scholarly journals Personal learning environment of the talented student - based on their own experiences

2019 ◽  
Vol 10 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Aneta Kamińska
Keyword(s):  
Learning Environment ◽  
Quantitative Research ◽  
Educational Process ◽  
Digital Tools ◽  
Digital Learning ◽  
Chat Rooms ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Talented Students

Aim. The purpose of the research is to depict how talented students create their personal learning environment. The author of that paper shows a difference that has occurred thanks to the comparison between the manner in which average students and talented students build their personal learning environment. Methods. The author has conducted quantitative research, by making a survey. The surveys were carried out among fifty talented students. This paper focuses on the presentation of their opinions. The respondents presented how they constructed their personal learning environment. Additionally, they expressed their viewpoints about their digital competences. Results. The analysis shows that talented students are familiar with the latest digital tools. It allows them to design their personal learning space effectively. They can collect and process information profitably. They are also keen to share their knowledge with other participants of an educational process via the Internet, using some complex and practical devices. Moreover, talented students prefer discussing educational problems with other students online. They use some appropriate tools, such as chat rooms and social networking services. According to the research, the author can conclude that talented students are able to build and improve their digital learning space very well. They seem to create their personal learning environment functionally and consciously. Conclusions. Talented learners use advanced searching strategies, methods of collecting and storing information, and also teamwork tools. It is particular that they are autonomous learners but they also like sharing knowledge with other learners. The level of information competences of the talented students is quite high.

scholarly journals Mason students’ ideal personal learning environment (PLE): What we know and don’t know about how students learn in the digital age

2016 ◽  
Vol 8 ◽  
Author(s):  
Nada Dabbagh ◽  
Helen Fake
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Daily Basis ◽  
Knowledge Generation ◽  
Digital Learning ◽  
Perceptual Cues ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment

A Personal Learning Environment or PLE is described as a process that helps students organize the influx of information and resources that they are faced with on a daily basis into a personalized digital learning space or experience. A PLE is primarily facilitated by cloud-based Web 2.0 technologies and services designed to help students create, organize, and share content, participate in collective knowledge generation, and manage their own meaning making. Hence, a PLE is student-designed around each student’s goals or learning approach. In a PLE, the student develops an individualized digital identity through the perceptual cues and cognitive affordances that the personalized learning environment provides such as what information to share and when, who to share it with, and how to effectively merge formal and informal learning experiences. To gather data on PLEs, Mason students were asked what do they like to learn about; what hardware (devices) and software do they use to learn; what digital tools they wish they had access to for learning; and what their ideal PLE might look like. In this presentation, we will share student responses to these questions and provide recommendations for supporting the development PLEs in teaching and learning contexts.

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 ALGORITHM FOR THE FORMATION OF A PERSONAL LEARNING ENVIRONMENT BY MEANS OF STRUCTURING THE EDUCATIONAL SPACE OF THE UNIVERSITY BASED ON OFFICE365 AND MS TEAMS SERVICES

2020 ◽  
pp. 26-40
Author(s):  
Natalya Ivankova ◽  
Oleksii Ryzhov ◽  
Oleksii Androsov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cloud Services ◽  
Main Element ◽  
Learning Space ◽  
Flexible Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The University

The algorithm of formation of a personal learning environment (PLE) and learning group environment for the organization of electronic distance learning in medical higher education institutions is offered. It was noted that the introduction of the COVID-19 quarantine raised the issue of reorganization of the learning space and accelerated the process of introducing the distance learning model. The experience gained by the authors during quarantine made it possible to form the stages of deploying the learning environment in the medical higher education institution and to define the educational space of the group as the main element of this environment. The main technological steps of creating subsystems of the educational space of the university for using cloud services MSO365 were considered using the example of Zaporizhzhia State Medical University. The conditions that allow creating a hierarchy of the learning environment were defined, namely: a project of the structure of the learning environment with the coordination of departments; registration of all participants of the learning process and creation of their accounts in Active Directory of the university; automated procedure of transferring group members to AD MSO365. The paper provides an example of a hierarchy of names, which is a reflection of the structure of university departments in terms of staffing and determines the rights of access to the usage of services that ensure the implementation of the corresponding functions. The authors found that the user account is the first integrating service that allows the user to form a personal learning environment using OneDrive, web-site MS SharePoint, MS Forms and other office applications. It was noted that the user account is the lowest level of the hierarchy of the learning environment, the usage of which provides a learning space for groups. According to the authors, it is reasonable to use MS Groups to form academic groups. Using MS Teams, a teacher gets a flexible tool to form a learning environment for various organizational forms, namely: lectures, seminars, practical classes, independent work, etc. The authors proposed rules for forming group names in MS Groups and MS Teams. They presented an algorithm for deploying the department's learning environment and proposed a suggestion of structuring the subject's learning environment using MS Teams channels for a small number of groups in the department.

The influence of using parts of personal learning environment on student performance and learning motivation

2020 ◽  
Vol 1 (1) ◽  
pp. 42-50
Author(s):  
A. K. Pogrebnikov ◽  
V. N. Shestakov ◽  
Yu. Yu. Yakunin
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
Performance Indicators ◽  
Positive Impact ◽  
Educational Institution ◽  
Educational Process ◽  
Intermediate Grades ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Accounts

The article discusses the possibilities of creating and developing a personal educational environment (PLE) as a tool that allows students to improve their academic performance in universities. The study aims are to identify the links between the use of PLE parts and student performance indicators. Methods of mathematical statistics were used to investigate the results of a survey of 348 students about the use of information resources in the educational process. The analysis of the use of individual elements of the PLE for training and communication of students with each other and with teachers was held. Students using a personal learning environment mostly have a higher average mark, pass intermediate grades more successfully, and less often resort to retakes. The positive impact of using social networks and personal accounts for communication with teachers on performance indicators was revealed. One of the results of the study is the confirmation of the possibility of using PLE in an educational institution as a unified system that helps students in learning and improves average performance, due to the fact that a balanced set of elements of PLE involves in the work both successful and lagging students.

scholarly journals Advocating Personal Learning Environment (PLE) in Scientific Writing: Is Digital Tool More Powerful?

2019 ◽  
Vol 2 (1) ◽  
pp. 49-57
Author(s):  
Athi Fauzani Wisudawati
Keyword(s):  
Learning Environment ◽  
Academic Writing ◽  
English Education ◽  
Scientific Journal ◽  
Scientific Writing ◽  
Digital Tools ◽  
Digital Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Depth Interview

Personal learning environment (PLE) connects the formal and informal learning of the learners by utilizing both digital and non-digital tools. This concept is believed to be able to support the process of learning Scientific Writing because to construct an article is not enough relying on formal learning and a single tool provider. This paper reports the implementation as well as the tools used and impact of getting engaged in PLE for learning Scientific Writing. The research was conducted qualitatively in narrative inquiry analysis while the data was collected through observation, questionnaire and in-depth interview. The participant was a graduate student majoring English Education department having experienced making a scientific journal. The learner admitted that collaborating both digital and non-digital tools is very meaningful, however the use of digital tools apparently more efficient as supported by Reinders (2014) to support different aspects of the learning process. This study is beneficial for ELT classroom, specifically for academic writing class where Scientific Writing is one of mandatory subject being taught by the lecturer. The tools revealed in the finding can be references for EFL learners to be applied in constructing Scientific Writing.

scholarly journals Are Students Ready to (re)-Design their Personal Learning Environment? The Case of the E-Dynamic.Space

2017 ◽  
Vol 6 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Caroline Kuhn
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Digital Tools ◽  
Web Based ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Scaffold Structure ◽  
Two Phases ◽  
Mind Set ◽  
Skills Use

The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also because they perceive the Internet as too open and loose, generating anxiety and uncertainty. They ask for support and guidance. Nevertheless they acknowledged the need to move from the visitor end to the resident one. The next phase will explore how these findings can inform the design principles of a scaffold structure for the re-design of students’ PLE.

Conceptual design and empirical study of a personal learning environment and network (PLE&N) to support peer-based social and lifelong learning

2017 ◽  
Vol 47 (2) ◽  
pp. 228-249 ◽  
Author(s):  
Haley Wing Chi Tsang ◽  
Eric Tsui
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Conceptual Design ◽  
Theory And Practice ◽  
Learning Space ◽  
Seamless Integration ◽  
Learning Skills ◽  
Content Type ◽  
Personal Learning ◽  
Personal Learning Environment

Purpose This paper aims to describe a conceptual design of Personal Learning Environment & Network (PLE&N) and a learning model developed in support of peer-based social and lifelong learning in higher education, which collaborate with classroom learning. Design/methodology/approach The model consists of students, instructors and external parties interacting synergistically in learning in PLE&N-enabled courses based on the collaborative designs of instructor-led pedagogical approach and external parties-assisted lifelong learning “first-mover” development. The research constructs, tests and assesses this model in courses of 12 subjects in nearly two years. Findings The practicality of the designs is evidenced in post-course surveys and reflected by students’ ability in productively using collaborative resources over the internet to create an ever-expanding personal learning space stretching from home to campus and beyond, oriented toward individuality, universality, ubiquity, interactivity and connectivity. Originality/value The research contributes to PLE&N, social and lifelong learning seamless integration in theory and practice to dramatically enhance students’ virtual learning skills.

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.

ANALYSIS OF FEEDBACK IN PERSONAL LEARNING ENVIRONMENT

2018 ◽  
pp. 36-41
Author(s):  
Yu. Yu. Yakunin ◽  
A. K. Pogrebnikov
Keyword(s):  
Learning Environment ◽  
Data Processing ◽  
Information Technologies ◽  
Real Data ◽  
Educational Process ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Control Actions ◽  
Source Data

The article discusses the approach to the use of personal learning environment for obtaining and analyzing feedback from students. The study was conducted on the basis of assessments and feedback from students, collected over six semesters. A total of 1200 students from the Institute of Space and Information Technologies of the Siberian Federal University took part in the research. An algorithm is proposed for selecting reliable estimates of students, allowing to clear the source data from interference and emissions, as well as to increase the relevance of these estimates. The results of the analysis of data from the students, showing the possibility of their use for the formation of control actions on the educational process are presented. Examples of real data reflecting interference, numerical characteristics of disciplines formed from the results of the survey, as well as the effect of interference on the results of data processing, are considered.

scholarly journals Formation of digital competence of future teachers of elementary school using blended learning and personal learning environment

2018 ◽  
Author(s):  
M. Gladun ◽  
D. Nastas ◽  
S. Spivak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Informal Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Characteristic Features

The article is devoted to the issue of formation and increasing digital competence of future primary school teachers. The article addresses the issue of the implementation of blended learning in higher education, analysis methods and software applications with which scientific and teaching staff engaged in educational activities. The characteristic features and needs of the new generation Z have been determined, the concepts of macro, meso and micro trends in European education have been analyzed. The authors discovered the meaning of Personal learning environment (PLE), substantiated the idea that giving students the opportunity to work in a qualitatively formed e-environment will allow them to acquire professional and soft-skills for later life, create their own e-portfolio, manage their own educational formal and informal learning process throughout life. There are highlighted and described the characteristic features of informal learning in the article. The emphasis in the work is on the personalization of educational trajectories of students, thanks to PLE tools. The use of ICT, in particular, network services, allows us to create the appropriate pedagogical and technological basis for the maintenance of modern informational systems of educational purposes, which are the priority in the basis of any educational process, the formation of digital competence, and the effective organization of the educational environment of an educational institution

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