The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also because they perceive the Internet as too open and loose, generating anxiety and uncertainty. They ask for support and guidance. Nevertheless they acknowledged the need to move from the visitor end to the resident one. The next phase will explore how these findings can inform the design principles of a scaffold structure for the re-design of students’ PLE.
Victoria Marín's insight:
Article that focus on the Visitor and Resident approach to explore and reflect upon students´ current digital practice.
¿Cuántos investigadores e investigadoras tienen conocimiento de las bondades de los medios sociales en lo que a investigación se refiere? ¿Conocen el potencial de la sindicación de contenidos vía RSS? ¿Autoarchivan sus publicaciones en algún repositorio y conocen sus beneficios? ¿Tienen página web personal o blog desde donde centralizar sus canales de comunicación y difusión científica? ¿Tienen presencia y son activos en redes sociales, ya sean estas genéricas o científicas? ¿Usan gestores bibliográficos sociales y sus servicios sociales adicionales para gestionar publicaciones de interés? etc. Estas son algunas de las muchas preguntas que me hago sobre la base de mi experiencia profesional y que, a las alturas que estamos, no dejan de sorprenderme.
Purpose - We explore the role of Personal Learning Environments in an already ICT-dense context and in combination with some educational approaches in the field of technology enhanced education. We analyze how Personal Learning Environments are not a device but a learning strategy that threatens the way educational institutions and their functions are understood, by contributing to enable a borderless learning society.
Design/methodology/approach - We will begin revisiting Vygotsky’s concept of the Zone of Proximal Development and assess the role of educators and educational institutions as the actual more knowledgeable others in scaffolding learners’ learning paths. This role will be put in relationship with different learning scenarios (formal, non-formal, informal and autodidactic) according to their inner structure (or lack of) and degree (or absence) of planning. Last, we put PLEs in relationship with other "physical" spaces (VLEs and LMSs), the digitization of content (open educational resources), records and assessments (e-Portfolios) and the possibility to flip some traditional tasks or processes that enabled regaining the social component in the classroom (Education 2.0).
Findings - We suggest that PLEs have come to close the circle of ICTs in Education with a highly transformative power: the power to blur the boundaries between formal teaching and informal learning. Indeed, the traditionally difficult transition from one learning scenario to a different one has been made smoother by the appearance of OER and, especially, social media constructs that can be used for learning purposes, especially within a PLE-based strategy.
Originality/value - It is stated that institutions should embrace and even foster the possibility that learners could easily and intensively switch educational resources, just like they could shift among different registers and learning scenarios, as a newly enabled way to tear down the artificial divisions that formal learning edified.
Introducción: los Entornos Personales de Aprendizaje en contextos de educación formalCésar Coll & Anna EngelProducción y evaluación de un Entorno Personal de Aprendizaje para la formación universitaria: análisis de una experienciaJulio Cabero-Almenara & Ana I. Vázquez-MartínezJust4Me: diseño pedagógico y funcional de un PLE para la autogestión del aprendizaje en distintos contextosIngrid Noguera, Iolanda Garcia & Begoña GrosEntornos de aprendizaje personales, educación superior y analítica del aprendizaje: un estudio sobre los efectos de la multiplicidad de servicios en las redes personales de estudiantes universitariosOskar Casquero, Ramón Ovelar, Jesús Romo & Manuel BenitoMás allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitariaLinda Castañeda & Jordi AdellLos entornos personales de aprendizaje en la educación superior: del diseño al usoCésar Coll, Anna Engel, Alexandra Saz & Alfonso BustosCambiando las reglas de juego: de los libros de texto al PLEManuel Area & Ana L. Sanabria
The term Personal Learning Environment (PLE) is associated with the desire to put the learner in control of his own learning process, so that he is able to set and accomplish the desired learning goals at the right time with the learning environment chosen by him. Gradually, such a learning environment includes several digital content, services and tools. It is thus summarized as the Virtual Learning Environment (VLE). Even though the construction of an individual PLE is a complex task, several approaches to support this process already exist. They mostly occur under the umbrella term PLE or with little accentuations like iPLE, which especially live within the context of institutions. This paper sums up the variety of attempts and technical approaches to establish a PLE and suggests a categorization for them
In case you missed it, Sylvia Duckworth released another of her wonderful Sketchnotes last week. This time, it deals with reasons why you should have a PLN. It's well worth sharing for those who aren't connected well with other educators or organizations. I strongly agree with all of the 10 points in the Sketchnote. Once…
This paper presents the results and reflections from a study conducted on students using the e-learning mode from the Panamerican University Foundation. The aim of the study was to identify learning strategies and styles as a basis for building personal learning environments (PLEs). This study was conducted under the parameters of a mixed research approach, which uses quantitative and qualitative techniques, as well as an interpretative approach. The main learning styles found were active, visual and global. In relation to learning strategies, a tendency towards web searching as well as schemes and summary preparation was found. Although these are the prevailing trends, the study allowed us to recognize that each person learns differently; their style and learning strategies are influenced by the environment and the resources at their disposal. This enables educational institutions to identify and make a available the techno-pedagogical tools and strategies required to strengthen and build PLEs that are more assertive and better adapted to the needs and interests of students.
Everyday learning is the learning that takes place everyday as individuals do their jobs – individually or working with their internal colleagues, as well as connecting with others in (online) professional networks and channels. It’s about continuously acquiring small pieces of information or skills (often unconsciously) that over time build up into a large body of knowledge or experience, which means an individual becomes proficient in their job and knowledgeable about their industry or profession.
In other words, as the diagram to the left shows, everyday learning happens:
as part of daily working – from a variety of everyday experiences at workas a personal daily learning activity – in whatever way(s) best suits the individual concerned
The PLE Conference has been an annual meeting where the research and practice on the Personal Learning Environment concept has always moved one step forward. It was held in Barcelona in 2010 for the first time and the debate was focused on the nature of the concept as well as on the establishment of its grounds. Since then, a lot has been learned and the discussion has shifted from teaching practices (Southampton 2011 and Aveiro 2012) to a broader vision that includes learning in diverse contexts (Berlin 2013) and through emerging approaches that enhance self-driven paths (Tallinn 2014).
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