Personal Learning Environments: looking back and looking forward

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.

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Tag-based collaborative filtering recommendation in personal learning environments

IEEE Transactions on Learning Technologies ◽

10.1109/tlt.2013.23 ◽

2013 ◽

Vol 6 (4) ◽

pp. 337-349 ◽

Cited By ~ 21

Author(s):

Mohamed Amine Chatti ◽

Simona Dakova ◽

Hendrik Thus ◽

Ulrik Schroeder

Keyword(s):

Collaborative Filtering ◽

Learning Environments ◽

Personal Learning ◽

Personal Learning Environments

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Experience in developing personal learning environments for the subject systems of data acquisition

2018 XIII Technologies Applied to Electronics Teaching Conference (TAEE) ◽

10.1109/taee.2018.8476040 ◽

2018 ◽

Cited By ~ 1

Author(s):

C. Rus-Casas ◽

Juan D. Aguilar-Pena ◽

G. Jimenez-Castillo ◽

M. A. Pena-Hita ◽

F. Munoz-Rodriguez

Keyword(s):

Data Acquisition ◽

Learning Environments ◽

Personal Learning ◽

Personal Learning Environments ◽

The Subject

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Teaching Power Electronics and Digital Electronics using Personal Learning Environments. From Traditional Learning to Remote Experiential Learning

International Journal of Online Engineering (iJOE) ◽

10.3991/ijoe.v13i08.6840 ◽

2017 ◽

Vol 13 (08) ◽

pp. 18

Author(s):

Mourad Gourmaj ◽

Ahmed Naddami ◽

Ahmed Fahli ◽

Driss Nehari

Keyword(s):

Learning Environments ◽

Management System ◽

Learning By Doing ◽

Limiting Factors ◽

Traditional Learning ◽

Main Question ◽

Personal Learning ◽

Learning Modules ◽

Personal Learning Environments ◽

Efficient Learning

Practical works have a fundamental role in the curriculum of any scientist, engineer, and technician. It helps learners to face the real world and put in practice what they have learned to judge their operability. Moreover, due to some limiting factors and due to the growth number of learners, universities and institutes have become inapt to give efficient learning. Distance education presents a future key to reduce these restrictions. Currently, remote experiments together with web-based courses approach significantly contribute to many aspects of education for learners. In this context, the main question addressed is how we ensure that an educational system evolves to better serve the needs of learners? The present work proposes a solution based on student’s Personal Learning Environments ‘PLEs’. PLEs are educational platforms that help learners take control and manage their own learning process, learning modules with remote experiments, for reaching a specific goal. In order to response these criteria we use the Learning Management System (LMS) Moodle, the e-portfolio Mahara, the Remote Laboratory Management System (RLMS) iLab Shared Architecture (ISA) with additional tools and plug-ins to implement the learning by doing environment.

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Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

Informacijos mokslai ◽

10.15388/im.2020.88.31 ◽

2020 ◽

Vol 88 ◽

pp. 46-65

Author(s):

Marija Stonkienė ◽

Erika Janiūnienė

Keyword(s):

Social Media ◽

Informal Learning ◽

Learning Environments ◽

Media Content ◽

Learning Networks ◽

Personal Learning Networks ◽

Personal Learning ◽

Personal Learning Environments ◽

Collaborative Interaction ◽

The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

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