Personal Learning Enviroments

2011 ◽  
pp. 67-88
Author(s):  
Jaime Ribeiro ◽  
Diogo Casanova ◽  
Fernanda Nogueira ◽  
António Moreir ◽  
Margarida Almeida
Keyword(s):  
Learning Environments ◽  
Building Block ◽  
Gifted Students ◽  
Academic Failure ◽  
Learning Needs ◽  
Personal Learning ◽  
The Common ◽  
Education Needs ◽  
Educational Need ◽  
Specific Education

Gifted Students, in spite of their very well known characteristics, have specific education needs in order to achieve their potential. Although they do not present a special educational need in the common meaning, they have very particular learning needs that, if overlooked, may lead to adverse feelings towards school and learning that can result in academic failure. Authors in the field agree that giftedness can and must be developed and providing challenging and facilitative learning environments is the first building block. The PLE, held up by WEB 2.0, for its openness and possibilities it offers to learn autonomously, resorting to exploration, discovery, networking with like-minded peers and experts fits the style and pace of learning of its user and shows to be a tool to fully suite the particular traits of these students. In this chapter a 5 dimension ple is conceptualized that accommodates the cognitive, emotional and education needs of gifted students.

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 Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs)

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Sami Şahin ◽  
Çelebi Uluyol
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Learning Environments ◽  
Learning Needs ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
Video Sharing ◽  
Internet Searching ◽  
Personal Learning Environments ◽  
Educational Contents

Personal learning environments (PLEs) are Web 2.0 tools and services by which users’ access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers’ PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

scholarly journals Overcoming Educational Challenges and Impact of COVID-19 in a Pathology Residency Program

2021 ◽  
Vol 8 ◽  
pp. 237428952199423
Author(s):  
Andres E. Mindiola Romero ◽  
Candice C. Black ◽  
Christopher R. Jackson
Keyword(s):  
New Hampshire ◽  
Medical Center ◽  
Digital Pathology ◽  
Clinical Pathology ◽  
Daily Basis ◽  
Medical Examiner ◽  
Learning Needs ◽  
Digital Platforms ◽  
Social Distancing ◽  
Personal Learning

Our program in is a 4-year combined anatomic pathology (AP) and clinical pathology (CP) program located in New Hampshire. Prior to the novel coronavirus (COVID-19) pandemic, double-headed sign-outs and multi-headed scope didactic conferences took place daily. On the autopsy service, cases were performed in-house under attending supervision, and forensic cases were performed at the off-site Office of the Medical Examiner. In CP, residents engaged in weekly didactic CP lectures and engaged in in-person resident-attending discussions, laboratory rounds, and direct patient contact on a daily basis. Institutional Universal Guidelines from the Emergency Order from New Hampshire were imposed at the beginning of the pandemic. These included exposure mitigation and employee screening strategies. Changes to resident rotations and didactic sessions, strategies to maintain resident wellness, and the program director perspectives are described. Amid the pandemic, digital pathology, teleconferencing platforms, and social media became important resources for pathology education. Digital platforms allowed groups of people to communicate and watch live presentations while social distancing. In AP, whole slide imaging allowed both attendings and residents to scan slides for personal learning, slide conferences, and didactic learning sessions. Following these measures, we supported the clinical needs of our medical center and learning needs of our residents while enacting social distancing and prevention guidelines early in the pandemic. Although the full impact of COVID-19 on pathology residency programs is still unknown, we incorporated new facets of communication technologies. These were immensely helpful in maintaining social distancing and helping to reduce the spread of disease.

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.

Reliability of Regulating Artificial Intelligence to Restrain Cartelization: A Libertarian Approach

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Matin Pedram
Keyword(s):  
Artificial Intelligence ◽  
Building Block ◽  
Common Good ◽  
Market Process ◽  
Executive Order ◽  
The Common Good ◽  
Government Interference ◽  
The Common ◽  
The U.S

Abstract Competition is building block of any successful economy, while a cartelized economy is against the common good of society. Nowadays, developing artificial intelligence (AI) and its plausibility to foster cartels persuade governments to revitalize their interference in the market and implement new regulations to tackle AI implications. In this sense, as pooling of technologies might enable cartels to impose high prices and violate consumers’ rights, it should be restricted. By contrast, in the libertarian approach, cartels’ impacts are defined by government interference in the market. Accordingly, it is irrational to rely on a monopolized power called government to equilibrate a cartelized market. This article discusses that AI is a part of the market process that should be respected, and a restrictive or protective approach such as the U.S. government Executive Order 13859 is not in line with libertarian thought and can be a ladder to escalate the cartelistic behaviors.

scholarly journals Tag-based collaborative filtering recommendation in personal learning environments

2013 ◽  
Vol 6 (4) ◽  
pp. 337-349 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Simona Dakova ◽  
Hendrik Thus ◽  
Ulrik Schroeder
Keyword(s):  
Collaborative Filtering ◽  
Learning Environments ◽  
Personal Learning ◽  
Personal Learning Environments

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

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