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.

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.

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 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 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.  

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.

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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