7 thoughts on “PLE’s versus LMS: Are PLEs ready for Prime time?

  1. Excellent discussion and links. Where the analysis softens is through an apparent institution-centricism and its consequent preference for formal learning. In the summary conclusion: “Although there is something quite compelling about the vision of a lifelong learning environment that is centered upon and perpetually belongs to the learner, I think we are some distance from being able to operationalize that vision.” I must ask, “What do you mean we, Kimosabe?”

  2. Personal Learning Environments

    Several edu-bloggers have been exploring Personal (Virtual) Learning Environments in relation to Learning Management Systems. Terry Anderson details the advantages and disadvantages of both PLEs and LMS…James Farmer chimes in with his thoughts on the…

  3. While it may not be time to throw away the LMS, it is time to begin planning for its demise.In fact, until we begin looking seriously at the limitations imposed on learning design by the LMS, and question the monetray expense and restrictive nature of prorietary systems, we will simply accept the status quo of “reamining with the LMS”. More and more instutitons are moving to open source LMS, more and more instructors are augmenting LMS delivery with blogs, eportfolios, and other social tools.

    The LMS will exit not with “a bang, but a whimper.” There will be a progressive recognition that it isn’t doing the trick, and its prominence will be chipped away, bit by bit.

    Educational practitioners, studenst and learning designers will be part of this “chipping process”. The big question is how much of a vested interest do administrators/decision makers have in the LMS. can they let go of centralized control, allow innovation? Are the operational systems of the institution tied too tightly to the LMS?

  4. Why Personal Learning Environments are important

    This commentary considers the focus on the disruptive nature of PLEs as a diversion from their real importance in facilitating learning for all learners regardless of whether they are signed up for a formal course and for helping learners recognise in…

  5. Weblogs and ownership…

    Graham Attwell wonders what I mean when I wrote about a problem with lack of ownership of the traditional communities if practice.
    Well, there are two aspects on this issue.
    Firstly, there is the issue of the online environment that is often used for …

  6. […] Virtual Canuck » PLE’s versus LMS: Are PLEs ready for Prime time? Says: January 9th, 2006 at 10:48 pm […] I’ve been trying to get my head around the viability of moving educational programming from institutionally centered Learning Management Systems (LMS) systems, or even institutionally owned and controlled educational social systems like Elgg or Barnraiser, to a distributed and likely syndicated set of tools often referred to as Personal Learning Environments (PLE). The recent postings by Leigh Blackall, response by Dave Cormier and the work of Paul Trafford and his RAMBLE project at Oxford got me thinking. James Farmer’s pioneering 2004 work applying our Community of inquiry to blogging and Michael Hotrum’s comments on that work are also incorporated in the ideas below. […] […]

  7. […] Comparing new and old technologies has its challenges. Jermey Heibert noted in response to a related comparative post that one shouldn’t “criticize the design of a screwdriver because it doesn’t work well for hammering nails”. Will Richardson in his excellent primer on blogs and other tools, seems to have a similar conception about what is “real” blogging and what is not. This type of criticism misses the continuous appropriation of technology to undertake and in some cases transform tasks that were not at all related to those envisioned by the original developers. Thus, I attempt in this post to compare and contrast the use of blogs for a task they weren’t designed for, yet may still be applied with interesting result. […]

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