I’ve been observing my learning environment for this class. What is the connected classroom? What does it do to a facility wide view of the learning environment? How are the transformations occurring in learning environments in virtual space connected to the ones somewhere specifically? The change to a student centric curriculum has all kinds of ramifications.
I got very excited after thinking about Steve Wheeler’s recent post on the ICTologist’s insight.
“A PLE can be conformed by virtually everything that exists out in the cyberspace. If virtually everything is at reach, virtually everything can be understood as the more knowledgeable other. With a full, total, comprehensive access to the more knowledgeable other there virtually is no upper limit of the Zone of Proximal Development, there virtually is no level of problem solving that is unreachable for the student."
Ismael Pena-Lopez, http://ictlogy.net/, quoted by Steve Wheeler “Learning with e’s” retrieved 10/28/12 http://steve-wheeler.blogspot.com/2012/09/limitless-learning.html
Thinking about learning in Vygotsky’s time, Pena-Lopez reminds us of the apprenticeship model. You move along a specific line in time and place. To a large degree this is the luck of the the teachers and parents you draw. Your learning potential follows a script, bound by place and circumstance. Prior to the affordances of the world wide web, the practices of teaching and the options for learning followed a dictatorial model. The ZPD was linear and extremely limited.
Now contrast that with Mobile Learning, or ‘me’ learning as it is called. It is learning for anyone, anytime, any place, anything. This is a non linear approach to learning, inter acting and inter creating with nodes and MKO’s (More Knowledgeable Others).The paradigm shift is from centralized external knowledge paths, to a hyper local one, one about you. It is paradoxical in that it is highly individualized-- we move from a Virtual Learning Environment to a Personal Learning Environment-- and completely social and networked simultaneously. So I would want to paraphrase Ismael and say, “A PLE can be conformed by virtually everything, including cyberspace.”
In terms of place based education and the physical learning environment, what are the implications? In some ways, some of it simply becomes obsolescent, as functions become virtualized. What remains? What is the best we can do for an equitable and accessible learning environment? How can it be designed to serve a Universal Design For Learning? How does it stay relevant? Essential? Ecological literacy points the way.
I got very excited after thinking about Steve Wheeler’s recent post on the ICTologist’s insight.
“A PLE can be conformed by virtually everything that exists out in the cyberspace. If virtually everything is at reach, virtually everything can be understood as the more knowledgeable other. With a full, total, comprehensive access to the more knowledgeable other there virtually is no upper limit of the Zone of Proximal Development, there virtually is no level of problem solving that is unreachable for the student."
Ismael Pena-Lopez, http://ictlogy.net/, quoted by Steve Wheeler “Learning with e’s” retrieved 10/28/12 http://steve-wheeler.blogspot.com/2012/09/limitless-learning.html
Thinking about learning in Vygotsky’s time, Pena-Lopez reminds us of the apprenticeship model. You move along a specific line in time and place. To a large degree this is the luck of the the teachers and parents you draw. Your learning potential follows a script, bound by place and circumstance. Prior to the affordances of the world wide web, the practices of teaching and the options for learning followed a dictatorial model. The ZPD was linear and extremely limited.
Now contrast that with Mobile Learning, or ‘me’ learning as it is called. It is learning for anyone, anytime, any place, anything. This is a non linear approach to learning, inter acting and inter creating with nodes and MKO’s (More Knowledgeable Others).The paradigm shift is from centralized external knowledge paths, to a hyper local one, one about you. It is paradoxical in that it is highly individualized-- we move from a Virtual Learning Environment to a Personal Learning Environment-- and completely social and networked simultaneously. So I would want to paraphrase Ismael and say, “A PLE can be conformed by virtually everything, including cyberspace.”
In terms of place based education and the physical learning environment, what are the implications? In some ways, some of it simply becomes obsolescent, as functions become virtualized. What remains? What is the best we can do for an equitable and accessible learning environment? How can it be designed to serve a Universal Design For Learning? How does it stay relevant? Essential? Ecological literacy points the way.