scholarly journals First steps towards a university social network on personal learning environments

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Veronica Marin Diaz ◽  
Ana Isabel Vazquez Martinez ◽  
Karen Josephine McMullin
Keyword(s):  
Social Network ◽  
Learning Environments ◽  
University Professors ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Education Today ◽  
The Media ◽  
Internet In Education ◽  
The University

<p>The evolution of the media and the Internet in education today is an unquestionable reality. At the university level, the use of Web 2.0 tools has become increasingly visible in the new resources that professors have been incorporating both into the classroom and into their research, reinforcing the methodological renewal that the implementation of the EHEA has demanded. The aim of this article is to introduce DIPRO 2.0, an educational social network for university professors to develop their training in the area of personal learning environments through collaborative learning and production of knowledge.</p>

Trajectory of an Institutional PLE in Higher Education Based on an e-Portfolios System

2015 ◽  
pp. 132-156
Author(s):  
Jesús Salinas ◽  
Victoria I. Marín
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Virtual Learning Environment ◽  
Balearic Islands ◽  
Good Tool ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Student Questionnaire ◽  
Academic Information ◽  
The University

This paper presents a study during four academic years (from 2010/11 to 2013/14) on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolios system. The study was conducted in the University of the Balearic Islands (Spain) and a total of 232 students enrolled to a graduate compulsory course of the fourth year of the studies of Pedagogy took part in the study. The course was performed using the project-based method, and the study was carried out by phases. The collection of data was done through observation and monitoring the e-portfolio activity, a student questionnaire and the observation of student output. These data showed that this kind of environment is used almost exclusively for academic purposes. Some conclusions are that e-portfolio is a good tool for the organization of academic information and that it is useful for collaborating and working in groups.

Applying Social Network Analysis and Social Capital in Personal Learning Environments of Informal Learning

2012 ◽  
pp. 75-92 ◽  
Author(s):  
Xiaojun Chen ◽  
Jea H. Choi ◽  
Ji Hyun Yu
Keyword(s):  
Social Capital ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Informal Learning ◽  
Learning Environments ◽  
Personal Network ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaboration Dynamics

Recently, researchers in the instructional technology and learning sciences arenas have started to pay attention to the concept of Personal Learning Environments (PLE). With the aim to investigate how social network theory could indicate the desired indicators for successful Personal Learning Environments, the authors are addressing social capital theory as a conceptual framework to understand the network landscape within informal learning environments. Social capital is an inherent property of network and collaboration dynamics, along with key indicators related to personal network measurements. Personal network analysis as a means to evaluate the social capital is discussed later in this chapter. This chapter is not about learning what or learning as becoming, but about how people learn with whom, and with what degree of influence. It will be helpful to educators or researchers who are interested in measuring academic and psychosocial outcomes within the presence of social capital when applying personal social network analysis in personal learning networks.

scholarly journals Entornos personales de aprendizaje (PLE) en el Grado de

2017 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Eduardo Chaves-Barboza ◽  
Tomás Sola-Martínez
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Learning Environments ◽  
Bachelor's Degree ◽  
Variance Test ◽  
Likert Scales ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Correlation Tests ◽  
The University

This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE). It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students’ PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor’s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval). Also, correlation tests (Kendall coefficient τ) and analysis of variance (test of Kruskal-Wallis H) were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.

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.

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.

scholarly journals Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs)

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Sami Şahin ◽  
Çelebi Uluyol
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Learning Environments ◽  
Learning Needs ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
Video Sharing ◽  
Internet Searching ◽  
Personal Learning Environments ◽  
Educational Contents

Personal learning environments (PLEs) are Web 2.0 tools and services by which users’ access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers’ PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.

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.

scholarly journals Tag-based collaborative filtering recommendation in personal learning environments

2013 ◽  
Vol 6 (4) ◽  
pp. 337-349 ◽  
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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