Personal Learning Environments

2012 ◽  
pp. 166-176 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments ◽  
Media Transformation

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.

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.

Social Networking Theories and Tools to Support Connectivist Learning Activities

2009 ◽  
pp. 961-978
Author(s):  
M. C. Pettenati ◽  
M. E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Design Development ◽  
Personal Learning ◽  
Learning Practices ◽  
Personal Learning Environments ◽  
E Learning ◽  
Stages Of Learning ◽  
Networking Theories

This article considers the affordances of social networking theories and tools to build new and effective e-learning practices. We argue that “connectivism” (social networking applied to learning and knowledge contexts) can lead to a reconceptualization of learning in which formal, nonformal, and informal learning can be integrated as to build potentially lifelong learning activities to be experienced in “personal learning environments.” In order to provide a guide in the design, development, and improvement both of personal learning environments and in the related learning activities, we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. The derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

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.

scholarly journals Sustaining teacher control in a blog-based personal learning environment

2013 ◽  
Vol 14 (3) ◽  
pp. 109 ◽  
Author(s):  
Vladimir Tomberg ◽  
Mart Laanpere ◽  
Tobias Ley ◽  
Peeter Normak
Keyword(s):  
Learning Environments ◽  
Formal Education ◽  
Ease Of Use ◽  
Assessment Process ◽  
Course Management ◽  
Self Directed Learning ◽  
Traditional Role ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
And Control

<p>Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role of the teacher is being transformed into that of a facilitator. This change inevitably means a reduced level of control on the part of the teacher. This is evidenced, for example, in difficulties experienced in retaining the necessary levels of control when the learning process moves away from institutionally maintained systems to blog-based personal learning environments. In conducting a course in a formal education setting however, it is still essential for the teacher to retain control over certain learning activities, such as course enrolment, assignments, and the assessment process.</p><p>A course management plug-in for the WordPress blog platform called <em>LePress</em> was designed and developed as a possible solution to this problem. By using LePress, teachers are able to more easily manage and coordinate courses in a distributed blog-based environment. Teachers are able to regain control over some important aspects of online course management, while maintaining the learners’ freedom and choice for self-directed learning. This paper documents the results of a survey of a group of 37 teachers who used LePress for at least six months. The study demonstrates that by using LePress, teachers experienced an enhanced level of control over several aspects of the course and this reinforced their perception about the ease of use of the system.</p>

Personal Learning Environments

2016 ◽  
pp. 32-54 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Evolution Of Technology ◽  
Use Of The Internet ◽  
The Web

Over the past 10 years there has been a great evolution of technology and the way the teaching and learning process is developed, as well as how research and publication are carried out. The Web 2.0, a term coined by O'Reilly in 2004, has introduced a new concept to the use of the Internet, in particular as it relates to the educational framework. The web 2.0 tools allow the creation of emerging ubiquitous environments that enable the development and management of a real Personal Learning Environment (PLE). This chapter is a proposal for the “Handbook of Applied Research on E-Learning in Engineering and Architecture Education” and represents a literature review on the topic of Personal Learning Environments (PLE). It explores the definition around the concept of PLE, its history, the advantages for its use in a lifelong learning process and its importance in the scope of the present research.

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