Technological literacy and preparing students for "connected futures online"
PLE wiki with links to sources about "early" PLEs and their social constructivist tie-ins from 1997 onwards. Also has links to PLE implementations.
Ning community for Corporate Learning Trends and Innovation
Includes Twitter feeds, Bookmark lists, discussions, etc
Quote: "What are the implications of personalized Internet use for news, for education, and for society?"
claim id
claim your works and identities on the web, an aggregator
blog post on personalization of google tools (2007)
Quote: "Coping with the deluge of information is a major challenge for students, scholars, librarians and the general public. After all, with thousands of online newspapers, blogs, and academic journals, Google Books digitizing millions of titles, massive amounts of information coming online each day, major innovations in content management, and the ubiquitous impact of e-mail, YouTube, Facebook, Twitter and other new technologies, we find ourselves awash in petabytes of information of widely varying quality."
"The article focuses on the creation of Personal Learning Environments (PLE). The authors assert that PLE can encompass informal learning, work-based learning and formal learning. They add that students are given the opportunity to organize their learning on their own. Changes in higher education are said to be contributing to the interest in PLE. The authors also stress that PLE can facilitate various learning styles defined by students."
Map of the best online collaborative tools
"Constructivist educational principles suggest that educational environments should provide learners with personal control, authentic learning contexts, and diverse personal interactions including collaboration. How can such constructivist values be applied to mass Higher Education? Traditional methods cannot achieve it with large student numbers but computer-based media are scaleable and may support constructivist learning. A new course for nonscience undergraduates provided an opportunity for a constructivist design using the World Wide Web, email, and video. The design of the course, its implementation and evaluation are described. Authentic assessment was critical. Web forms and e-mail supported some necessary personal interactions, but collaborative work was problematical." [ABSTRACT FROM AUTHOR]