A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

2014 ◽  
Vol 46 (4) ◽  
pp. 780-792 ◽  
Author(s):  
Ebrahim Rahimi ◽  
Jan van den Berg ◽  
Wim Veen
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Model ◽  
Educational Process ◽  
Personal Learning ◽  
Personal Learning Environments

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Personal Learning Environments

2012 ◽  
pp. 166-176 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments ◽  
Media Transformation

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Mobile Web 2.0

2011 ◽  
pp. 180-195 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Mobile Devices ◽  
Internet Access ◽  
New Paradigm ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
The Web

In this chapter, the author reflects on the emergence of Mobile Web 2.0, a new paradigm for learning in the 21st century, made possible by the combination of a powerful generation of mobile devices with Internet access and the Web 2.0 technologies that allow collaboration, participation, knowledge sharing and construction. The author presents the theoretical framework which sustains learning with mobile devices, and reflects on the potential of Mobile Web 2.0 for the development of informal learning and the construction of personal learning environments. Finally, the chapter presents educational scenarios for the development of mobile learning using Web 2.0 tools, in particular, those made possible using Twitter and m-Flickr.

Personal Learning Environments

2016 ◽  
pp. 32-54 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Evolution Of Technology ◽  
Use Of The Internet ◽  
The Web

Over the past 10 years there has been a great evolution of technology and the way the teaching and learning process is developed, as well as how research and publication are carried out. The Web 2.0, a term coined by O'Reilly in 2004, has introduced a new concept to the use of the Internet, in particular as it relates to the educational framework. The web 2.0 tools allow the creation of emerging ubiquitous environments that enable the development and management of a real Personal Learning Environment (PLE). This chapter is a proposal for the “Handbook of Applied Research on E-Learning in Engineering and Architecture Education” and represents a literature review on the topic of Personal Learning Environments (PLE). It explores the definition around the concept of PLE, its history, the advantages for its use in a lifelong learning process and its importance in the scope of the present research.

scholarly journals Personal learning Environments based on Web 2.0 services in higher education

2019 ◽  
Vol 38 ◽  
pp. 194-206 ◽  
Author(s):  
Ricardo Torres Kompen ◽  
Palitha Edirisingha ◽  
Xavier Canaleta ◽  
Maria Alsina ◽  
Josep Maria Monguet
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Environments ◽  
Personal Learning ◽  
Personal Learning Environments

scholarly journals Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning

2013 ◽  
Vol 21 ◽  
Author(s):  
Peter Reed
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Learning Environments ◽  
Digital Natives ◽  
The Internet ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Student's Attitudes

Since the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching.Keywords: Twitter; communication; personal learning environments; Digital Natives/Immigrants; Digital Visitors/Residents(Published: 12 September 2013)Citation: Research in Learning Technology 2013, 21: 19692 - http://dx.doi.org/10.3402/rlt.v21i0.19692

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