Toward a Model for the Conceptual Understanding of Personal Learning Environments: A Case Study

2011 ◽  
Vol 39 (4) ◽  
pp. 419-439 ◽  
Author(s):  
Malinka Ivanova ◽  
Mohamed Amine Chatti
Keyword(s):  
Learning Environments ◽  
Conceptual Understanding ◽  
Personal Learning ◽  
Personal Learning Environments

scholarly journals Implementing Mobile Learning Within Personal Learning Environments: A Study of Two Online Courses

2020 ◽  
Vol 21 (4) ◽  
pp. 181-198
Author(s):  
José Bidarra ◽  
Nuno Sousa
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Online Courses ◽  
Critical Discussion ◽  
Social Needs ◽  
Open University ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
The Impact

This article presents a case-study of two distance learning courses, in order to address the question of universal adoption of mobile devices and applications by students, and the impact of these devices in personal learning environments (PLEs). First, a critical discussion of the value of these concepts in the current technological context was carried out, followed by an analysis of their impact on educational use, based on data collected in online courses on physics and statistics at Universidade Aberta, the Portuguese Open University. The results indicated that all students have adopted mobile learning, and the make-up of an individual’s PLE depends more on the learning resources available rather than on gender or age. These findings can help provide more efficient ways to implement learning by connecting current social needs to learners’ mobile PLEs, particularly when flexibility of time and space are of utmost importance. Further studies at the Portuguese Open University will address a larger and more balanced sample of students across more course units.

scholarly journals PLE & PLN FOR LANGUAGE LEARNING AND TEACHING: A CASE STUDY

2016 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
LETIZIA CINGANOTTO ◽  
DANIELA CUCCURULLO
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Formación Permanente

Los recientes desarrollos de las tecnologías de aprendizaje están facilitando un cambio significativo en la experiencia formativa. El objetivo de este trabajo es explorar el potencial de los PLE (Personal Learning Environments) y de los PLN (Personal Learning Networks) a través de la descripción de un caso de estudio sobre una iniciativa de formación online: una respuesta innovadora a la gestión integrada de la "formación permanente" para la enseñanza de idiomas. El caso de estudio se refiere a una iniciativa online desarrollada a nivel internacional en 2012 y dirigida a profesores, formadores y educadores de todo el mundo, apasionados del aprendizaje de idiomas, utilizando tecnologías. Los autores planearon y moderaron una prueba de cinco semanas durante el "EVO 2012" (Electronic Village Online), ofreciendo una oportunidad libre para discutir y compartir ideas, prácticas y experiencias gracias a encuentros sincronizados en la plataforma Moodle, a través de videoconferencias con expertos internacionales y herramientas de trabajo asíncronos. El objetivo principal fue promover la conciencia de este tema, acompañando a profesorado y formadores en la explotación de las potencialidades de los PLE y de los PLN en clases de inglés para fines específicos (EFL en sus siglas en inglés).

scholarly journals A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

2016 ◽  
Vol 6 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Stefanos Armakolas ◽  
Alexander Mikroyannidis ◽  
Christos Panagiotakopoulos ◽  
Theofania Panousopoulou
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Self Regulation ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Pros And Cons

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about the penetration of PLEs in typical education. In particular, this case study aims at investigating the perceptions of educators about PLEs and their challenges in incorporating PLEs in their teaching practices. The findings are commented on the pros and cons of PLEs and the opportunities that they offer to the modern classroom. According to the results of the present research, most respondents are generally aware of the PLE concept and its advantages.

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.

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