Very interesting to read, though several sections required multiple eyeball visits. I found it a tad obnoxious to use so many acronyms that were only slightly explained themselves, including a few that were left up to the imagination of the reader. Very ironic that a paper explaining the expansion of a new and accessible form of learning could be written in such an academic and sterilized form of writing. It’s amusing that the writer’s formal, institutional learning background is so evident in his discussions of formal and informal education.
My biggest thought on Personal Learning Environments is that though it presents itself as an almost limitless opportunity for individual enrichment, it nonetheless is still limited by a key factor that has equally affected its older brother “formal education”: the motivation of whomever constructs it. If you are drawn to the appeal of having resources find you, interacting with other learners in a community, and diligently maintaining the web of “learning nodes” you’ve formed for yourself on the web, then the possibilities of a PLE boggle the mind. As someone who is only just now grasping the full potential of blogs, wiki’s, simple syndication, and more, it really gives me an excited feeling of standing on the edge of a profound realization, like someone who is about to embark on a mental gold-rush.
Ultimately, I feel that way because I’m motivated to the idea of self-improvement, as much of the people in our generation are. But make no mistake about it: updating blogs, navigating links, posting pics on Skype, and reading other peoples comments is still in many ways like attending school, going to different classrooms, visiting the library, or reading a textbook. It’s work. True, the information is much more accessible than any typical school and you may not think of it as “work” because you enjoy doing it. But in terms of investing time and energy, you still have to pay your dues. Just because the knowledge is there and packaged in a new format doesn’t mean the learning occurs any more easily than before. You really have to apply yourself just as before.
So, the promise of the PLE is tamed by the hunger of the individual, something that I didn’t get a sense from reading the article. The writing seemed to approach demotivated people as just being the victims of a formalized and inflexible institutions, individuals that would blossom if they had only motivation of a personally created form of learning. Whether or not this impression was intended by the writer, it is something I must disagree with. Though formal schooling in many ways is archaic and narrow minded, there is some truth to the notion that people who constantly fail classes, turn in poor work, or drop out aren’t hobbled by the institution they are confined to, but instead lack the personal drive or ambition to expand their minds and opportunities.
While PLEs sound like a wonderful resource, I would advise that we all keep some perspective on their true power in terms of widespread public use.
I don’t know about anyone else, but when I first set up my Gmail reader I was, and in many ways still am, overwhelmed by the constant barrage of material I now have to deal with. So much information, so little time. And the Reader gives you statistics on your performance, almost like a virtual daily report card. I only read 32% of the updated material produced in the last 3 days! I’ve missed 68% of my possible enrichment! Arrghh!
I know a lot of folk who just wouldn’t bother. Who wouldn’t keep their blog current. Who wouldn’t respond to comments. Who don’t want to make a network of bookmarks. I know as someone who comes out of work and school with little free time left, that there are going to be a lot of days that I count myself among their rank.
Ultimately, I think I’m going to get something out of this because the promise is to great to avoid. But that’s me. For a great deal of other people, PLE’s will just be another TXTBOOK.
