Personal Learning Environments – the future of eLearning?

“ A Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artifacts of their ongoing learning experience” ~ Lubensky (2006)

According  to Attwell (2007), the idea of a Personal Learning Environment (PLE) recognises the role of the individual in organising thier own learning process, and that present day technology can now be used to support that learning. The pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not always be provided by a single learning provider. Along with PLE’s, there is also an increasing interest in the idea of informal learning and that teachers can use informal learning in their classrooms to allow the students to use other modes of education that they find useful to support their learning.

Attwell (2007) argues that a PLE is not a software application, but that it is a new approach to using technologies for learning. The main problem with PLE’s however questions the role that schools and teachers play in the students learning process. If students are able to use new technologies to create their personal learning environment, where do teachers fit in to these environments? Aside from this, PLE’s can be useful within the classroom and need to be integrated as the face of education changes with the introduction of new technologies.

Personal learning environments can be used to help students take control of their learning. It moves away from the traditional teaching and learning pedagogy and allows students to create their learning to revolve around the students own learning styles. PLEs maintain interest, encourage optimism and promote positivity around learning. They are student centred and encourage students to take responsibility for their own learning. The question is to where the teacher fits in to students personal learning environments. Teachers no longer have the dominant position in the classroom, however the teachers role will be to guide the students learning processes by placing the work needed to be completed on to the PLEs.

I do not however necessarily agree with students having personal environments. Yes, they are useful and productive to students however personal learning environments can be detrimental to student progress as teachers may be unable to properly assess student work. Much of student work needs to be demonstrated one on one with the teacher to enable the teacher to give necessary feedback to students regarding areas of improvement and weaknesses. If this is done all through the medium of technology, students may not be able to understand fully what is required to improve. One way the teacher explains to the students may not always be understood and may need to be re-explained first hand to the student work completed on personal learning environments may also be difficult to asses to begin with. Teaches need to be able to observe the processes and skills in which students use to problem solve and complete the work set.

Personal Learning Environments are spaces in which students can organise their own teaching and learning envrionment. An example of this is Personal learning environments may be the future of education, but will this always be a good thing? There are advantages and disadvantages, but ultimately I think the answer lies with how the students learn best and what works with your class, which again will be different for every student.


Attwell, G. (2007). Personal Learning Environments – the future of eLearning?. eLearning Papers. Vol. 2 (1).

Lubensky, R. (2006). The present and future of Personal Learning Environments (PLE). Blog Entry.

Is Symbaloo good for education?

Symbaloo is an online personal learning environment which students can access easily and stay up to date with their learning. Students can create their own personalised page with links to track down keywords, read their assignments, and access any information anywhere on the internet. Its is safe, secure, and best of all, it’s free! Anything you need takes just one click to take you where you need to be.

Most importantly, teachers can use this resource to create contracts for the students to complete in their own time. Teachers can imput websites to do with class topics that students can read, suggest links, and even include games that consolidate understanding of content. Symbaloo can be used as a homepage for students to access at school to take them wherever they want to go to. Last but not least, teachers can place student work on symbaloo so it is easily accessible for both the student and the teacher. 

Promoting Intellectual Quality with an Interactive Whiteboard

This week’s blog is about promoting intellectual quality with an interactive whiteboard. Personally I feel that interactive whiteboards are a fantastic way of engaging students in their learning and by making their learning interesting and fun. Classrooms are no longer about reading straight from text books and using pen to paper. The pen to paper technology of today is the interactive whiteboard, which can be used for every subject in any curriculum. The interactive whiteboard integrates learning content with games, fun and even physical movement. I believe they are an amazing piece of technology that has a lot of potential to be developed into the future. Interactive whiteboards are changing the face of education and challenge the traditional classroom methods.

The interactive whiteboard is a tool that can be used to promote intellectual quality within the classroom. It can enhance the structure of a lesson and encourage engagement from students which will benefit their learning. The interactive whiteboard can help teachers probe student knowledge which allows students to take their learning in personally relevant directions. High intellectual quality within the classroom is achieved through diversity in integrated enquiry along with instruction and content used.

The interactive whiteboard gives students the opportunity to directly interact with the learning content, and the more they are able to do this, the higher the intellectual quality of learning. Interactive whiteboards can be a medium for learning and can cater for a variety of learning styles. The traditional classroom included the use of concrete materials and the use of voice. This did not cater for children who were visual learners. The interactive whiteboard on the other hand can be tailored to suit the needs of the class.

Two of the most important aspects of interactive whiteboard lessons must include the characteristics of ambiguity and randomness in order to promote high intellectual quality. Ambiguity promotes student discussion, and randomness encourages students to focus on the whole problem. A higher level of both will equate to higher levels of intellectual quality. The interactive whiteboard must be used to promote follow-up discussion and debates, and must allow teachers the opportunity to ask open-ended questions to probe student understanding. Ultimately, the interactive whiteboard is an incredible piece of technology that is changing education for the better.

Kent, P. (2008). Interactive Whiteboards: A Practical Guide for Primary Teachers. Macmillan Education, Australia. Pp. 19-42.

Using the interactive whiteboard as a tool for learning