Personal Learning Environments and Personal Learning Networks Call for Papers for an eBook by Athabasca University and the National Research Council of Canada

Introduction

Technological developments over the past ten years have influenced the process of learning in a variety of ways. Informal learning has been supported by traditional sources of information, such as books, television, and members of the family and community, while formal learning has been supported by educational institutions and technologies ranging from books, paper and pen to more recently, Learning Management Systems.

Under influence of technological development in post-modern society the organization of work and education has changed. In particular, adult education has become transformed from being organized in institutions to life-long and life-wide learning; learning has increasingly become intertwined with everyday life. In addition, the emergence of Web2.0, mobile and wireless technologies has instigated change in the way people manage their communication and social contacts, which has interested learning technologists and educators as they envisage their application in an educational environment.

Institutionally controlled Learning Management Systems (LMS) have been criticized and found lacking in the facilitation of meaningful communication at a time when learners outside formal education have a multitude of tools to their disposal with which to adapt learning to their own needs and communicate with peers and experts of their choice.

In response to the shortcomings of LMS, Personal Learning Environments (PLEs) and Personal Learning Networks (PLNs) have grown in prominence. They are seen as learning places where people have control over their own learning, as opposed to Learning Management Systems in which the control over the learning experience mainly rests with educational institutions. Several projects are currently taking place worldwide researching and developing the concepts of PLE and PLN in all their facets: the development and design of environments, sociological and educational issues, and their effectiveness and desirability as (informal) learning spaces.

Chapter Proposals

Proposals for a book chapter (ten chapters in total) are invited, covering a variety of fields related to PLEs and PLNs, including (adult) education studies, technology, sociology, media studies and philosophy.

Completed chapters should be between 5,000 - 7,000 words in length, and using APA referencing guidelines. Possible themes to be addressed by the chapters include but are not limited to the following:

• The PLE and its technological systems and resources
• The design of learning experiences in PLEs
• Open Source and PLEs
• Knowledge in a networked learning environment
• Learning Theories
• Perspectives on new social and cultural practices involving PLEs and PLNs
• Self-directed leaning in an informal learning environment
• The Personal Learning Network: personal and social
• Communication and semantics
• Open education and PLEs
• Systemic impact of PLEs in schools and universities
• PLEs and e-Portfolios
• Theoretical frameworks for the design and evaluation of PLEs
• Recognizing learning and competences
• Formal learning (universities and colleges) and PLEs

Case Study Proposals

The second part of the book will include six case studies that complement the first section of the book and explore practical experiences in the use of Personal Learning Environments and Personal Learning Networks. The case studies should be between 4,000 and 6,000 words long. All of the case studies will be organized according to a similar format and will be based on research related to PLEs or PLNs in the last five years. Suggested topics:

• Evaluation and benchmarking of the development and design of innovative learning systems
• Evaluative studies in the use of personalized learning spaces
• Studies of methodological innovation in research in networked learning
• Studies on the use of PLNs and PLEs across cultural and national boundaries
• Evaluating informal learning in PLEs

Each case study should address the following sections:

• The context
• The research methodology
• A critical account of the research
• The technologies used
• The project findings
• Conclusions that explore the implications of the research and possible future research

Submitting of a proposal

Please email a proposal of maximal 2 pages outlining the main features of the proposed chapter or case study and how it will be relevant for the proposed book. Proposals should be sent as MS Word documents by email to: Rita Kop, at: Frederika.Kop@nrc-cnrc.gc.ca.

- The deadline for the receipt of a proposal is 15th November 2009.
- You will hear if the proposal is accepted 15th December 2009.
- Submission of full chapters will be expected by 15th March 2010.
- Expected publication date September 2010.

All proposals should include the following information:

- Full name, title and address of the author(s) - A 50 word biography of each author.

George Siemens | Athabasca University
Stephen Downes | National Research Council Canada
Rita Kop | National Research Council Canada