Personal Learning Environments and the Integration with Learning Management Systems

2013 ◽  
pp. 16-21 ◽  
Author(s):  
Miguel Ángel Conde ◽  
Francisco José García-Peñalvo ◽  
María José Casany ◽  
Marc Alier Forment
Keyword(s):  
Learning Environments ◽  
Learning Management Systems ◽  
Management Systems ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Learning Management

scholarly journals Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

2021 ◽  
Vol 16 (24) ◽  
pp. 57-73
Author(s):  
Sarah Alserhan ◽  
Noraffandy Yahaya
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Information And Communications Technologies ◽  
Personal Learning ◽  
Communications Technologies ◽  
Personal Learning Environments ◽  
Learning Management ◽  
K 12

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

Personal Knowledge Integrators

2013 ◽  
Vol 4 (4) ◽  
pp. 59-68 ◽  
Author(s):  
David C. White
Keyword(s):  
Learning Environments ◽  
Design Science ◽  
File Systems ◽  
Learning Management Systems ◽  
Personal Knowledge ◽  
Management Systems ◽  
Personal Learning ◽  
Sources And Sinks ◽  
Exchange Information ◽  
Personal Learning Environments

This paper discusses, in the context of personal learning environments, the need for Personal Knowledge Integrators – PKI’s or Knowers. It first illustrates and establishes the need for Knowers with usage scenarios and people’s requirements. It then describes the elements required to make a Knower which can exchange information with other Knowers, regardless of different platforms or technologies. Knowers will provide a person with a knowledge hub synchronising with learning management systems, personal learning environments, file systems and other sources and sinks of information. A design science approach is described with iterative cycles of design and prototyping.

Through the Looking Glass

2013 ◽  
pp. 446-465
Author(s):  
Phil Ice ◽  
Melissa Burgess
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Emerging Technologies ◽  
Learning Management Systems ◽  
Digital Publishing ◽  
Management Systems ◽  
On Demand ◽  
Learning Management ◽  
Looking Glass

This chapter explores how emerging technologies may challenge the CoI framework to evolve and account for new types of learner and instructor interactions. An exploration of processes inherent within the three presences is contextualized against the architecture of learning management systems, with attention given to those elements that are most likely to be impacted moving forward. As examples, innovations in digital publishing, multi-screen, multi-user virtual environments, on-demand education, adaptive learning environments and analytics are discussed, with a focus on how advancements in these areas may require rethinking and realignment of some aspects of the CoI framework.

Formatives Assessment in offenen, informellen, vernetzten Lernszenarien

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Daniel Herding ◽  
Ulrik Schroeder ◽  
Patrick Stalljohann ◽  
Mohamed Amine Chatti
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Management Systems ◽  
Formative Feedback ◽  
Management Systems ◽  
Online Learning Environments ◽  
Research Questions ◽  
Learning Management ◽  
Formatives Assessment

Summary While assessment with closed questions is supported by current Learning Management Systems, there are still shortcomings in formative feedback regarding open-ended tasks. Furthermore, new types of interaction and collaboration in online learning environments have emerged in the last years. This contribution discusses three research questions that have to be answered in order to embed the new forms of assessment in institutional education.

scholarly journals Open Social Learning y educación superior. Oportunidades y retos

2012 ◽  
Vol 60 ◽  
pp. 191-203 ◽  
Author(s):  
Inés Gil-Jaurena ◽  
Daniel Domínguez Figaredo
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educación Superior ◽  
Personal Learning ◽  
Educacion Superior ◽  
Personal Learning Environment ◽  
Learning Management ◽  
Modelo Pedagógico

El texto que se presenta analiza la potencialidad del Open Social Learning (osl), aprendizaje social abierto, en la educación superior a distancia. Tras comentar algunos aspectos acerca de las herramientas tecnológicas más extendidas en este ámbito, como son los sistemas de gestión de recursos (lms por las siglas en inglés de learning management systems), se revisa el concepto de osl y sus rasgos más relevantes: la noción de abierto, el carácter social y la centralidad del aprendizaje; se repasan las oportunidades que ofrece para facilitar aspectos como la generación de entornos personales de aprendizaje (ple por personal learning environment); la creación de comunidad; la validación colectiva de los contenidos, etc. Sin embargo, la implantación del osl genera reticencias y presenta retos para su integración en los sistemas de educación superior, retos que también se analizan y que se encuentran ligados, fundamentalmente, a la gestión del proceso de cambio del modelo pedagógico y a la evaluación de los aprendizajes.

An Architecture for Learning Environments Based on the Lightweight Integration of Intelligent Agents

2012 ◽  
pp. 387-401 ◽  
Author(s):  
Sergey Butakov ◽  
Denis Smoline ◽  
Nousheen Naimat Samuel ◽  
Naima Naimat Samuel
Keyword(s):  
Learning Environments ◽  
Intelligent Agents ◽  
System Development ◽  
Learning Management Systems ◽  
Course Management System ◽  
Management Systems ◽  
Agent Based ◽  
Agent Platforms ◽  
Multi Agent ◽  
Learning Management

The main objectives of this chapter are to provide a review of multi-agent platforms for learning environments, to discuss the use of lightweight integration technologies in learning management systems, and to outline the theoretical framework for a multi-agent based platform for course provisioning. The proposed framework places a message switching system at the center of the architecture, providing an effective yet lightweight mechanism for agent communications. The chapter also provides two practical examples of the implementation of lightweight integration technologies for course management system development. The examples show the feasibility of implementing the proposed lightweight architecture, showing how the agent based elements could be added to existing learning management systems.

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

Sign in / Sign up

Export Citation Format

Share Document