Personal Learning Environment

I am impressed about how timely it is that we read this article by Wendy Drexler. However, it does illustrate some of the sentiments from a previous article we read on how behind education is when integrating and implementing technology. This article is timely for me as it describes Personal Learning Environments (PLEs) as our school is working on implementing Personal Learning Plans (PLPs) due to Act 77 in Vermont six years after this article was written. Firs, let's define what a networked learner is as written by Drexler, "Networked learning refers specifically to 'learning in which information communication technology is used to promote connections: between one learner and other learners, between learners and tutors and a learning community and its learning resources.'"(Australian Journal of Educational Technology, p. 370)

Ironically, this idea of the Networked Student that Drexler refers to and the PLE is very helpful in connecting the ideas and values in and similarities in the PLPs. Both ideas attempt to achieve the same goal, as Drexler writes, "Personal learning suggest learner autonomy and increased self regulation." (Australian Journal of Educational Technology, p. 369) What Drexler seems to realize that many may not, is that students customizing their learning, does not necessarily mean motivation and engagement. "They are required to take an active role in the learning process by making decisions." (Australian Journal of Educational Technology, p. 369) When thinking about PLPs and students getting to design their own pathway based on their interests, there exists a lot of wonder as to how the teacher fits into this equation. Drexler confirms the idea that it creates another challenge as we are suppose to balance the teaching with "Structure and learner autonomy in order to facilitate self-directed and personalized learning." (Australian Journal of Educational Technology, p. 370)

I can get behind the idea that we help students create their PLEs as well as  helping students navigate their network. Reading this article also allows me to reflect on my own network and personal learning environment. When I honestly, evaluate how much I use it and depend on my PLE, it helps me realize how important and exactly how crucial they can be for students. In fact, I doubt that most, students do have a well-developed PLE. Nonetheless, whether they are aware of it or not, I am sure they do have bits and pieces of a PLE.

Right now, students use many resources (for better or for worse) such as Spark Notes, to help them understand (or sometimes even cheat) reading texts. They often use sources like Easy Bib to create their works cited pages (rather than learn how to correctly make a works cited page). Students, no longer use dictionaries and most likely defer to an online dictionary for definitions and Wikipedia for answers (even though they may be not be verified). Although many of these cites are not considered desirable or reliable by teachers that students use them, they do help students learn and are the building blocks of a PLE. If teachers help students to structure, develop and responsibly use networks such as these, the resources can become very effective for both teacher and student.

 As an instructor, if I depend on a learning network to improve my teaching, I should help students engage a PLE to help their learning. More importantly, if schools and teachers can synchronize some of the apps and networks they leverage, there may be even more support for students if we are all using parts of the same network. Drexler points to this concept of teacher student collaboration when she writes, "Ultimately, the personal learning environments that are constructed by humans become available to others who wish to study the same topics. New learners, only connected via their computer or mobile device, may not have personal contact with the originator of the personal learning environment, but they learn from and contribute to the collection of resources." (Australian Journal of Educational Technology, p. 373)

Furthermore all of the connections to connectivism and contstructivism are beneficial. Students are learning at a three-fold rate. First, by constructing their own knowledge when building the PLE, by making connections with their environment  for each resource and by attempting to comprehend the subject matter delivered through curriculum to achieve objectives. Having to build our own PLEs in class this week also demonstrates to me in what way and how the teacher fits into the the networked students PLE and development of their PLE. We are are intricate resources in ourselves, with all the learning resources we use to help students design an efficient and adequate PLE. I will end with Drexler's sentiments which illustrate the important role teachers play when developing a PLE,  "A student's success depended upon his or her motivation but also greatly on the strategic guidance of the teacher. The teacher's ability to gauge students' understanding and progress were key to achieving a balance between student autonomy and teacher intervention."  As an instructor, if I depend on a learning network to improve my teaching, I should help students engage a PLE to help their learning. More importantly, if schools and teachers can synchronize some of the apps and networks they leverage, there may be even more support for students if we are all using parts of the same network. Drexler points to this concept of teacher student collaboration when she writes, "Ultimately, the personal learning environments that are constructed by humans become available to others who wish to study the same topics. New learners, only connected via their computer or mobile device, may not have personal contact with the originator of the personal learning environment, but they learn from and contribute to the collection of resources." (Australian Journal of Educational Technology, p. 382)