Skip to main content
You are not a member of this wiki.
horizon-k12 2010 archive
2010 Horizon.K12 Wiki
Current Horizon.K12 Wiki
2010 Short List
Call for Examples
How to Participate
Review Press Clippings
RQ1: Discuss Topics
RQ2: Add New Topics
RQ3: Identify Critical Challenges
RQ4: Identify Key Trends
First Round Voting
Second Round Voting
Selected RSS Feeds
Google Custom Search
Horizon Project Central
The Horizon Report
Australia-New Zealand Edition
Business & Economic Development Edition
K12 Wiki Archive
2009 K12 Horizon Wiki
New Media Consortium (NMC)
Consortium for School Networking (CoSN)
2010 Short List Personal Learning Environments
2010 K12 Short List
2010 K12 Horizon Report Short List
Time-to-Adoption Horizon: One Year or Less
Time-to-Adoption Horizon: Two to Three Years
Time-to-Adoption Horizon: Four to Five Years
Personal Learning Environments
Thin Screens and Flexible Interfaces
Personal Learning Environments
Time-to-Adoption: Four to Five Years
Personal learning environments are described as systems for enabling self-directed and group-based learning, designed around each user’s goals, with great capacity for flexibility and customization. PLEs are conceived as drawing on a variety of discrete tools, perhaps chosen by the learner, which can be connected or used in concert in a transparent way. While the concept of PLEs is still very new and fluid, it does seem to be clear that a PLE is not simply a technology but an approach or process that is individualized by design, and thus different from person to person. It involves sociological and philosophical considerations and cannot be packaged, passed out and handed around as a cell phone or tablet computer could. Widespread adoption of PLEs, once the tools and approaches are clearer, will almost certainly also require a shift in attitudes toward technology, teaching, and learning.
Relevance for Teaching, Learning, or Creative Inquiry
PLEs may cater to students with differing learning styles; for instance, visual learners might be able to obtain material from a different source than auditory learners do.
Students using PLEs may benefit from the practice of keeping track of, and curating, their own resource collections.
Using PLEs may empower students to take greater control of their learning networks and connections with peers, experts, and others.
Personal Learning Environments in Practice
A seventh-grader describes her Symbaloo-based PLE and tells how she uses it in class in this 3-minute video:
Colorado Libraries has developed a series of lessons for information professionals, culminating in a capstone project to create an individual PLE:
Ph.D. candidate Wendy Drexler documents her and her middle-grade students’ experiences with PLEs:
For Further Reading
Emerging Technologies - Personal Learning Environments (PDF)
(Robert Godwin-Jones, Virginia Commonwealth University, Language Learning & Technology, vol. 13, no. 2, pp. 3-9, June 2009.)
This short paper gives an overview of how various tools have been used and integrated into personal learning environments.
Exploring Personal Learning Environments
Pontysdysgu is a learning technology think tank in the United Kingdom. Papers presented at the September 2009 Symposium on Personal Learning Environments at the the 2nd World Summit on the Knowledge Society are collected here, giving an overview of trends around using PLEs in education.
Personal Learning Environment - A Conceptual Study
(B. Taraghi, et al., Social Learning Dept, Graz University of Technology, Conference Presentation, September 2009.)
This paper presents a conceptual overview of how PLEs work and how they can be structured. While somewhat technical in nature, it gives a good overview of PLEs and the tools that power them.
help on how to format text
Horizon Project Wiki
Creative Commons License
Banner Image Photo Credits
The New Media Consortium
is an international 501(c)3 not-for-profit consortium of
hundreds of learning-focused organizations
dedicated to the exploration and use of new media and new technologies. (
Turn off "Getting Started"