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Group1ChristineDiehl/AlejandraEnriquez/PatrickZaur
Chapter # & Title

Chapter 1: Foundations and Theory of PLE and ONLE

Chapter Overview

Enter Chapter Overview Here

Chapter 1, Foundations and Theory of PLE and ONLE, provides an overview of the different
theoretical approaches used for online instruction while going into detail on Personal Learning
Environments (PLEs) and Open Network Learning Environments (ONLEs). PLEs and ONLEs are
discussed with a focus on the learner and how constructivist and connectivist theories and
teaching strategies have shaped the modern PLE and ONLE.

Chapter Content Visualization

Enter Chapter Wordle Here

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Chapter Content Visualization Explanation

Data visualization helps learners to see deeper meaning in the words being presented. It is
not uncommon for an ah-ha! moment to occur after reading information and then seeing a
visual representation of the same information.

The Wordle for this chapter is heavily focused on the learner and learning. Personal Learning
Environments and Open Network Learning Environments focus on the learner and creating an
environment which encourages continuous learning. Both environments contain Web 2.0 tools,
connections to information sources, automated actions occurring in the background, strategies
to validate and organize information, and interactions between learners. Learning is a deeply
personal endeavour which uses multiple strategies and an infinite number of resources to bring
information together to create new understandings.

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Chapter Learning Objectives

Objective One
Students will be able to describe a PLE.
Objective Two
Students will be able to describe an Open Network Learning Environment.
Objective Three
Students will be able to define Constructivism.
Objective Four
Students will be able to define Connectivism.
Chapter Content

What is Online learning?
the use of the Internet to access learning materials; to interact with the content,
instructor, and other learners; and to obtain support during the learning process, in order
to acquire knowledge, to construct personal meaning, and to grow from the learning
experience (Anderson, 2008).
Diverse terms are used for online learning that include Virtual learning, web-based learning,
Internet learning, distributed learning, tele-learning, networked-learning, computer-assisted
learning, and distance learning.
The theoretical foundations of Online learning are rooted in contributions from behaviorist,
cognitivist, constructivist, and connectivist theories. Behaviorist, cognitivist, and constructivist
learning theories were applied to online learning although these theories do not consider the
use of technologies. Connectivism integrates all the elements of online learning.

The first approach used for computer learning systems was the behaviorist thought that claims
that learning is a change in observable behavior caused by external stimuli in the environment.
This approach did not consider learning happening in the learners head because it was not
observable. Behaviorism presented limitations. The conclusion was that there is more to
learning than a change in behavior (Anderson, 2008). The consequences of this conclusion
lead towards the examination of cognitivism as the learning theory of application.

Cognitivism focuses on how our mind processes and stores information, how we learn and the
influence that memory, motivation and thinking in addition to reflection play in the learning
process. According to cognitive theorists the learning process is internal, not external as the
behaviorist approach. Cognitivism argues that the amount of learning depends on the capacity
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of the learner to process the information, memory, motivation and depth of processing capacity
in addition to previous knowledge (Anderson, 2008).

Constructivism focuses in the creation of meaning and
knowledge based on our own personal experiences and
reflecting on those experiences. Constructivism claims
that we are active creators of our own knowledge
(Educational Broadcasting Corporation, 2004).
The limitation of Behaviorism, Cognitivism and
Constructivism as theories is the argument that learning
occurs inside a person. None of these theories address
learning with technology, networks and organizations.
Figure 1 Overlapping theoretical underpinnings for
e-Learning

Connectivism is the newest theory influencing online learning. Connectivism is the only one of
these theories that takes into account technology and networks as well as a series of concepts
such as chaos (as a science recognizes the connection of everything to everything) and self
organization (Siemens, 2005). The starting point of connectivism is the individual who
participates in a cycle of knowledge development by receiving and sharing knowledge in its
network which feeds into organizations and eventually comes back to provide learning to the
individual.

Personal Learning Environments

Personal Learning Environments are a response to theories of constructivism and connectivism
in online learning (Huang, 2007; Kop & Hill, 2008). They work in conjunction with Open
Networked Learning Environments to create learner-centered approaches to instruction. PLE
help learners select tools and develop processes to manage the expansive access to online
instructors can help shape a positive online learning experience by teaching and modeling the
practice of PLE parallel with ONLE instruction.

Defining PLE

The Personal Learning Environment, due to its emerging nature, escapes a widely agreed upon
definition in the educational and instructional technology profession. Some common themes do
recur in the research and literature available on the subject (Marn-Juarros, Negre-Bennasar, &
Prez-Garcias, 2014; Martindale & Dowdy, 2010; Jon Mott & Wiley, 2009). Three definitions
follow, culled from recent publications on PLE usage in higher education.
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one common trait in all the early definitions of a PLE is that the PLE gives the
learner control over his or her own learning process. (Martindale & Dowdy,
2010)

The concept of PLE is defined, from a pedagogical point of view, as the set of
tools, materials and human resources that a person is aware of and uses for
lifelong learning. (Marn-Juarros et al., 2014)

PLE is an emerging learning concept that allows learners to control and manage
their own learning processes and provides support to (a) set their own learning
goals; (b) manage their learning; managing both content & process; and (c)
communicate with others in the process of learning and thereby achieve learning
goals. (Tu, Sujo-montes, Yen, Chan, & Blocher, 2012)

These three definitions highlight the most pervasive commonalities from which we draw the
definition used here. PLE are created using individualized processes (Martindale & Dowdy,
2010). They are a set of learning tools, including Web 2.0 resources (Marin-Juarros et al., 2014;
Tu, Sujo-Montes, Yen, Chan & Blocher, 2012). They help the learner to achieve personal goals
through learner-centered data organization in a learner-managed environment (Tu,
Sujo-Montes, Yen, Chan & Blocher, 2012).

PLE extends beyond any single tool, Web 2.0 or otherwise, and is pliable to each learner. This
process complements the changing the paradigm in online education by supporting
learner-centered and open networked instructional strategies. It is important to understand,
when exploring PLE and the practice of Open Network Learning Environment, the evolving
nature of the processes and theories. PLE allows the student to adapt to the changing world
and incorporate tools of her/his choosing, achieving the highest learning benefit.

PLE Process

The PLE paradigm challenges learners engage in metacognitive study of their own learning
habits and explore tools that support their learning process. Building and maintaining a PLE is
often expressed visually through mind maps and diagrams. Leslie (n.d.) collected PLE diagrams.
Among these images a great diversity exists, which shows the value of using an individualized
PLE for lifelong learning.

Each learner develops and personal understanding his/her learning styles and processes and
how to maintain and organize the artifacts of their inquiry. Some diagrams show a focus on
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process, while others focus on tools. The PLE diagram below features a process oriented view.
It identifies the steps in the learning process and the tools and resources used by the student.

Leslies (n.d.) collection is actually broken into four categories (tool-oriented, use/action
oriented, people oriented and hybrid/abstract/other). The categories show the diversity as well
as the commonality of PLE. Brainstorming about how one learns and the tools she/he uses
helps to begin the process of visualizing and understanding of ones own PLE.

OPEN NETWORK LEARNING ENVIRONMENT

As was discussed earlier in this chapter, online instruction refers to any instruction which is
provided through the use of the internet. There are many forms of online instruction currently in
use. Correspondence style classes where a student emails work back to an instructor for
evaluation, similar to correspondence courses using postal mail methods for communication.
Individually paced courses which can be accessed as Podcasts, youtube videos, or places like
iTunes U. Commonly used in K-12 and higher education organizations is a Content Management
System (CMS) or a Learning Management System (LMS). LMSs and CMSs offer high levels of
content control by allowing management of user access and access to content. LMSs and CMSs
were designed primarily to support and enhance traditional teaching (Mott and Wiley, 2009).

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An Open Network Learning Environment (ONLE) is an evolution of online instruction. While
there are some aspects of an ONLE which are common to the other online instructional
strategies there are also major differences. ONLEs seek to move the power and control of
learning away from the instructor and to the learner. The learners participate in activities to
create content for the future use of others, to network socially, to integrate their own Web 2.0
tools to design environments open for scrutiny by the public at all times (Tu et. al., 2012). There
is no set design for what an ONLE looks like or how it should behave. ONLEs move from a
teacher centric institution to a learner centric institution, learners actively create new
information instead of simply learning old information, interactions are highly social between
learners instead of learner-teacher, and constructions of information are more often
collaborative in nature instead of individual creations (Tu, 2013).

The words which make up the acronym ONLE are very telling and offer an excellent definition
when they are individually defined and also defined in pairs. The first word, open, tells us that
information is visible to everyone. Keeping secrets behind passwords and firewalls is not an
activity to be found here. The user also has the freedom to determine what tools they wish to
use for their own learning. Word number two is network. Connectivism is the learning theory
which serves as the foundation. Students will be accessing and passing on information through
the network(s) created during the learning process. Putting these two words together forms an
entirely different concept, open network. The networks used for learning are open for student
choice. Unlike a CMS, information is not to be found in one location or from one source. Seeking
out new pipelines for information is a key component to success in an ONLE and also a part of
Connectivism. The third word, learning, is very straightforward. Students are learning. Learning
will take place through the varied opinions of the learners and through maintaining connections
to information. While these connections are being made it is equally important to continue to
learn since learning is always occurring. The final word, environment, is an interesting
component. A system implies rules and restrictions to a process. An environment is the result of
the interactions between the tools a learner chooses, the content, and the user. A learner can
enter a system but must create an environment. An environment changes based on the user
whereas a user changes based on the system.

ONLEs seek to correct three issues identified by Mott and Wiley (2009) found in CMSs. First,
CMSs impose and reinforce artificial time constraints. Access to the information found in the
course ends when the course ends. Second, CMSs privilege the instructor as the locus of energy
and action in the learning. Third, CMSs create an artificial atmosphere of learning which is
disconnected from reality and the networks of learners and content in the wider world. Using an
ONLE as the course design seeks to keep information freely available and to empower the
learner as the point for the energy and action in the learning process.

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Some design features of an ONLE will be shared with other online instructional designs. Every
course must have a central point to serve as a common ground for disseminating information
and assignments to the students. For many ONLEs this common ground will be a wiki, forum, or
a website which serves as a portal to additional tools. It is up to the course designer to
determine what the basic design of the ONLE will be.

There is no single definitive example of what an ONLE looks like. An Open Network Learning
Environment is a collection instructional strategies and offers some attributes found in an LMS.
Some of the instructional strategies used in an ONLE include user generated content, mash-up,
aggregation, social tagging, information visualization, mobile learning (ubiquitous learning),
and social networking. Theoretically, ONLE is built using Connectivism as the grounding
educational paradigm (Tu, 2014).

CONSTRUCTIVISM AND CONNECTIVISM

PLEs and ONLEs are founded on the theories of Constructivism and Connectivism. There are two
types of constructivism, cognitive and social. In cognitive constructivism, ideas are constructed
in individuals through a personal process, as opposed to social constructivism where ideas are
constructed through interaction with the teacher and other students (Powell & Kalina, 2009,
pg. 241). Connectivism is a recent theory presented by Stephen Downes and George Siemens.
According to Downes (2007), learning is found across a network of connections and learning
consists of the ability to build and successfully navigate the networks.

Constructivist theory focuses on the teacher being able to identify activities which allow
students to acquire new knowledge through scaffolding techniques and instructional strategies.
Some of these instructional strategies are interactive learning, collaborative learning,
facilitating learning, authentic learning, student-centered learning, reflection, online student
publishing, peer evaluation, and problem based learning to name a few (Ruey, 2010) (Tu, n.d.).
Many of these strategies will be discussed in Chapter 2: Instructional Strategies for PLE and
ONLE.

Connectivism focuses on the learner and learners interaction with information regarding
locating information, organizing information, accepting and/or eliminating information, and
maintaining information bridges to sources of current and valid information. George Siemens
(2004) clearly states the principles for connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
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Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning
activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of
incoming information is seen through the lens of a shifting reality. While there is a right
answer now, it may be wrong tomorrow due to alterations in the information climate
affecting the decision.

There is no mention of teachers, facilitators, or guides anywhere in the principles. Each and
every point is focused on the individual learner and the connections the learner is making.

VISUALIZING ONLE

Design models can be extremely helpful in visualizing abstract ideas. The Open Network
Linkage Design Model visually shows how the different learning theories and tools work
together. Social and Cognitive Constructivism are incorporated at the core with different tools
and resources extending out. The chain symbolizes the connections being made between them
and the maintaining of networks to information. Each chain is able to have an infinite number of
connections to it. The outer chains recognize that there is no set look to an ONLE as
additional features/tools/strategies can be incorporated at any point. This design model will be
discussed in greater detail in chapter 4 of this resource.

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Learning Checkpoint

Enter learning checkpoint questions here (Reflection questions)

How can a Personal Learning Environment provide a solution to information overload?

What theoretical foundations have been applied to online learning and how has online learning
been analysed from that perspective?

Open network learning environments seek to correct what issues found in widely used online
learning environments? Why is this important to the learner?

How does Connectivism differ from Constructivism?
Learning Activities/Assignments

Learning Activity 1: PLE Diagram
Instructions: PLE diagrams helps instructors and learners to better understand the process and
communicate it to others. Take time to review the PLE Diagrams at Scott Leslies Wiki
(http://edtechpost.wikispaces.com/PLE+Diagrams). Draft your own PLE Diagram using an
online mapping tool. Share that diagram image on the forum with a brief description. Interact
with other posters on the forum to gain a better understanding of PLE personalization.
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Guidelines:
Review several diagrams in each category on the wiki page posted above.
Think about your learning process and create a diagram in a way that makes sense to you.
Describe the diagram and describe how you will categorize it.

Assessment:
Rubric is incorporated into the website.

Learning Activity 2: ONLE & Constructivism/Connectivism
Instructions:
Access the forum using an internet browser of your choice.
Respond to all forum topics.
Respond to at least two additional responses.
Responses must be substantial and not similar to I agree or I disagree
statements.
Guidelines:
All learners must respond to all topics.
After the initial response learners need to respond to two responses from other learners.
Responses must be substantial and more in depth than I agree or I disagree statements.
Responses should demonstrate reflection on and incorporation of material being learned

Assessment:

Learning Activity 3: Foundations and Theories of Online Learning
Instructions: Read the foundations and theories of online learning.
Access the forum.
Respond to the Key questions on Foundations and Theories
Respond to at least two additional responses.
Guidelines:
Look at the Image representing the influence of foundations and theories on e-learning.
Follow to answer the key questions and add an image of your own representing theories in
online learning.

Assessment:

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Readings

Required Readings

Downes, S. (2012, May 19) Connectivism and Connective Knowledge: Essays on meaning and
learning networks. Retrieved from
http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf
Tu, C. H., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of personal
learning environments & open network learning environments. Techtrends: Linking
Research & Practice To Improve Learning, 56(3), 13-19. doi:10.1007/s11528-012-0571-7
Optional/Suggested Readings

Downes, S. (2007, February 03). What connectivism is [Web log comment]. Retrieved from
http://halfanhour.blogspot.co.uk/2007/02/what-connectivism-is.html

Leslie, S. (2012, May 7). Some observations on PLE Diagram. Retrieved from
http://www.edtechpost.ca/wordpress/2012/12/19/ple-diagrams-observations/

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retreived
from http://www.elearnspace.org/Articles/connectivism.htm

Resources & References

Social Tagging
#ETC655-Spring2014-Chapter1, ETC655-Spring2014-Chapter1
References

Ally, M. (2008). Foundations of educational theory for online learning. In T. A. (Ed.), The Theory
and Practice of Online Learning, 15. Retrieved from
http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

Anderson, T. (2010). Theories for Learning with Emerging Technologies. In G. Veletsianos (Ed.),
Emerging Technologies in Distance Education (1st ed., pp. 2339). Alberta: AU Press.

Chih-Hsiung Tu (n.d.). Open network linkage design model [image]. Retrieved May 5, 2014 from
https://docs.google.com/open?id=0B02hmofyxKPkOEdHTXJsNmMxTjQ
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Downes, S. (2007, February 03). What connectivism is [Web log comment]. Retrieved from
http://halfanhour.blogspot.co.uk/2007/02/what-connectivism-is.html

Educational Broadcasting Corporation. (2004).Concept to Classroom. Workshop: Constructivism
as a Paradigm for Teaching and Learning. Retrieved from :
http://www.thirteen.org/edonline/concept2class/constructivism/

Harasim, Li. (2012). Online collaborative learning (OCL) theory. In In Learning theory and online
technologies (pp. 79108). New York: Routledge.

Huang, H.-M. (2007). Predicting knowledge construction in the web-based learning
environment.. Predicting Knowledge Construction in the Web-Based Learning Environment,
34(4), 431440.

Kop, R., & Hill, A. (2008). Connectivism : Learning theory of the future or vestige of the past ?
International Review of Research in Open and Distance Learning, 9(3), 113. Retrieved
from http://www.irrodl.org/index.php/irrodl/article/view/523/1137

Leslie, S (n.d). PLE Diagrams. Retrieved from http://edtechpost.wikispaces.com/PLE+Diagrams

Marn-Juarros, V., Negre-Bennasar, F., & Prez-Garcias, A. (2014). Construction of the
Foundations of the PLE and PLN for Collaborative Learning. Media Education Research
Journal, 21(42), 3543. doi:10.3916/C42-2014-03

Martindale, T., & Dowdy, M. (2010). Personal Learning Environments. In Emerging Technologies
in Distance Education (pp. 177193).

Mott, J. (2010, March 03) Envisioning the post-LMS era: The open learning network. Retrieved
from
http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network

Mott, J., & Wiley, D. (2013). Open for learning: The CMS and the open learning network. in
education, 15(2).

Park, C. L., Crocker, C., Nussey, J., Springate, J., Hutchings, D., & Hons, B. A. (n.d.). Evaluation of
a Teaching Tool - Wiki - in Online Graduate Education, 21(3), 313322.

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an
effective classroom. Education, 130(2), 241-250.
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Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning.
British Journal Of Educational Technology, 41(5), 706-720.
doi:10.1111/j.1467-8535.2009.00965.x

Sawyer, S. (2012). Cognitivism: A new theory of singular thought? Mind & Language, 27(3),
264-283. doi:10.1111/j.1468-0017.2012.01444.x

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retreived
from http://www.elearnspace.org/Articles/connectivism.htm

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved from
http://www.itdl.org/journal/jan_05/article01.htm

Tu, C. H., Sujo-Montes, L., Yen, C., Chan, J., & Blocher, M. (2012). The integration of personal
learning environments & open network learning environments. Techtrends: Linking
Research & Practice To Improve Learning, 56(3), 13-19. doi:10.1007/s11528-012-0571-7

Tu, C. H. (2013). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning
environment. ABC-CLIO. Santa Barbara, CA.

Tu, C. H. (2014, April 07). L1-KEY-2-ONLE: Differences. Message posted to
http://etc655-spring-2014.1108860.n5.nabble.com/L1-KEY-2-ONLE-Differences-tp18p45
4.html

Tu, C. H. (n.d.). Online constructivist instructional strategies. Retrieved from
https://sites.google.com/site/etcnle/constructivist-instructional-strategies

Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers &
Education, 53(4), 11381146. doi:10.1016/j.compedu.2009.05.023

Glossary

Personal Learning Environment (PLE) - a learner-centered and learner-managed process for
accessing and organizing resources and tools for learning in an open network learning
environment

Open Network Learning Environment (ONLE) - an online learning setting which keeps
information available for all at all times and allows the learner great freedoms to select the
tools necessary for their individual learning. Social interaction and social creation of knowledge
is a major component of the setting.
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Behaviorism - A learning theory based on the concept that learning is a change in observable
behavior caused by an external stimuli in the environment. If there is no change in behavior, no
learning is taking place.

Cognitivism - Learning theory that argues that the amount of learning depends on the capacity
of the learner to process information, memory, motivation and depth of processing capacity in
addition to previous knowledge.

Constructivism - Learning theory that focuses in the creation of meaning and knowledge based
on our own personal experiences and reflection on those experiences

Connectivism - Learning theory presented by George Siemens and Stephen Downes in 2004. See
Constructivism & Connectivism for further information.
Teaching Resources

Prezi presentation for the chapter as teaching resources.
Chapter 1 Prezi - Spring 2014 - OER
http://prezi.com/oxzp28_beqmu/foundations-and-theory-of-ple-and-onle/

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