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.

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 The Problem Field of Professional (Vocational) Education: Innovations and Ways to Improve

2021 ◽  
Vol 39 (5) ◽  
Author(s):  
Yuliya Zhuravlova ◽  
Nadiya Kichuk ◽  
Nina Zhuravska ◽  
Olena Yakovenko ◽  
Viktor Zhytnyk ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Vocational Education ◽  
Educational Technologies ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Methodological Approaches

The need for systemic changes in vocational education is considered since the sphere of higher education is in dire need of professionals capable of developing their students, mastering new educational technologies and new pedagogical and administrative tools. The authors reviewed the main methodological approaches and substantiated the use of the synergetic approach to finding ways to improve vocational education. As such a path, the authors proposed a synergy of a personal learning environment along with the correct motivation of students. The authors clearly showed the mechanism of the personal learning environment and the place of each of its participants and proposed a possible variant of the task for the student in this environment and the criteria for its assessment. 

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 Promoting Personal Learning Environment for Emerging Academic Writing for Publication for Higher Education Students

2020 ◽  
Vol 13 (2) ◽  
pp. 293-314
Author(s):  
Nur Arifah Drajati ◽  
A'thi Fauzani Wisudawati ◽  
Anis Handayani
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Environment ◽  
Language Learning ◽  
Academic Writing ◽  
Writing For Publication ◽  
Course Content ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Platform

Academic writing for publication in higher education is cognitively and linguistically complex. University students grapple with academic writing for publication because of academic genre/convention, linguistic competence, and academic literacy among others. For this reason, a learning environment does matter. The Personal Learning Environment (PLE) is a learner-controlled environment for language learning. To examine this issue, a qualitative study with an action research design conducted with 28 graduate students as participants. The three main findings: (1) ways of encouraging students to write academic writing for publication through the personal learning environment as a learning platform; (2) implementing PLE's in the academic writing for publication course: content knowledge consideration; and (3) implementing PLE's in the academic writing for publication course: pedagogical consideration. In general, the findings indicate that PLE gives positive impacts on emerging students' academic writing for publication in the context of higher education. The educational organization needs to consider this issue. Keywords: Action research, academic writing for publication, learning autonomy, personal learning environment 

scholarly journals Use of an Institutional Personal Learning Environment to support learning actions in Higher Education

2016 ◽  
Vol 5 (1) ◽  
pp. 53 ◽  
Author(s):  
Lucila Pérez Cascante ◽  
Jesús Salinas ◽  
Victoria Marín
Keyword(s):  
Learning Environment ◽  
Research Work ◽  
Experiment Data ◽  
Virtual Classrooms ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Academic Records ◽  
Teaching Learning ◽  
The University ◽  
Initial Results

Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.

scholarly journals Modelization of the Personal Learning Environment in the Moroccan Higher Education

2021 ◽  
pp. 300-304
Author(s):  
Chrifi Ibtissam ◽  
Tace Elmostafa ◽  
Radid Mohamed ◽  
Yazza Younes
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Management ◽  
Present Contribution ◽  
Daily Lives ◽  
Personal Learning ◽  
Digital Devices ◽  
Personal Learning Environment ◽  
Teaching Learning ◽  
The Way

Any research focusing on the teaching-learning process must focus on the learner, by mobilizing the various devices to facilitate and optimize learning. In this context, we introduce the integration of educational technologies into a personal learning environment (PLE). The PLE has significant potential for learning; namely self-construction and self-management of knowledge. According to Attwel (2007b), the development and improvement of PLE will lead to drastic changes in the way we use educational technology, as well as in the organization and ethics of education. With the present contribution, we try to modelize the PLE of students within institutions of higher education in Morocco. Based on data from a questionnaire put online using google forms, we have found that digital devices are ubiquitous in the daily lives of learners, but their practices are limited to distracting uses, and that the institutional framework remains more basic to manage their learning. The purpose of this study is to develop learning autonomy and to improve the way of using technologies through our student’s conception of the PLE.

Adaptable Personal E-Assessment

2012 ◽  
Vol 7 (4) ◽  
pp. 29-39 ◽  
Author(s):  
Lilyana Nacheva-Skopalik ◽  
Steve Green
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Assessment Tool ◽  
Learning Needs ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Inclusive Learning ◽  
The Individual ◽  
Personal Assessment ◽  
Specific Learning

This paper presents the concept of an adaptable personal learning environment (APLE) which meets the personal needs and requirements of the individual students. Such a system responds to the need of providing inclusive learning for a wider range of learners, which is an important agenda item for higher education institutions. For the complete design of an APLE it is necessary to integrate an adaptable personal assessment tool which is able to assess students’ performance, regardless of their specific learning needs and preferences, including those with disabilities.

scholarly journals Open for Learning: The CMS and the Open Learning Network

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Jon Mott ◽  
David Wiley
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Management System ◽  
Network Effect ◽  
Course Management System ◽  
Course Management ◽  
Open Learning ◽  
Personal Learning ◽  
Learning Network ◽  
Personal Learning Environment

The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)—a hybrid of the CMS and the personal learning environment (PLE)—is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.Keywords: course management system; higher education; open learning network; personal learning environment; technology; internet

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