What are the patterns of personal learning environments (PLE) for undergraduate students undertaking degrees in nursing.

This is the Core Paper Abstract submitted for the NET conference September 201

Build your Responsive Open Learning Environment

The European research project ROLE (Responsive Open Learning Environments) is aiming at empowering learners for self-regulated learning within a personalised learning environment. Towards this goal, ROLE has developed a number of learning technologies, addressing a variety of learning requirements. The purpose of this roundtable is to discuss the applications of these technologies in different learning contexts, as well as the challenges associated with enabling and supporting self-regulated learning

Responsive Open Learning Environments at the Open University

Personal Learning Environments (PLEs) offer new opportunities for supporting personalized and self regulated learning both in formal and in informal education. The Open University in the UK is an early adopter of PLEs through a number of different initiatives, one of which is the European project ROLE (Responsive Open Learning Environments). This paper presents some of the lessons learned and best practices from the introduction of ROLE technologies within an informal learning test-bed at the Open University

weSPOT: a cloud-based approach for personal and social inquiry

Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers

A framework for the adoption and diffusion of Personal Learning Environments in commercial organisations: an exploratory study in the learning and development sector in the UK

This study presents an exploratory approach to identify the main factors of Personal Learning Environment (PLE) adoption and diffusion within commercial organisations. Utilising an inductive investigative approach via the use of Grounded Theory methodology, relevant adoption factors were identified and their resulting influence during various stages of the innovation diffusion process were proposed. Data was collected using semi-structured interviews followed by systematic analysis using a three-staged coding process. The results revealed 10 factors affecting the adoption of PLEs influencing the innovation diffusion process at various stages. Informed by the Technology Acceptance Model and Innovation Diffusion Theory, the proposed model could have important implications for key decision makers within commercial organisations, while adopting, rejecting and assimilating new technological innovations (e.g. PLE) for learning delivery

weSPOT: A personal and social approach to inquiry-based learning

weSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project in real-life educational settings

Personalized Learning Environment (PLE): Need Analysis In Malaysian’s Secondary School

Recent years have witnessed how education has rapidly evolved into integration of technology or computer in the process of teaching and learning. As computer potentially enhances the process, this paper reports on the user need analysis on Science subject in Malaysian secondary schools that focus on Personalized Learning Environment (PLE), methods and materials and why PLE is needed. Several surveys were developed to explore the learning needs and goals as well as to construct the vision of PLE organization. It also presents the preliminary findings of a research in progress and the needs of PLE among the students. This study adapted the ADDIE (Analyze, Design, Development, Implementation & Evaluation) model to closely monitor and involve with the learning phenomena in such an open online environment in which the researcher became a learner to participate in various activities of the courses, to interact with participants and to explore the process of learning and interaction. In the development and adaption of such environment, it is essentially vital that students’opinion and viewpoints are taken into consideration. The paper also highlights the importance of engaging the users with PLE. Keywords: Methodology; Need Analysis; Nutrition; PLE; Science

Personalized Learning Environment (PLE): Developing A Framework Using ADDIE Approach

Background: This paper is a review on Personalized Learning Environments (PLE) focusing on framework development. PLE are portable, ubiquitous learning spaces that allow students to learn to learn, connect with multidisciplinary viewpoints, engage in critical and creative practices, and nurture and develop their learning identity. Personalization is seen as the key approach to handle the plethora of information in today’s knowledge-based society. It is expected that personalized teaching and learning will address the needs of the learners more efficiently. Objective: The objective of this study is to develop learning framework based on the proposed model for students using PLE approach. Results: Additionally, the difference between PLE and traditional method is also presented for incorporating PLEs into a classroom. In this paper, a systematic research framework using ADDIE (Analyze, Design, Develop, Implement and Evaluate) approach is proposed for Personalized Learning Environment (PLE). Conclusion: Overall, this paper discuss the proposed of PLE framework to replace restrictive learning systems

Role of Teacher in Personal Learning Environments

This paper aims to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs). This has been accomplished by an in-depth review of the literature on teacher’s socially situated competencies and roles with regard to the tasks and guidance they provide to students shape their PLEs. Review process provides an insight of PLE research studies, constructivist learning theories, and teacher changing roles. The results of this study outline the roles that portray the importance of teacher competencies as role in Planning and Design, Instruction and Learning, Communication and Interaction, Management and Administration, and Use of Technology

From VLEs to Learning Webs: The Implications of Web 2.0 for Learning and Teaching

This is an Author's Accepted Manuscript of an article published in Brown, S. (2010) From VLEs to learning webs: The implications of web 2.0 for learning and teaching. Interactive Learning Environments, 18 (1), pp. 1-10 in the Interactive Learning Environments 2010 [copyright Taylor & Francis], available online at: http://dx.doi.org/10.1080/10494820802158983