So, we’ve come to the end of our closer look at the Recording Phase of the personal learning environment. Hopefully, you’ve picked up some tools or tricks that you can apply to this relatively administrative part of the PLE.
Over the month, we’ve looked at the Recording Phase as a time to gather articles and links to interesting or inspiring information related to your projects, current and future, and as a time to brainstorm and focus your project. For students, the Recording Phase is an excellent time to learn and practice various information literacy, research, analysis, and distributed cognition skills.
The Recording Phase is a time to explore, to see what’s out there, and to let it inspire or help shape your project. It a daily process, but it shouldn’t be allowed to take over more than an hour of your day or you won’t have time to work on your actual project. (It’s okay if you call the occasional “mental health day” if you’ve found a really interesting rabbit hole in your reading. But only occasionally.)
In May, we’ll look at the Processing Phase, which is a time for more decision and action. But next month, we’ll be looking at the role play has in the learning process, and why early childhood education reform advocates are way too late to the party in their reaction to the early childhood Common Core standards.