- Using SymbalooEDU as a PLE Organizer in Higher Education;
- Building Identity in an Institutionally Supported Personal Learning Environment - the case of SAPO Campus;
- Steps to Reflect on the Personal Learning Environment. Improving the Learning Process?
- Introducing Personal Learning Environments to Informal Learners: Lessons Learned from the OpenLearn Case Study;
- Developing Work based Personal Learning Environments in Small and Medium Enterprises;
- Enhancing Self Regulated Learning Skills for Improved PLE Use: A Problem Based Learning Approach;
- Sapo Campus Schools as a Disruptive Innovation Tool: Could it be the Educational Ba?
- Pedagogical Practices, Personal Learning Environments and the Future of eLearning;
- The Impact of Culture on Personalization of Learning Environments: Some Theoretical Insights;
- Psychological Ownership and Personal Learning Environments: Do sense of ownership and control really matter? - PLE-based ePortfolios: Towards Empowering Student Teachers’ PLEs through ePortfolio Processes;
- Analysis of Personal Learning Networks in Support of Teachers Presence Optimization;
- Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all;
- “Tips for Making a Movie”, a Learning Object for Autonomous Learning;
- First Time Building of a PLE in an ICT Post Graduation Course: Main Functions and Tools;
- Building Personal Learning Networks through Event- Based Social Media: a Case Study of the SMiLE Project;
- Sharing Personal Learning Environments for Widget Based Systems using a Widget Marketplace;
- Just4me: Functional Requirements to Support Informal Self-directed Learning in a Personal Ubiquitous Environment;
- Building a Shared Personal Learning Environment with SAPO Campus;
- Drupal as a Social Hub for Personal Learning;
- Designing and Implementing PLEs in a Secondary School Using Web2.0 Tools;
- Online Learning Communities: from Personal to Social Learning Environments.
Doctoral Consortium Sapo Campus Schools: Network Learning, Teaching and People;
- Diverse Knowledge Practices through Personal Learning Environments – A theoretical Framework
It is a model in which authentic, often hands-on, experiences and student interests drive the learning process, and the videos, as they are being proposed in the flipped classroom discourse, support the learning rather than being central or at the core of learning.
One of the major criticisms of this method though is that a dull unengaging content doesn't suddenly become engaging because it's on a video on the web, so how do we get students to engage with the content and make sure they watch it in a challenging and interactive way.
Vialogues is a useful tool for attempting to do this (though dull content will always be dull) because it enables you to create interaction around the video that actually gets students to think about and engage with the content.
A screencast is a digital recording of a computer screen with audio narration. Screencasts can include telestrator (‘John Madden pen’) annotations. Narrated slideshows include audio recordings synchronized to images without hand-drawn annotations.
Screencasts and narrated slideshows can be created with two kinds of tools:
1. Browser-based: Create an account on the website and use a modern web browser like Google Chrome or FireFox to record, save and share it.
2. Client-based: Download and install software on a computing device to record and save.
Ezvid is the best free video maker, screen recorder and slideshow maker for Windows, featuring video editing, screencasting and screen capture. You can instantly record your screen, desktop, browser, make gaming videos, and record virtually anything on your computer. No registration, no subscription, and no signup is required.
"The Flipped Classroom, as most know, has become quite the buzz in education. Its use in higher education has been given a lot of press recently. The purpose of this post is to:
Provide background for this model of learning with a focus on its use in higher education. Identify some problems with its use and implementation that if not addressed, could become just a fading fad. Propose a model for implementation based on an experiential cycle of learning model."