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Fig.1. My Personal Learning Environment
For someone who completed the Master of Arts Open and Distance Education over a year ago and has done further MAODE modules here and other MA modules elsewhere it surprises even me to recognise I learn, and probably do, more when I am NOT in front of the computer (iPad, laptop or desktop).
These days I have no choice but to read books and when I do this is how I set about them:
Read and attach PostIts
Write up, selectively, into a notebook the bits that I’ve picked out (there is a further filtering process here)
Then type these notes up into a Google Doc (typically into a table).
I have become meticulous about citing as I go along as to want to use a quote or idea and not know where it came from can take a considerable time to recover.
An eBook isn’t only on the Kindle (now Paperwhite), but also on the iPad and sometimes even on the laptop or desktop. I read in tight columns with few words, fast – like a TV autocue. As I go along I highlight. Sometimes bookmark something important or big. And from time to time add a note. On other screens the highlights can be colour sorted, so I may theme these as highlights for an essay, for their narrative value, or simply their quirkiness (so I can blog about it).
Interaction with the content in any and many ways is key. Having a presentation to give or essay to write is crucial, otherwise you can read a book and highlight/bookmark far too much of the thing.
Invariably I follow up references. I may loop off to read parts of these references immediately, which may be a paragraph in another book, sometimes a book I can find free online, sometimes an eBook for £2 or so … occasionally a hefty tome that gives me pause for thought. I have a student library card so can get down to the University of Sussex in 30 minutes. Here I’ve just read a few chapters from a biography on Plumer as I’m preparing something on aspects of Third Ypres, the Battle of Passchendaele. My self-directed reading list my have expanded to some dozen texts by now: divisional histories, several biographies on Haig, several books on military history with specialist books on the machine gun corps and gas. My notes are always created in Google Docs and in this case the folder shared with a fellow student who has added his own notes too. The learning process is akin to making a sculpture out of papier mache – I keep attaching little pieces and am starting to get a clear idea of the thing.
Is reading still one of the most efficient ways to pass information from one person/source to another? It’s quicker than a lecture. Good for many things. Were I studying Law surely reading is everything, whereas Chemistry or Physics you may benefit from and prefer the video/animation, the lecture with charts.
I should look back at how this has changed over four years. Taking on more technology took a while. I remember the days of printing off. Then I migrated to an iPad and constantly looked at ways not to come offline ever. Now I mix it all up: I use a white board, I doodle in a notepad and I shift between devices as everything is done in Google Docs.
I have some favourite apps:
And load perhaps 50-100 pictures to Picasa Web Gallery every day … there are over 2000 images and screen-grabs from the MAODEs alone. And far too many pictures of the dog hiding when I take her for a walk.
My only bete noire are the ruddy cables you need to supply power to the kit; I went away for a few days armed with iPad and Macbook Air but forget the charger for the laptop. The iPad cable feels as if I am packing a coil of rope – it ways more with the plug and takes up more space.
My test over the next couple of months is when I set off for a month to Belgium, France and the Alps. Will I hanker after a robust broadband signal all the time?
Fig. 1. The latest expression of how I learn on line. February 2013
This has gone through various forms and ought to included learning across all platforms – I get books from Amazon where the eBook doesn’t exist, I use sheets of A1 paper on a drawing board to sketch out ideas and plans, I use the iPad as a digital camera and use a digital SLR too.
Fig. 2. How it was
The difference? Even more reading and writing.
Fig. 3. Earlier still. A year ago?
A more realistic expression of my learning environment or context i.e. taking on board multiple influences
Fig. 4. A difference expression of the same thing – centred on e-learning
Those that intuitively add to what I know already are easy, whereas new platforms are not.
A Mac user since the days of the ‘Classic‘ I find common tools such as Outlook quite foreign, plenty of functionality, but very mathematical, boxy and dry. I need to use it to tie in with the work I do with a swimming club.
I’m not even great with Excel having only used it for basic accounts. When it comes to creating and managing a database I have always used FileMaker Pro – I prefer the flexibility of layouts as I like to have bespoke pages depending on what information is being collated.
Any tips on merging contact data from Excell to Outlook would be appreciated.
Meanwhile I’m beginning to use Google Docs and Compendium, but rather than ‘playing’ I need a specific task to undertake that will require their use. Anyone have some suggestions?
- Share the writing of a short story?
- Collaborate on an article related to e-learning?
- Design a piece of e-Learning on spec?
My 2011 ‘Personal Learning Environment’
Isn’t ‘re-invention’ the word? (Rogers, P114 & P115, 2002)
Not wholesale repurposing, but as Rogers puts it ‘It should be acknowledged that rejection, discontinuance and re-invention frequently occur during the diffusion of an innovation and that such behaviour may be rational and appropriate from the individual’s point of view.’ (Rogers, p114 2002
This fascinates me primarily because I am convinced that collaboration, sharing, discussion and so on is crucial to a deeper learning outcome. But does this not have to be down to the drive of the individual and permitted by the institution they belong to?
How much motivation can others really offer or be expected to offer
If neither a carrot or stick will work with adult learners, especially in a online environment, then what do you do? ‘You can take a horse to the trough, but you can’t make it drink.’ As I’m about to take a course on the Psychology of Sport as a Senior Swimming Coach I may gain some further insights into what motivates people to do something and how outsiders can influence this in a positive way. And just because we’re invited to drink from this trough once, dos not mean we will do it again, or often or with enthusiasm. Our moods will wax and wane, or commitments beyond the course will impinge.
Deep learning, as I’ve learnt, benefits from, even requires a rapport with one or several others at various levels of understanding – a Subject Matter Expert (SME) or experts, a tutor, a couple of fellow students on the course, and perhaps someone more junior who can be in turn mentored or tutored by us (first years being buddied by a second year, a post-grad student supervising a fresher). How much this mix can be set by what little the OU or other Distance Learning Provider knows about an individual is quite another matter. Do you run a call-centre like team of facilitators/moderators … or aspire to the one-to-one relationship of tutor or governess to student mimicking some land-owning/aristocratic model of the distant past? Where is or how can that rapport that can work between student and tutor be recreated here? Or is this something for a DPhil?
A free-for-all would create imbalances, inevitably … for the institution. But whose experience are we prioritising here? Whilst a balance must be found, if the best outcomes are to give tutors and SMEs much more time online to forge relationships then this should be – a good coach attracts the best athletes and attracts the interest of other coaches. How does she do that? (Expertise, training and personality … enthusiasm, putting the athlete at the centre of things) Perhaps by pursuing ‘educational social networking’ institutions are shooting themselves in the financial foot? The time put in to make a freer networking between students, tutors and SMEs, with students in different time zones and different priorities would be prohibitive.
Undergraduates studying on campus, in a homophilous cohort, with fewer worries (other than debt) don’t know how fortunate they are to have this opportunity to study, probably for the only time, before the life of the wider world impinges.
Are Personal Learning Environment (PLE) a way or the way forward?
If I have this concept right, i.e. with the formal relationships and tutor relationship given equal potential, the tools in one place on the same homepage is a suitable progression from the VLE) Perhaps OU students are doing this anyway by starting at their own Blog or Home Page and simply anchoring the pages from the OU that matter most to them?
The New Scientist is running an interesting essay in its current edition which touches on all of this. New Scientist (week 10th July 2010) has a piece called ‘Generation F’ by Richard Fisher (2010).
- 400 million worldwide … on social networking sites.
- The importance of weak ties as well as close ones.
- The time it takes to forge ‘reliable and trustworthy’ ties.
- The value of ‘acquaintances’ to provide relevant and trustworthy news/information.
The article is prone to the some hyperbole: Social networking sites (Facebook, LinkedIn and MySpace) the ‘harbingers of a sea change in our social evolution, in the same way that the arrival of language informed our ancestors.’ (Donarth, 2009) Danah Boyd (2009) describes Facebook as ‘an essential utility like water or electricity.’ Academics are just as guilty of this kind of thing, there’s been plenty of it in the reading for H807 the democratising of education, ‘starting the world anew’ ala Tom Paine etc: and claims made in the last ten/twenty years regarding ICT and education, what it could do, will do … but hasn’t.
The essay is of value though for how, and if, social networking can be used for short-term purposes: ‘Online social networking appears to be ‘very good for servicing relationships, but not for building them de novo.’ (Dunbar, 2010) H807 tries to use an ‘educational social networking’ approach, or does it. Perhaps it is deliberately more self-contained than this. Though with emphasis on authors such as Salmon (2002) and her model for e-tivities, undue emphasis is put on getting people talking and working together? Is that so necessary. Isn’t experience showing that this is wishful thinking?
Why do more people quit a an online distance learning course (20-50%) compared to a traditional distance learning course?
What are the views on conversations, synchronous or asynchronous between fellow students and students online?
Collaboration between some random people I may meet at the bus stop when the service is delayed is not the same as forging an academic bond with some one or some many who are equally engaged with the material, whether their opinions are the antithesis of mine would be immaterial – indeed, disagreement would be better, it feeds discussion. This is NOT a criticism of H807, we have a common purpose, we have elected to do H807, there is a common profile intellectually and absolutely the variety of life experiences enriches the experience. But clearly, as individuals, our approaches to learning, IT skills, time allocated to the task and for many other reasons will and does negate against certain ways of learning. Such as this.
If on the one hand the wishes of some students, maybe most, to stay at arms length aren’t the wishes or hopes of others who would like to engage with a wider circle being denied? The sort of relationships between students that the OU is hoping for can surely only developed over a few years rather than a few months.
Jeff Hancock (2008) of Cornell University ‘… found that those with Facebook access asked questions to which they already knew the answers or raised things they had in common, and as a result were much more successful at winning people over.’ (New Scientist, 10July2010).
We experienced the ease with which we could share personal information, there was no drilling or phfishing for information, but clearly I will know more about some people than others. Its relevance is another matter, the buy-in to these people could eventually result in a bond of sorts, at least as working on this platform is concerned. I would have to look back through the way we respond to each other to see if the above occurred … deliberately asking certain people certain things even though we knew the answer, as a catalyst to conversation. This does not work discussing trivia such as pets and the weather (though I’ve indulged in plenty of that too … it doesn’t lead to conversations on costing programming, what Vygotsky means about scaffolding or whether we are fed up with e-tivities, e-granaries, e-moderators … and e-jobs.
Mid-way through the unit we read Elliot (2008) and I took an interest in the way ‘lifelong learning’ functions. I was looking at this as an adult learner environment, the merging of social, family and work through social networking sites and the communication habits and styles of all three merging into and becoming a messed up single entity. Historically it wasn’t long ago that work, family and social worlds were one … fifty years ago, seventy or a hundred years? No more. Both of these points, revealing more and the merging, or coalescent, or the dropping of barriers between these spheres is changing behaviours.
‘Increased visibility also means our various social spheres – family, work and friends- are merging and so we will have to prepare for new societal norms. ‘Well have to learn how to live a more transparent life.’ (Holtzman, 2009)
The idea of ‘Exposure’ was used by Ellen Levy in 1999 (Levy, 1999) after she had spent a year keeping a blog and photojournal, then a novel activity. (Washington Post, 24th September, 1999). What an employer, parent, friends or colleagues make of this is another matter, but then again, one day we’ll all be walking around with our DNA profile on a dog-tag (or embedded under our skin on a microchip).
The relevance of all of this?
How far can the individual be indulged within the parameters of an online course, that must retain students and prove its worth to the institution (financial, academic, members), the students (worth it financially, academically, career wise … and personally) … and the wider community (grants, knowledgeable workforce, content and informed citizens)
Je suis comme je suis
Je suis faite comme ça
(Jacques Prevert, 1946)
I am what I am, I was made this way. ….
Donath, J. New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com, p40. From Journal of Computer-Mediated Communication, vol.13, p 231)
Dunbar, R. (2009) How many friends does one person need? Professor of Evolutionary Anthropology at the University of Oxford. Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com.
Elliott, B. (2008) Assessment 2.0: Modernising Assessment in the Age of Web 2.0 [online], Scottish Qualifications Authority; available from http://www.scribd.com/doc/461041/Assessment-20 (Accessed 1 February 2010).
Ellison, N (2007) The Benefits of Facebook “Friends:” Social Capital and College Students’ Use of Online Social Network Sites Journal of Computer-Mediated Communication Volume 12, Issue 4, Date: July 2007, Pages: 1143-1168 Nicole B. Ellison, Charles Steinfield, Cliff Lampe. (Accessed 11 July 2010) Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com.
Fisher, R (2010) New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com Granoveter, M, S. (1973) The Strength of Weak Ties. The American Journal of Sociology, Vol. 78, No. 6 (May, 1973), pp. 1360-1380 http://www.jstor.org.libezproxy.open.ac.uk/action/exportSingleCitation?singleCitation=true&suffix=2776392 (Accessed 11 July 2010) Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com. The University of Chicago Press.
Golbeck, J (2010) Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com.
Hancock, J. (2008) I know something you don’t: the use of asymmetric personal information for interpersonal advantage Jeffrey T. Hancock, Catalina L. Toma, Kate Fenner. Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com. (Accessed 11 July 2010)
Holtzman, H (2010) Massachusetts Institute of Technology. Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com
Kearns, M. (2009) Behavioral experiments on biased voting in networks. Proceedings of the National Academy of Sciences, vol 106, p1347) http://www.pnas.org.libezproxy.open.ac.uk/content/106/5/1347.full.pdf+html (Accessed 11 July 2010) Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com. Levy, E. (1999) Featured in article in the Washinton Post, 24 September 2010. See more at http://businessinnovationfactory.com/iss/innovators/ellen-levy (accessed 11 July 2010)
Prevert, J, (146) Paroles.
Pentland, S (2010) Massachusetts Institute of Technology. Quoted in New Scientist. 10 July 2010. Volume 207 N0 2768. http://www.newscientist.com Rogers, E.M. (2003) Diffusion of Innovations (5th edn), New York, Simon and Schuster.
Salmon, E (2002) E-tivities the key to online learning. Kogan Page. Tong, S, T. (2008) Too Much of a Good Thing? The Relationship Between Number of Friends and Interpersonal Impressions on Facebook. Journal of Computer Mediated Communication, vol13 p531-549)