scholarly journals Personal learning environments: A Big Data perspective

2016 ◽  
Vol 6 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Selami Bagriyanik ◽  
Adem Karahoca
Keyword(s):  
Big Data ◽  
Learning Environment ◽  
Learning Environments ◽  
Data Gathering ◽  
Field Surveys ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Literature Reviews ◽  
Vocational Competence ◽  
Personal Learning Environments

Problem Statement: Traditional instructional learning based platforms (e.g., Learning Management Systems) and master – apprentice model is not sufficient for the companies and their human capital anymore. Employees should lead their vocational competence in a connected, fast changing world. It is a great challenge for enterprises and people to find relevant learning resources in an unstructured, scattered, distributed,  and overwhelmingly large amount of information ocean and un-learn / learn continuously in this environment.Purpose of Study: Personal Learning Environments enhanced with Big Data analysis opportunities and emerging technologies seem a solution for the aforementioned problem. This study aims to propose a preliminary Personal Learning Environment Architecture leveraging Big Data possibilities.Methods: Systematic literature review method is used to review the literature reviews  including the research of Big Data in education and personal learning environments.Findings and Results: Based on the literature knowledge captured, a preliminary personal learning environment architecture is synthesized and proposed.Conclusions and Recommendations: Proposed preliminary architecture seems to address basic usecases in the literature. However a detailed data gathering should be conducted in a large enterprise using more sophisticated technics such as field surveys, descriptive analytics and case studies. Although the architecture is promising for the personal learning environments, it needs systematic validation with more data both technologically and andragogically.  Keywords: big data in education, personal learning environment, personal learning assistant, learning mentor, learning analytics.  

Factors Affecting the Design and Development of a Personal Learning Environment

2012 ◽  
pp. 226-236
Author(s):  
Helene Fournier ◽  
Rita Kop
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Learning Environments ◽  
Technology Use ◽  
Interface Design ◽  
Design And Development ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

Context-Aware Cloud Computing for Personal Learning Environment

2016 ◽  
pp. 123-140
Author(s):  
Feng Chen ◽  
Ali H. Al-Bayatti ◽  
Francois Siewe
Keyword(s):  
Cloud Computing ◽  
Learning Environments ◽  
User Profile ◽  
Virtual Learning ◽  
Resource Utilisation ◽  
Context Aware ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Virtual Platform

Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are normally institution centric and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLEs), which are learner-centric and provide lifelong access as well as the ability of a user to produce (share) and consume information resources easily. In this research, a context-aware cloud based PLE architecture is proposed, which is driven by a Context-Aware Engine to acquire, filter and interpret context information based on the preferences defined in user profile, where cloud computing is taken as service infrastructure. An illustrative personal learning scenario is investigated to demonstrate the proof of concept implementation. The results show the benefits of the proposed architecture on resource utilisation and user experience.

The Centralisation Dilemma in Educational IT

2012 ◽  
pp. 1-9 ◽  
Author(s):  
Martin Weller
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Third Party ◽  
Reliability Data ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Range Of Functions ◽  
Technical Issues

The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

The Centralisation Dilemma in Educational IT

2010 ◽  
Vol 1 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Martin Weller
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Third Party ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Range Of Functions ◽  
Technical Issues

The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

scholarly journals The impact of developing a system of personal learning environments in developing the skills of employing some Web 2.0 applications in the teaching of computer teachers

2018 ◽  
Vol 2 (6) ◽  
Author(s):  
 Ahmed bin Mustour bin Saleh Al Ghamdi - Akram Fathi Mustafa
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Web Applications ◽  
Arithmetic Mean ◽  
Experimental Sample ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Remote Observation ◽  
Level Of Significance ◽  
The Impact

The aim of the research was to identify the impact of developing a system of personal learning environments on developing the skills of employing web applications in teaching teachers. The research sample consisted of (33) computer teachers in Unaiza governorate. The experimental sample was taught through a learning environment Personalized on Netvibes platform (Netvibes). The results of the study showed that there were statistically significant differences at the level of significance (0.05) between the arithmetic mean of the observation card and the arithmetic mean of the remote observation card in favor of the remote observation card.

Mash-Up Personal Learning Environments

2011 ◽  
pp. 126-149 ◽  
Author(s):  
Fridolin Wild ◽  
Felix Mödritscher ◽  
Steinn Sigurdarson
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Environment Design ◽  
End User ◽  
New Approach ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Environment Design ◽  
Enhanced Learning

In this chapter, the authors formulate a critique on the contemporary models and theories of learning environment design, while at the same time proposing a new approach that puts the learner centre stage. It will be argued that this approach is more apt to explain technology-enhanced learning and is more helpful in guiding (even end-user driven) engineering and maintenance of personalized learning environments. The authors call this new approach a mash-up personal learning environment (MUPPLE) and it is a vision (and prototype) of the future of personalized, networked, and collaborative learning.

Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers

2017 ◽  
Vol 12 (4) ◽  
pp. 14-24 ◽  
Author(s):  
Adolfina Pérez Garcias ◽  
Victoria I. Marín
Keyword(s):  
Learning Environments ◽  
Balearic Islands ◽  
Design Based Research ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Teachers And Students ◽  
Didactic Strategies ◽  
University Course ◽  
The University

This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the University of the Balearic Islands (Spain). Four teachers, one researcher and over 600 students took part in the study. The results show that both teachers and students were satisfied with the didactic strategy based on PLE management (Personal Learning Environment). There were also resulting signs showing that the students transferred what they had learnt to other contexts, and the strategy designed by the lecturers showed continuity. All this leads to the conclusion that the foundations have been set for a change in methodology.

Evolving a Social Networking Platform into a Smart Personalised Learning Environment (PLE) or the Other Way Around

2014 ◽  
Vol 3 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Steve Goschnick
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Management Systems ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of Learning Management Systems (LMS), with those popularised in Social Networking platforms, to personalise the individual learning experience in a PLE (Personal Learning Environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this paper then demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

The Centralisation Dilemma in Educational IT

2012 ◽  
pp. 1550-1558
Author(s):  
Martin Weller
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Third Party ◽  
Reliability Data ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Range Of Functions ◽  
Technical Issues

The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.

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