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.

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 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.

e-Learning in the Cloud

2012 ◽  
pp. 10-19 ◽  
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt the business model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

eLearning in the Cloud

2010 ◽  
pp. 661-670
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 servicesthey find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt thebusiness model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

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

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.

scholarly journals Imagine a proposal for a personal e-learning environment (PLE) to support the research skills of undergraduate students

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Khadija Ahmed Abdullah
Keyword(s):  
Training Program ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Scientific Research ◽  
Academic Skills ◽  
Smart Phones ◽  
Research Skills ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning

The study aimed at identifying the degree of use of undergraduate students in some of the applications of mobile personal learning environments in their academic life, and the opportunities available to these programs and electronic applications when used to support scientific research skills and the most important challenges facing them. The aim was to present a proposed scenario for a training program that aims to employ the use of personal learning environments (PLE) in mobile devices (smart phones, tablets or laptops) to support the scientific research skills and academic skills needed by The study consisted of (154) female students from the Faculty of Applied Medical Sciences. The researcher used a questionnaire consisting of (32) words distributed on three axes after verifying their validity and stability. The researcher also constructed a proposed training program aimed at Use mobile personal learning environments to support scientific research skills. The study concluded with a set of results. In light of this, recommendations were made to activate the use of smart phones and tablets and to encourage students to use them in supporting scientific research skills, dissemination and academic skills. Develop appropriate plans to train students and faculty on what is new in the field of e-learning and mobile education.

scholarly journals Learning Networks and Connective Knowledge

2010 ◽  
pp. 1-26 ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Learning Environments ◽  
Net Generation ◽  
Learning Technology ◽  
Learning Networks ◽  
Approach To Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Per Se ◽  
Connective Knowledge

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not ‘transferred’ or ‘transacted’ per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called ‘e-learning 2.0’ - an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.

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