Supporting Self-Regulated Learning within a Personal Learning Environment: The OpenLearn Case Study

2011 ◽  
Author(s):  
Alexander Mikroyannidis
Keyword(s):  
Learning Environment ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment ◽  
Regulated Learning

Making it Rich and Personal

2012 ◽  
pp. 177-192
Author(s):  
Su White ◽  
Hugh C. Davis
Keyword(s):  
Learning Environment ◽  
Academic Community ◽  
Technology Infrastructure ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Institutional Processes ◽  
Personal Learning Environment ◽  
Use Of Technology ◽  
Collective Commitment

Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.

scholarly journals Academic English Teaching for Postgraduates Based on Self-regulated Learning Environment: A Case Study of Academic Reading Course

2016 ◽  
Vol 9 (5) ◽  
pp. 214 ◽  
Author(s):  
Wei Zhao
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
First Grade ◽  
Academic English ◽  
Academic Journal ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students’ self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.</p>

scholarly journals Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

2021 ◽  
pp. 761-782
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E Sujo-Montes ◽  
Hoda Harati ◽  
Claudia R. Rodas
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Open Educational Resources ◽  
Learning Goals ◽  
Lifelong Learners ◽  
Personal Learning ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment

Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.

scholarly journals Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

2019 ◽  
Vol 9 (3) ◽  
pp. 13-31 ◽  
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E Sujo-Montes ◽  
Hoda Harati ◽  
Claudia R. Rodas
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Open Educational Resources ◽  
Learning Goals ◽  
Digital Learning ◽  
Personal Learning ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment

Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.

Making it Rich and Personal

2011 ◽  
Vol 2 (4) ◽  
pp. 23-39 ◽  
Author(s):  
Su White ◽  
Hugh C. Davis
Keyword(s):  
Learning Environment ◽  
Academic Community ◽  
Technology Infrastructure ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Institutional Processes ◽  
Personal Learning Environment ◽  
Use Of Technology ◽  
Collective Commitment

Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.

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