In a relatively short time, PLN/PLEs have extended the possibilities of how and with whom we can connect, interact and collaborate. Convergences of technologies have offered the potential of connecting cultures otherwise marginalized by geographic distance, time, and socioeconomic background. Discover how members from two non-profit organizations, Teachers Without Borders Canada and Edunova (South Africa), have utilized their PLNs in order to further empower educators in two countries. These connections are facilitated at a personal, informal and grassroots level, rather than from a top-down organizational approach and have better enabled learning to happen in both directions.

In this session, education technology specialist Lucy Gray will tell the story of her own professional empowerment and will highlight Web 2.0 tools that will allow conference participants to customize their own professional development. Learn how to discover new and exciting resources for the classroom and to develop connections with innovative educators around the world. Consider applying concepts discussed by helping your own students to develop their own personalized learning networks.

The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development are challenging such domination. Technology is being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

Josie Fraser will be reporting live from the University of Aveiro in Portugal. The talk will open with a tracking of the development of the PLE from the JISC/CETIS/Scott Wilson conceptual framing (2004/5) to SAPO Campus, launched in 2009, the first university wide build designed to facilitate the experience of an institutionally embedded PLE for the university community. She will be asking key SAPO Campus team members about their experience of the project, particularly focusing on the role of the institution. Conference attendees will of course have the opportunity to engage in the discussion.

In this presentation we will explore the concept of personalisation of learning. Distinctions will be made between personal learning environments, personal learning networks and personal webs. A discussion will be offered on personal learning environments as a counterpoint to the dominant discourse of institutional virtual learning environments. Some examples of personal webs and personal learning environments from the experiences of my own students will be offered, and there will be an examination of the role of mash-ups in the creation and management of personal webs.

Web tools are changing how we communicate and collaborate with each other. Providing us instant and on-demand connection to a global network of individuals always willing to help each other.

PLNs increase your opportunities to ask questions and receive help; they change how you learn. During this presentation Sue Waters will review the tips and advice provided for building your PLN based on the responses of over 200 people.

Rita Kop

The affordances of web2.0 technologies have extended the concept of e(lectronic)- learning from formal education to also include informal learning. This has caused that Personal Learning Environments (PLE) rather than Virtual Learning Environments have become the topic of discussion amongst learning technology developers. Educationalists, however, have been left wondering how meaningful educational and learning experiences can be facilitated through these environments. Social interaction, reflection and activity are at the heart of a valuable learning experience, but what does this mean in an unmediated environment? How will learners be challenged? How to ensure critical thinking? How to facilitate a deep level of thinking?

Mark van Harmlen

Personal Learning Environments (PLEs) may be categorized into two different classes of systems, mashed up PLEs, typically composed of multiple Web 2.0 services, and integrated PLEs, where components making up the PLE are closely bound to each other. After a brief discussion of the advantages and disadvantages of each type of PLE, this talk will focus on an integrated PLE, the Manchester PLE.