couros [at] gmail [dot] com) by July 6/10.

Key Questions:

1. With all of the available Web 2.0 tools, is there a need for “educational technology”?
2. What are the implications of PLEs/PLNs on traditional modes/structures of education?
3. What are the key attributes of a healthy PLE/PLN?
4. What pedagogies are inspired by PLEs (e.g., networked learning, connected learning)? Give examples of where PLEs/PLNs have transformed practice.
5. What are the implications of PLEs/PLNs beyond bringing educational technology into the classroom, and specifically toward workplace/professional learning?
6. If PLEs/PLNs are becoming the norm, what does it mean for teachers/trainers (or the extension: what does it mean for training teachers & trainers)?
7. As our networks continue to grow, what strategies should we have in managing our contacts, our connections, and our attention? Or, extension, how scalable are PLEs/PLNs?
8. Can we start thinking beyond PLEs/PLNs as models? Are we simply at a transitional stage? What will be the next, new model for learning in society? (e.g., where are we headed?)

With twelve days to go the the PLE2010 Conference in Barcelona, Pontydysgu is going to be featuring  some of the events being organised around the conference> Voting is now open for the Mediacast competition: a celebration of User Generated Content with awards for the best three mediacast productions on Personal Learning Environments. You can vote by joining the the YouTube group for the PLE conference at http://www.youtube.com/group/PLE2010CONF.

This video is by Jane Challinor from Nottingham University in the UK.

Yesterday, Jenny Hughes and I (well, more Jenny than me) made a presentation on syntax to an seminar organised as part of the Rita Kop and Stephen Downes’ Critical Literacies online course. The idea of Syntax is based on Saussurean linguistics and is difficult stuff (at least to me). But it is also extremely interesting. Syntax is the study of the principles and rules for constructing a sentence. But, of course, it can also be used as a way of studying other areas, including education and training. Much of the presentation focused on the relations between paradigms and syntagms. Syntagms describe the relations between the parts of different paradigms. The sum of the associate elements has a meaning different from the parts and changes the meaning of the parts. As jen said the elements of one paradigmatic set in the presence of another may change into something we don’t know. And, according to Richard Harland, the syntagm is the site of new meaning. Syntagmatic thinking, she went on to say, is called ‘radical transcendence’. And here it gets interesting. Semes are the site of old meaning. The meaning of a single piece of understanding gets left behind – or gets lost on the meaning of the new whole. I am sure that is happening now in our understanding of what comprises or means teaching and learning. As learning becomes ever more embedded in the internet and in escapes from the institution, then both our understanding of the meaning of learning and education and of schooling will change. Schools will become juts a seme – a site of old meaning.

However syntagmatic thinking is also based on the idea focusing not on the novelty of combinations but on the novel act of combining. And I fear that in using technology for teaching and learning up to now we have f9cused on the novelty of combinations of technology and education, rather than look as the novel act of combining technology and learning together.

This post is both a note for myself but also is a trailer. We are working on producing a slidecast of the presentation which I will post here as soon as it is ready.

NB Critical Literacies is a free and open online course. Whilst not as well attended as previous course Stephen has run with George Siemens, it is raising many interesting ideas and is well worth dipping into.

There is an interesting interview with Rob Arntsen, the CEO of MyKnowledgeMap in the latest edition of the Eifel newsletter. Rob was asked to describe his vision of ePortfolios.

“We believe that the term is perhaps too general and becoming overtaken by events as the learning technology market evolves. On one hand I prefer the concept of a person’s individual learning space, such that the individual is in control of what they identify as their tailored learning space, which embraces their social networking space and which allows them to showcase and to grant access selectively.

On the other hand, for obvious reasons, the historic trend behind e-portfolio development has been driven by institutions to primarily address institutional interest in delivering a solution in this area. That requirement is still valid, and so we need to see the concept that allows the “bridge” between an individual in control of their own learning space and the institution’s valid need for some form of consistent method of interlocking with their students learning processes. This is why we are developing Learning Slate, which is an open source development, initially with Hull University and JISC.

……The changes we have seen in the e-portfolio market are many and varied. There has been the growth in use of significant open source solutions such as Mahara, the merging of reflective style portfolios with competency orientated assessment, and the linkage with assessment. I also am starting to get the feel that this space is becoming more important than the traditional LMS/VLE product and may perhaps take centre stage at some point. Generally we are seeing more interest in video content and e-book content alongside other content, and indeed the close integration of video and e-books within e-learning and assessment objects.

Perhaps the most dramatic and rapid change has been the very strong interest in mobile phones, especially smart phones and related technology. I suspect this will continue to evolve quickly with the advent of the i-pad and similar devices.”

Rob’s idea of a learning space is similar to the Personal Learning Environments we have described on this site. And Rob is right when he says “the historic trend behind e-portfolio development has been driven by institutions to primarily address institutional interest in delivering a solution in this area.” But I am not sure why he says this requirement is still valid if students are in control of their own learning in their own learning spaces.