Merging Social Networking With Learning Systems to Form New Personalized Learning Environments (PLE)

2018 ◽  
pp. 407-440
Author(s):  
Steve Goschnick
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Personalized Learning ◽  
Conceptual Schema ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of learning management systems (LMS), with those popularized in social networking platforms, to personalize the individual learning experience in a PLE (personal learning environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this chapter demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

Evolving a Social Networking Platform into a Smart Personalised Learning Environment (PLE) or the Other Way Around

2014 ◽  
Vol 3 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Steve Goschnick
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Management Systems ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of Learning Management Systems (LMS), with those popularised in Social Networking platforms, to personalise the individual learning experience in a PLE (Personal Learning Environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this paper then demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

Social Networking and Personal Learning Environment

2009 ◽  
pp. 713-720 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

Social Networking and Personal Learning Environment

2010 ◽  
pp. 238-247 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

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.

LearnOnline

2013 ◽  
Vol 4 (2) ◽  
pp. 19-26 ◽  
Author(s):  
Muzammil M. Baig
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
South Australia ◽  
Virtual Classroom ◽  
Personal Learning ◽  
Active Involvement ◽  
Learning Platform ◽  
New Learning ◽  
Rss Feeds ◽  
The Individual

Personal Learning Environments (PLEs) help the learners to take control of their learning. PLEs enable the learners to set their own leaning targets and manage their learning by communicating with others in the process of learning. As latest technological advancements have brought revolution in every field of life, so as in the PLEs. Modern PLEs are the integration of a number of latest technologies i.e. blogs, Wikis, RSS feeds, where content is shaped as per the individual needs and interests of the students. Focusing on these latest aspects of the PLEs, University of South Australia initiated a three year new learning platform project in 2010, called LearnOnline, which will replace the University's current online teaching environment UniSAnet. LearnOnline was launched with a vision to foster richer learning through promoting students' active involvement in their courses and involving the students in a deeper learning experience. LearnOnline is built on modular approach and consists of different components i.e. ePortfolio, Course Outline, Lecture Recording, Copyright Monitoring, Student Email, Assessment and Feedback, Virtual Classroom, Course and Teacher Evaluation. Each component is developed separately and is fully independent. This methodology is helping the incremental implementation of the LearnOnline. As soon as a component is completed, after testing, it becomes the part of LearnOnline. In this paper, the author explains the features and workings of LearnOnline in detail and also evaluates its design methodologies.

Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

2009 ◽  
pp. 110-129
Author(s):  
M.C. Pettenati ◽  
M.E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Knowledge Flow ◽  
Learning Design ◽  
Design Development ◽  
Personal Learning ◽  
Formal And Informal Learning ◽  
E Learning ◽  
Stages Of Learning

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning practices. We argue that “Connectivism” (social networking applied to learning and knowledge contexts) can lead to a re-conceptualization of learning in which formal, non-formal, and informal learning can be integrated so as to build potentially lifelong learning activities which can be experienced in “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, the enabling conditions, and possible technological tools to be used for the purpose. In the conclusion to the chapter, 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.

Personal Knowledge Integrators

2013 ◽  
Vol 4 (4) ◽  
pp. 59-68 ◽  
Author(s):  
David C. White
Keyword(s):  
Learning Environments ◽  
Design Science ◽  
File Systems ◽  
Learning Management Systems ◽  
Personal Knowledge ◽  
Management Systems ◽  
Personal Learning ◽  
Sources And Sinks ◽  
Exchange Information ◽  
Personal Learning Environments

This paper discusses, in the context of personal learning environments, the need for Personal Knowledge Integrators – PKI’s or Knowers. It first illustrates and establishes the need for Knowers with usage scenarios and people’s requirements. It then describes the elements required to make a Knower which can exchange information with other Knowers, regardless of different platforms or technologies. Knowers will provide a person with a knowledge hub synchronising with learning management systems, personal learning environments, file systems and other sources and sinks of information. A design science approach is described with iterative cycles of design and prototyping.

Context-Aware Cloud Computing for Personal Learning Environment

2016 ◽  
pp. 123-140
Author(s):  
Feng Chen ◽  
Ali H. Al-Bayatti ◽  
Francois Siewe
Keyword(s):  
Cloud Computing ◽  
Learning Environments ◽  
User Profile ◽  
Virtual Learning ◽  
Resource Utilisation ◽  
Context Aware ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Virtual Platform

Virtual learning means to learn from social interactions in a virtual platform that enables people to study anywhere and at any time. Current Virtual Learning Environments (VLEs) are normally institution centric and are designed to support formal learning, which do not support lifelong learning. These limitations led to the research of Personal Learning Environments (PLEs), which are learner-centric and provide lifelong access as well as the ability of a user to produce (share) and consume information resources easily. In this research, a context-aware cloud based PLE architecture is proposed, which is driven by a Context-Aware Engine to acquire, filter and interpret context information based on the preferences defined in user profile, where cloud computing is taken as service infrastructure. An illustrative personal learning scenario is investigated to demonstrate the proof of concept implementation. The results show the benefits of the proposed architecture on resource utilisation and user experience.

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.

scholarly journals Open Social Learning y educación superior. Oportunidades y retos

2012 ◽  
Vol 60 ◽  
pp. 191-203 ◽  
Author(s):  
Inés Gil-Jaurena ◽  
Daniel Domínguez Figaredo
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educación Superior ◽  
Personal Learning ◽  
Educacion Superior ◽  
Personal Learning Environment ◽  
Learning Management ◽  
Modelo Pedagógico

El texto que se presenta analiza la potencialidad del Open Social Learning (osl), aprendizaje social abierto, en la educación superior a distancia. Tras comentar algunos aspectos acerca de las herramientas tecnológicas más extendidas en este ámbito, como son los sistemas de gestión de recursos (lms por las siglas en inglés de learning management systems), se revisa el concepto de osl y sus rasgos más relevantes: la noción de abierto, el carácter social y la centralidad del aprendizaje; se repasan las oportunidades que ofrece para facilitar aspectos como la generación de entornos personales de aprendizaje (ple por personal learning environment); la creación de comunidad; la validación colectiva de los contenidos, etc. Sin embargo, la implantación del osl genera reticencias y presenta retos para su integración en los sistemas de educación superior, retos que también se analizan y que se encuentran ligados, fundamentalmente, a la gestión del proceso de cambio del modelo pedagógico y a la evaluación de los aprendizajes.

Sign in / Sign up

Export Citation Format

Share Document