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The_PLE
Personal Learning Environment
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El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLE)

En este capítulo se hace una aproximación al desarrollo profesional docente entendido, más que como un proceso de adquisición de información, como un proceso de aprendizaje socio-cultural basado en la participación y en la reflexión práctica. En esta línea, se explora cómo dicho proceso se ha enriquecido con la existencia y utilización de las TIC, y cómo la creación y gestión de entornos personales de aprendizaje (PLE) ha supuesto un vía de ampliación de dicho proceso de desarrollo profesional que además ha propiciado la interacción y comunicación con otros colegas. Con base en el análisis previo y en la experiencia acumulada en la investigación, en la segunda parte de este capítulo se hace una propuesta práctica para la creación, gestión y/o enriquecimiento del propio PLE tomando como foco el desarrollo profesional docente.

 

http://digitum.um.es/xmlui/bitstream/10201/24647/1/CastanedaAdell2011preprint.pdf

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Applicability of the technology acceptance model for widget-based personal learning environments

This contribution presents results from two exploratory studies on technology acceptance and use of widget-based personal learning environments. Methodologically, the investigation carried out applies the unified theory of acceptance and use of technology (UTAUT). With the help of this instrument, the study assesses expert judgments about intentions to use and actual use of the emerging technology of flexibly arranged combinations of use-case-sized mini learning tools. This study aims to explore the applicability of the UTAUT model and questionnaire for widget-based personal learning environments and reports back on the experiences gained with the two studies.

 

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Illich Revisited: Was the Personal Learning Environment a mistake?

Illich Revisited: Was the Personal Learning Environment a mistake? | The_PLE | Scoop.it

The PLE is something which I have been involved with since near the beginning of its emergence in the e-learning world. In our work on the JISC PLE project, the words 'Personal', 'Learning' and 'Environment' were each questions that we asked. What did 'personal' mean? What did we mean by 'learning'? And what was an 'environment'? Our answers to these questions directed our thinking as we grappled with issues surrounding the 'locus of control' of learning and technology, the emergence of web services and the impact on the individual, and the burgeoning growth of technology within the institution. It lead to some thoughtful contributions about the PLE being a concept and not a thing (this despite the fact that we build a 'thing' (see http://www.reload.ac.uk/plex/ ) to explore the concept! - which possibly confused everyone...)

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The networked student model for construction of PLE 's: Balancing teacher control and student autonomy

Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.

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Envisioning the Post-LMS Era: The Open Learning Network

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Teachers, students, and administrators feel stuck with the either-or choice between the LMS and the PLE. The future of technology in higher education will in large part be defined by how we strike a balance between the two. We need to embrace both the efficiencies of the LMS and the institutional network and the affordances of the PLE and the web. As Gardner Campbell argued, it is no longer adequate to use technologies that primarily excel at "pointing students to data buckets and conduits we’ve already made for them." Rather, he insisted, we need to help students acquire the "digital fluency" necessary for them to assume "creative and responsible leadership in the post-Gutenberg age."35 The OLN framework depicted in this article meets Campbell’s challenge — the same challenge posed by KnowledgeWorks to provide a "platform of resilience" for education, a "lightweight, modular infrastructure" that provides "responsive flexibility, distributed collaboration, and transparency."36 The OLN can do so by embracing both the efficiencies of the LMS and the affordances of the PLN, rejecting the "tyranny of OR" in favor of the "genius of AND."

 

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From PLN to PLE

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PLE, Do it Yourself and Education and the assumptions behind

PLE, Do it Yourself and Education and the assumptions behind | The_PLE | Scoop.it

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In conclusion, PLE, PLN, Do it yourself and online education via various means like MOOC have their own merits and limitations, and it would be important to question the assumptions behind each model of education and learning, in order to match the needs and expectations of BOTH educators and learners.

 

Learning in a landscape of practice or networks of practice is both challenging and rewarding, though, each promise comes also with basic questions: Is this sort of learning valued by the learners? Is it an effective way of learning? How? and Why? Research and continuous exploration through experimentation and application would likely provide the answer to the question of: What is knowledge? What is learning? And how does it occur at this digital age.


Via Mohsen Saadatmand
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Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens

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Lessons Learned from Participating in a Connectivist Massive Online Open Course (MOOC)

 This paper aims to shed light on an emergent kind of learning occurring as part of participating in global open online courses. Participants voluntarily jump into an ocean of complexity and fractal nature, yet are able to swim through and learn. The paper outlines Connectivism as the framework for such learning, and describes the structure of PLENK2010 course. Then, four lessons learned during the involvement of the author as a learner in the course are detailed, among them the different channels for learning in such an environment and the (no) need for direct assessment. As the course has still few weeks to go, the lessons learned so far will surely go under further consideration. However, those who consider participating in massive online open courses either as learners or as facilitators might benefit from this primary account.

 

http://www.openu.ac.il/research_center/chais2011/download/f-levyd-94_eng.pdf

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Opening Learning Management Systems to Personal Learning Environments

New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out of the classroom. But with Learning Management Systems (LMS) users have reached a plateau of productivity and stability. At the same time outside the walled garden of the LMS new transformative tools, services and ways of learning are already in use, within the PLE and PLN paradigms. The stability and maturity of the LMS may become yet another resistance factor working against the introduction of innovations. New tools and trends cannot be ignored, and this is the reason why learning platforms should become open and flexible environments. In the course of this article the reasons for this change and how it may be addressed will be discussed, together with a proposal for architecture based on Moodle.

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Making it rich and personal: the personal path to institutional learning environments

The world is changing and universities must respond to students’ needs and expectations in agile and effective ways. Learners enter university with an inevitable diversity of technological familiarity and a mix of naïve and sophisticated approaches to using technology as a part of their learning.
The University of Southampton has designed and is implementing a holistic learning environment radically different from the VLEs which have gained widespread use since the late 1990s. Starting from the concept of rich learning environment it became "more than a system, it’s a mindset". Social software, open data, co-creation and co-evolution are some of its hallmarks. We propose a framework for a digital cognitive apprenticeship to meet the combined challenges of ‘living and learning in a digital age’.
This presentation examines the roots of personal learning environments and considers the interplay of organisational ambitions and requirements needed to support personal learning in a university context.

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Personalized Learning Environment: Accommodating Individual Differences in Online Learning

As the online learning in education field is increasing, research must turn to study the focus upon this emerging trend of teaching and learning process. One of the issues is about the development of online course content and also individualized students' learning preferences. As we know, students are differing in learning styles, skills, and aptitude. Thus, this paper describes the concept of Personalized Learning Environment (PLE) and also discusses the issues on individual differences and personalized in online learning.

http://www.ipedr.net/vol5/no2/88-H10220.pdf
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Building Open Learning Environments with OpenSocial

Building Open Learning Environments with OpenSocial | The_PLE | Scoop.it
The project ROLE (Responsive Open Learning Environments) aims to support learners in assembling tools and resources in their own learning environment. This is needed in informal and lifelong learning, but can also be used in formal learning settings. To achieve this, an infrastructure is developed by ROLE which can be used by developers of tools and learning environments. Components of this infrastructure are an extension of OpenSocial and an online store for tools and assembled bundles of tools and resources.
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An analysis of teacher professionalism, in light of personal learning networks and an online habitus

Discourses on teacher professionalism illustrate its contested nature, and professional traits or paradigms are heavily influenced by ongoing tensions between managerialism and teacher autonomy. Yet, a singular class teacher habitus commonly features across discourses, which directly links the mindset of teachers to paid work in physical locations, for example sites of schooling, with notions of professional autonomy clearly constructed in terms of the relationship between teacher and student. In recent years, many teachers have engaged extensively with new work, online, away from sites of schooling. The literature relies on the computer network metaphor to explain the new relationships, spaces and data arising from what some connectivists and others have termed ‘personal learning networks’ (PLNs). In identifying themselves as teachers and working around selected educational key words and concepts, these professionals are creating knowledge, identities, and social and other capital. However, online PLNs are not sites of public discourse, as access and participation are restricted by cultural codes and methods of artifact creation. Teachers online may find that, similar to their work in sites of schooling, performativity may offer them individual rewards, at the same time drawing them from micro-level generativity, to macro-level envisioning of change. The existence of PLNs raises two questions. Firstly, should we broaden teacher habitus to recognise new professional values, actions, commitments, capacities, skills, impact and collaboration, where activity in PLNs does not involve clients, stakeholders and colleagues from physical work locations? Secondly, how might we reconceptualise online work so that in future, discourses on teacher professionalism recognise teachers’ work across multiple sites, yet retain a singular teacher habitus? The lack of criticality and empirical grounding in the literature on PLNs must also be addressed, in order for
our conceptualisations of the varied work of teachers to move beyond narrow theories of e-learning.

 

http://www.ris.uvt.ro/wp-content/uploads/2011/09/dnoble.pdf

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PLE en la formación continua del profesorado andaluz

PLE en la formación continua del profesorado andaluz | The_PLE | Scoop.it

OBJETIVOS GENERALES

- Despertar el interés de los docentes por la reflexión sobre su identidad digital y sus propios procesos de aprendizaje, y dirigirlo hacia la actualización profesional a través de Entornos Personales de Aprendizaje.

- Construir un Entorno Personal de Aprendizaje integrando los recursos y servicios que ya utiliza cada participante con otros nuevos, tras su identificación y análisis en base a las necesidades personales de cada docente.

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Cloud-based personal knowledge management as a service

This study tries to give a different perspective of the cloud application through a personal knowledge management perspective and its structure in the cloud computing environment. In recent years, there has been a great hype about cloud computing and different books and literature reviews have classified different types of cloud with various definitions and criteria focusing on mainly three different layers of services being infrastructure, platform and software. Instead, this paper provides a meta-observation over an integrated cloud ecosystem through the knowledge window through which a deeper insight into how the cloud, as an ecosystem, provides services that are not feasible in many conventional knowledge management approaches. Adopting a top-down approach, this study tries to illustrate the implications of the cloud at the personal levels from a knowledge-oriented perspective.

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Pedagogical Foundations For Personal Learning

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Explore the Next Generation of Cloud-Based E-Learning Environment

Advances in learning technologies offer new opportunities in enhancing learning that are taking place throughout the world. And cloud computing technologies have changed the way applications are developed and accessed. The new technologies enable the personal learning environment, utilising a range of tools to meet their interests and needs. Cloud-based applications are accessed from a web browser available anywhere and anytime. The following article we presents a mashup personal learning environment (MUPPLEs) that learning resources from emerging information of social networks. Learners can specify certain Web2.0 services and combine them in a MUPPLEs. This paper presents a cloud computing based solution for building a mashup personal learning environment which combines a wide range of technology, and tools to create an interactive tool. The platform offers reliable and scalable cloud-base services for E-learning platform and utilizes constructivist pedagogical approaches to learning and teaching under the personal learning environment.

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Supporting self-regulated learning within a personal learning environment: the OpenLearn case study

The rising demand of learners for multi-sourced content and learning environments customisable to their needs, has brought Personal Learning Environments (PLEs) to the forefront. This paper presents a case study regarding the PLE transformation of an existing open educational resources (OER) platform. A model for supporting self-regulated learning (SRL) is used to demonstrate this transformation in the learning process.

 

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Audel's comment, September 2, 2011 11:29 AM
Knwoelgde wants to be free, just like these articles!
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Original list of PLE Publications

Buchem, I., Attwell, G. & Torres, R. (2011). Understanding Personal Learning Environments: Literature Review and Syntheis Through Activity Theory Lense.
In: Proceedings on the PLE Conference 2011.

 

List of References used for the literature review in alphabetical order.

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A framework for the adoption and diffusion of Personal Learning Environments in commercial organisations: an exploratory study in the learning and development sector in the UK

This study presents an exploratory approach to identify the main factors of Personal Learning Environment (PLE) adoption and diffusion within commercial organisations. Utilising an inductive investigative approach via the use of Grounded Theory methodology, relevant adoption factors were identified and their resulting influence during various stages of the innovation diffusion process were proposed. Data was collected using semi-structured interviews followed by systematic analysis using a three-staged coding process. The results revealed 10 factors affecting the adoption of PLEs influencing the innovation diffusion process at various stages. Informed by the Technology Acceptance Model and Innovation Diffusion Theory, the proposed model could have important implications for key decision makers within commercial organisations, while adopting, rejecting and assimilating new technological innovations (e.g. PLE) for learning delivery.

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The Application of Mobile-Learning for Web 2.0 Platform

 Mobile-Learning (m-learning) is a valuable learning method because almost people have. With the advent of the Web 2.0 of m-learning is possible even outside Personal Learning Environment (PLE) to communities world-wide. With mobile technologies and educational games we can address new learning communities for m-learning. In this study, we introduce the first Web 2.0 personal learning environment for m-learning. We have developed a generic and interoperable data model for m-learning .Learners are recoded to learn experience in Learner’s Blog, learn Experience and Learning methods are important to learning about everything. This research work shows how modern information technologies assist users to diffuse knowledge across the borderlines of communities and societies.

 

http://bai-conference.org/BAI2011/Papers/1.Strategy/1112.doc

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The Personal Learning Environment. Moving beyond the VLE and SharePoint Learning Platform

The Personal Learning Environment. Moving beyond the VLE and SharePoint Learning Platform | The_PLE | Scoop.it

... it is clear to see that the best practive we currently identify by those at the cutting edge of technology use within education has one key attribute in common: it is student centric. It is for this reason that we should all ensure our VLE’s, MLE’s Learning Platforms, Learning Gateways and whatever it is we want to call them increasingly become one thing. A personal learning environment where students can add, edit, tag, comment, search, share and review their learning. This is surely the reason behind our use of technology within education: to promote independance and interdependance amongst learners and instant interaction and feedback with students and teachers to ensure we are engaging in meaningful learning.

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SEMantic Internet Education (SEMIE) Tool

SEMIE – SEMantic Internet Education is a browser-like tool offering a new modern way of learning using Internet for getting newest information and social media functionality but also incorporating traditional eLearning methods like usage of SCORM objects. The learning experience is tailored to user’s profile, preferences and social network activities. An additional advantage of using SEMIE is the automatic update of content, ensuring that students always get the newest eLearning content. Users can annotate and collaborate with other students and teachers using SEMIE user interface and add additional content from the Web or manually create content. Content and annotations can be private (me only), shared (with friends or class) or public (available to everyone in the school or even on the Internet). In addition to the learning experience SEMIE can connect you with people visiting the same courses and sharing the same interests by acting as an intelligent agent.

 

http://www.iicm.tugraz.at/0x811bc82b_0x0011b35a

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PLE for Professional Development


Via Amanda McAndrew
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