This link has been bookmarked by 86 people . It was first bookmarked on 02 Sep 2012, by Marc-Alexandre Gagnon.
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François Rivest"The Personal Learning Environment could be understood both as the Zone of Proximal Development and the full set of More Knowledgeable Others, understanding by More Knowledgeable Others not only as people of flesh and blood, but any kind of knowledge construct that we can imagine: from the more typical teachers and open educational resources to all sorts of digital content including messages in fora, multimedia files and so on."
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When MKOs are conformed by all kind of tacit and explicit knowledge constructs in one’s PLE, there is no way of (a) “using them up” and (b) not being able to move in parallel with more than one more knowledgeable other.
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corresponding ZPDs, it is also true that, from a static point of view, they need to be built to scaffold your way through a specific ZPD. And it is in this scaffolding that help is required.
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"The Personal Learning Environment could be understood both as the Zone of Proximal Development and the full set of More Knowledgeable Others, understanding by More Knowledgeable Others not only as people of flesh and blood, but any kind of knowledge construct that we can imagine: from the more typical teachers and open educational resources to all sorts of digital content including messages in fora, multimedia files and so on. As Graham Attwell (2010) puts it, the MKO can also be viewed as a learning object or social software which embodies and mediates learning at higher levels of knowledge about the topic being learned than the learner presently possesses."
leren ple Vygotsky zone_van_naaste_ontwikkeling master_leren_en_innoveren
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kathleen johnson" What a student can do on their own, working independently or without anyone’s help.
What the student can do with the help of someone.
What it is beyond the student’s reach even if helped by someone else.
He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But "Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them" (Jo Turner-Attwell, 2009)." -
17 Sep 12
Jeffrey PlamanRT @ShellTerrell: Personal Learning Environments & the revolution of Vygotsky’s Zone of Proximal Development http://t.co/6a1K1rYW #AusELT
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Kristina HollisPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development (@ictlogist) http://t.co/Mrm3mSwX #elearning
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Malyn MawbyRT @ShellTerrell: Personal Learning Environments & the revolution of Vygotsky’s Zone of Proximal Development http://t.co/6a1K1rYW #AusELT
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IRIA VAZQUEZ MARIÑOPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development (@ictlogist) http://t.co/Mrm3mSwX #elearning
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The Personal Learning Environment could be understood both as the Zone of Proximal Development and the full set of More Knowledgeable Others,
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More Knowledgeable Others
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As Graham Attwell (2010) puts it,
the MKO can also be viewed as a learning object or social software which embodies and mediates learning at higher levels of knowledge about the topic being learned than the learner presently possesses
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The Personal Learning Environment is transferring some — or most — of the responsibility of somebody’s learning path from the instructor (back) to the learner.
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in doing so, it also implies regaining the control of one’s own learning path and its design.
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The role of a Personal Learning Environment may be not only that of a tool to provide access to ‘More Knowledgeable Others’ but as part of a system to allow learners to link learning to performance in practice, though work processes. And taking a wider view of artefacts as including information or knowledge accessed through a PLE, reflection on action or performance may in turn generate new artefacts for others to use within a ZPD (Graham Attwell, 2010).
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the relationship between Personal Learning Environments and the Zone of Proximal Development should be approached not only within the state-of-things prior to the Internet, but also in how this state-of-things is shifting forward.
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Another way to look at the ZPD-PLE relationship is how the PLE (re)defines the ZPD itself, continuously, dynamically.
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in a digital world content and people are available all at once.
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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.
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- It helps in building the inner structure of the ZPD, its components.
- It helps in building the outer structure of the ZPD, its boundaries.
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there is no way of (a) “using them up” and (b) not being able to move in parallel with more than one more knowledgeable other.
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the PLE both as the biggest ZPD possible, or as the overlapping of different snapshots of a PLE that evolves “fractalically”, multidirectionally, on time, on demand, until it (potentially) covers the whole cyberlandscape.
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it is in this scaffolding that help is required.
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I believe that it is likely that we see a decreasing need of instructors as more knowledgeable others in order to learn something, but an increasing need of instructors as more knowledgeable others in order to learn how to learn something.
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learning how to learn, how to design one’s own learning process may be more relevant than ever and require more help from third parties. This is, I think, the most promising future of teaching today.
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John Pearce"Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages:
What a student can do on their own, working independently or without anyone’s help.
What the student can do with the help of someone.
What it is beyond the student’s reach even if helped by someone else.
He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them" -
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Carolyn DurleyRT @courosa: "Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development" #edtech #pln #ple http://t.c ...
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06 Sep 12
antoni_grPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development http://t.co/7iYO0g5A by @ictlogist
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antonigrPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development http://t.co/7iYO0g5A by @ictlogist
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05 Sep 12
Harold Jarche"He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them (Jo Turner-Attwell, 2009)."
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sbrousseauRT @zecool Environnement d'apprentissage personnel et la ZPD de Vygotsky http://t.co/t1CndLok… /super important!
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RIRE CTREQ« This reaching beyond one’s capabilities can be pictured as the student entering their Zone of Proximal Development. And this exploration beyond one’s capabilities is not to be made alone, but with an instructor to help in the way. Vygotsky called this instructor the More Knowledgeable Other (MKO), the role of which is to help the student throughout their ZPD by scaffolding the path they have to follow to learn how to solve new problems. »
développement_de_la_personne chercheur université résolution_de_problèmes théorie
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Carole Calenso-FairMT @marksmithers "Personal Learning Environments & the revolution of Vygotsky’s Zone of Proximal Development" http://t.co/JLx3Rz7u
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Bertrand FormetRT @zecool Environnement d'apprentissage personnel et la ZPD de Vygotsky http://t.co/t1CndLok… /super important!
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Paul JinksFascinating account of how Vygotsky's theory of Proximal Zone of Development applies to PLEs and learning in the Internet Age in general.
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Kukharenko VladimirPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development , by @ictlogist http://t.co/hVDOMLcO #ukrel11
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The role of a Personal Learning Environment may be not only that of a tool to provide access to ‘More Knowledgeable Others’ but as part of a system to allow learners to link learning to performance in practice, though work processes. And taking a wider view of artefacts as including information or knowledge accessed through a PLE, reflection on action or performance may in turn generate new artefacts for others to use within a ZPD
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I believe that it is likely that we see a decreasing need of instructors as more knowledgeable others in order to learn something, but an increasing need of instructors as more knowledgeable others in order to learn how to learn something
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04 Sep 12
Clint LalondeUnlike in a world without digital access to information and communications, in a digital world content and people are available all at once. Maximalistically speaking, 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.
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Mark SmithersInteresting: "Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development" http://t.co/3WIKSCo7
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Paulo SimõesPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal... http://t.co/eTeivVVl (via @oldaily) #elearning #edtech
Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development (@ictlogist) http://t.co/Mrm3mSwX #elearning -
03 Sep 12
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Ada CzerwonogoraPosteado por mí en Twitter del curso, RT J. Adell
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02 Sep 12
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Paul McKeanPersonal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development http://t.co/Q97r601E #edchat #edtech #PLE
edchat ict personal environments revolution zone development MSc research reference teaching 5star ple vygotsky elearning learning ZPD edtech Blog via:packrati.us
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Marc-Alexandre Gagnonfrom ICT4D Blog http://ictlogy.net August 31, 2012 at 05:27AM by Ismael Peña-López Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages: What a student c...
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