Are the open issues of social software-based personal learning environment practices being addressed?

2009 ◽  
Author(s):  
Antti Syvänen ◽  
Joanna Muukkonen ◽  
Mika Sihvonen
Keyword(s):  
Learning Environment ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Open Issues

Social Networking and Personal Learning Environment

2009 ◽  
pp. 713-720 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

scholarly journals Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment

2017 ◽  
Vol 6 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Mark William Johnson ◽  
Denise Prescott ◽  
Sarah Lyon
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Formal Education ◽  
Continuing Professional Development ◽  
Social Software ◽  
Learner Engagement ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Viable System ◽  
Corporate Social

The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be “non-institutional” technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who have to negotiate different institutional and discursive contexts – whether within corporate social software, formal education, work or the family? Drawing on previous work focusing on how learners maintain personal coherence in organising learning between different contexts, institutional theory is used to revise the model of the learner as a ‘viable system’, which focuses on the dynamics of transactions that learners make with different institutional entities. Data from an online Continuing Professional Development (CPD) course in acute cancer care is analysed to show how learner transactions indicate constraints bearing upon learners both from their professional context and from their formal educational study. The pattern of learner engagement suggests that the interaction of constraints creates the conditions to motivate in-depth contribution to the course forums.  This finding leads us to suggest a rethink of pedagogy within the PLE, and a broader consideration of institutional and other constraints in educational dynamics.

Social Networking and Personal Learning Environment

2010 ◽  
pp. 238-247 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

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