The University of Southampton
University of Southampton Institutional Repository

Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality

Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality
Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality
Is it possible to create an institutional personal learning environment? This question has triggered considerable debate amongst those concerned with implementing learning and teaching technologies within higher education, Rapid technological change is necessarily accompanied by matched evolution of individual practice amongst users. At universities, students arrive with a mix of sophisticated and naïve approaches to using technology in everyday life which can be shaped and harnessed to support learning. To respond to the changing capabilities and demands of available technology, the University of Southampton designed and is implementing a rich holistic learning environment radically different from the VLEs which gained widespread usage since the late 1990s. In the initial scoping of the environment, explanations of the proposed system were qualified: “its more than a system, it’s a mind-set”. The suggestion is that the power and value of the institutional personal learning environment resides in the ‘technology affordances’ which enable users to customise and personalise the system in a socially useful and educationally constructive manner. There are many different ways to remove the barriers to learning, some of which are not necessarily directly ‘educational’ or ‘instructional’. This paper considers the foundations and emergence of personal learning environments and the interplay of ambitions and requirements needed to support learning in a university context. It goes on to make a case for the creation of a seemingly paradoxical embodiment – an “Institutional Personal Learning Environment (iPLE). It considers emerging understandings of the role of ‘digital literacies’ and their associated challenges to universities - the role and challenges of ‘scholarly literacies in a digital age’. Presenting a case study of implementing the Southampton Learning Environment, this paper analyses the underlying rationale of the emerging system. It evaluates the architecture of the system to explain how it provides an institutional personal learning environment. It presents and reviews the first cycle implementation (due to go live in August 2011) from a pedagogic perspective assessing the technology affordances of the system. Finally it re-evaluates the evidence to consider whether it has indeed been possible to create an institutional learning environment that is also a personal learning environment.
Institutional PLEs, implementations of PLEs, institutional change, higher education
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b

White, Su and Davis, Hugh C (2011) Rich and personal revisited: translating ambitions for an institutional personal learning environment into a reality. The Second International PLE Conference: PLE_SOU, Southampton, United Kingdom. (Submitted)

Record type: Conference or Workshop Item (Paper)

Abstract

Is it possible to create an institutional personal learning environment? This question has triggered considerable debate amongst those concerned with implementing learning and teaching technologies within higher education, Rapid technological change is necessarily accompanied by matched evolution of individual practice amongst users. At universities, students arrive with a mix of sophisticated and naïve approaches to using technology in everyday life which can be shaped and harnessed to support learning. To respond to the changing capabilities and demands of available technology, the University of Southampton designed and is implementing a rich holistic learning environment radically different from the VLEs which gained widespread usage since the late 1990s. In the initial scoping of the environment, explanations of the proposed system were qualified: “its more than a system, it’s a mind-set”. The suggestion is that the power and value of the institutional personal learning environment resides in the ‘technology affordances’ which enable users to customise and personalise the system in a socially useful and educationally constructive manner. There are many different ways to remove the barriers to learning, some of which are not necessarily directly ‘educational’ or ‘instructional’. This paper considers the foundations and emergence of personal learning environments and the interplay of ambitions and requirements needed to support learning in a university context. It goes on to make a case for the creation of a seemingly paradoxical embodiment – an “Institutional Personal Learning Environment (iPLE). It considers emerging understandings of the role of ‘digital literacies’ and their associated challenges to universities - the role and challenges of ‘scholarly literacies in a digital age’. Presenting a case study of implementing the Southampton Learning Environment, this paper analyses the underlying rationale of the emerging system. It evaluates the architecture of the system to explain how it provides an institutional personal learning environment. It presents and reviews the first cycle implementation (due to go live in August 2011) from a pedagogic perspective assessing the technology affordances of the system. Finally it re-evaluates the evidence to consider whether it has indeed been possible to create an institutional learning environment that is also a personal learning environment.

Text
Rich_and_personal_revisited.pdf - Accepted Manuscript
Available under License Other.
Download (74kB)
Text
WhiteAndDavis2011RichAndPersonalRevisitedPLE_SOU.pdf - Author's Original
Available under License Other.
Download (324kB)

More information

Submitted date: 26 March 2011
Additional Information: Event Dates: July 11-13th 2011
Venue - Dates: The Second International PLE Conference: PLE_SOU, Southampton, United Kingdom, 2011-07-12
Keywords: Institutional PLEs, implementations of PLEs, institutional change, higher education
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 272140
URI: http://eprints.soton.ac.uk/id/eprint/272140
PURE UUID: 8e18925d-dea9-4efd-b11a-072be4ef7714
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Hugh C Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 13 Apr 2011 12:55
Last modified: 30 Sep 2020 01:33

Export record

Contributors

Author: Su White ORCID iD
Author: Hugh C Davis ORCID iD

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×