Mapping web personal learning environments

A recent trend in web development is to build platforms which are carefully designed to host a plurality of software components (sometimes called widgets or plugins) which can be organized or combined (mashed-up) at user's convenience to create personalized environments. The same holds true for the web development of educational applications. The degree of personalization can depend on the role of users such as in traditional virtual learning environment, where the components are chosen by a teacher in the context of a course. Or, it can be more opened as in a so-called personalized learning environment (PLE). It now exists a wide array of available web platforms exhibiting different functionalities but all built on the same concept of aggregating components together to support different tasks and scenarios. There is now an overlap between the development of PLE and the more generic developments in web 2.0 applications such as social network sites. This article shows that 6 more or less independent dimensions allow to map the functionalities of these platforms: the screen dimensionmaps the visual integration, the data dimension maps the portability of data, the temporal dimension maps the coupling between participants, the social dimension maps the grouping of users, the activity dimension maps the structuring of end users–interactions with the environment, and the runtime dimensionmaps the flexibility in accessing the system from different end points. Finally these dimensions are used to compare 6 familiar Web platforms which could potentially be used in the construction of a PLE

Designing for change: mash-up personal learning environments

Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments. Learning environments and their construction as well as maintenance makes up the most crucial part of the learning process and the desired learning outcomes and theories should take this into account. Instruction itself as the predominant paradigm has to step down. The learning environment is an (if not 'the�) important outcome of a learning process, not just a stage to perform a 'learning play'. For these good reasons, we therefore consider instructional design theories to be flawed. In this article we first clarify key concepts and assumptions for personalised learning environments. Afterwards, we summarise our critique on the contemporary models for personalised adaptive learning. Subsequently, we propose our alternative, i.e. the concept of a mash-up personal learning environment that provides adaptation mechanisms for learning environment construction and maintenance. The web application mash-up solution allows learners to reuse existing (web-based) tools plus services. Our alternative, LISL is a design language model for creating, managing, maintaining, and learning about learning environment design; it is complemented by a proof of concept, the MUPPLE platform. We demonstrate this approach with a prototypical implementation and a – we think – comprehensible example. Finally, we round up the article with a discussion on possible extensions of this new model and open problems

Managing personal learning environments: the voice of the students

The main purpose of this paper is to contribute to a better understanding of the kind of educational work to be done with higher education students (undergraduate) in order to encourage them to create and use personal learning environments (PLEs) as a strategy for learning (Attwell, 2007). Based on our current classroom work with students of the 2nd year of a degree in Education and mainly using the functionalities of the Ning system (Copyright © 2010 Ning, Inc.), as well as other tools available on the Internet, we tried to implement a strategy based not only on the presentation of content by the teacher, but also on the recognition of the importance of student’s leadership in the organisation and management of their own learning. Therefore, in addition to face-to-face lectures, we tried to extend the discussion outside the classroom walls using the different services offered by Ning, proposing to integrate the work done by students in their individual evaluation (50% of the final classification). At the end of the semester we observed evidence of a general difficulty felt by the students, particularly in terms of self-regulation and personal organisation. So we decided to try to understand the problem observed in depth. For the purpose of understanding the nature and the extent of these difficulties, we used a methodology focused on analysis of a questionnaire applied to the students about their perception of the difficulties in managing the learning process and about the strategies used for dealing with those difficulties. Although the students acknowledge that the development of the individual online portfolio in a PLE requires that, for the most part, largely they themselves have to get organised and manage of their own learning (Barrett, 2000; Attwell, 2007), one can see that they do not feel prepared for this, experiencing difficulties in personal organisation, time management and regular participation in the proposed activities. In strategic terms, they value the appraisals and/or suggestions given by the teachers, but do not adopt an attitude of reflection or interaction and sharing with others, as catered for by the platform and its functionalities

Pervasive and Personal Learning Environments

This position paper provides some elements about the convergence of institutional and personal learning environments based on Web 2.0 as well as pervasive learning

Pervasive and Personal Learning Environments

This position paper provides some elements about the convergence of institutional and personal learning environments based on Web 2.0 as well as pervasive learning

A Case Study on the Perceptions of Educators on the Penetration of Personal Learning Environments in Typical Education

Personal Learning Environments (PLEs) help students manage and take control of their own learning. As such, the PLE promotes self-regulation in learning and allows learners to aggregate, manipulate and share digital artefacts within a flexible and versatile online space. This paper presents a case study in Greece, concerning an investigation about the penetration of PLEs in typical education. In particular, this case study aims at investigating the perceptions of educators about PLEs and their challenges in incorporating PLEs in their teaching practices. The findings are commented on the pros and cons of PLEs and the opportunities that they offer to the modern classroom. According to the results of the present research, most respondents are generally aware of the PLE concept and its advantages

Applicability of the technology acceptance model for widget-based personal learning environments

This contribution presents results from two exploratory studies on technology acceptance and use of widget-based personal learning environments. Methodologically, the investigation carried out applies the unified theory of acceptance and use of technology (UTAUT). With the help of this instrument, the study assesses expert judgments about intentions to use and actual use of the emerging technology of flexibly arranged combinations of use-case-sized mini learning tools. This study aims to explore the applicability of the UTAUT model and questionnaire for widget-based personal learning environments and reports back on the experiences gained with the two studies

Personal learning environments: conceptions and practices

O conceito de ambiente pessoal de aprendizagem, comummente designado pela sigla «PLE» (Personal Learning Environments), depreende estratégias pedagógicas pouco exploradas no panorama educacional e a sua definição é ainda tácita. A juvenilidade deste tema e a sua proximidade aos fenómenos tecnológicos emergentes, como é o caso da Web 2.0 e das redes sociais, favoreceu o desenvolvimento de um estudo sobre estes ambientes em contexto de aprendizagem. Por estes motivos, o domínio teórico da investigação procurou estabelecer um sentido universal à sua definição e expor diversas conceções e práticas contextualizadas ao processo de ensino e aprendizagem. O estudo exploratório, em torno da utilização destes ambientes de aprendizagem, identificou tecnologias centradas no PLE com a procura de inovação nas pedagogias atuais. Para este propósito foram inquiridos profissionais de educação, observados ambientes e entrevistados especialistas reconhecidos pela comunidade científica. Conclui-se que o PLE pode estimular o desenvolvimento de instrumentos de auto-orientação e dá preferência a estratégias de aprendizagem descentralizadas das instituições de educação. Ao mesmo tempo que promove competências como a autonomia e a organização individual dos aprendizes exige novas competências nos programas do ensino. A complexidade decorrente da integração destas competências em contextos de aprendizagem formais é enfatizada nos resultados apurados que revelam que as mudanças consubstanciadas na adoção dos PLE carecem de novas atitudes por parte dos vários intervenientes do sistema de ensino.The concept of Personal Learning Environment (PLE), still infers teaching strategies that have been poorly explored within the educational panorama and its definition is still tacit. The youthfulness of this topic and its proximity to the emerging technological phenomena favored the development of a study of these environments in the context of learning. For these reasons, the theoretical domain of research sought to establish a universal sense of its definition and to explain various conceptions and practices within the context of the teaching and learning process. The exploratory study focusing on the use of these learning environments identified technologies geared towards PLE in the search for innovation in current pedagogies. To this avail, education professionals were questioned; a personal learning environment was observed and experts recognized by the scientific community were interviewed. We conclude that the PLE can stimulate the development of instruments for self-orientation and gives preference to decentralized (from educational institutions) learning strategies. At the same time it promotes skills such as autonomy and individual organization and demands new skills from education programs. The complexity resulting from the integration of these skills in formal learning contexts is emphasized in the reported results and shows that the changes embodied in the adoption of the PLE require new attitudes by the various stakeholders in the education system.El concepto de entorno personal de aprendizaje, comúnmente designado por las siglas “PLE” (Personal Learning Environments),desprende estrategias de enseñanza que han sido poco explorados en el panorama educativo y su definición es todavía tácita. La juventud de este tema y su proximidad a los fenómenos tecnológicos emergentes, como es el caso de la Web 2.0 y de las redes sociales, favoreció el desarrollo de un estudio sobre estos entornos en el contexto del aprendizaje. Por estas razones, el dominio teórico de la investigación trató de establecer un sentido universal a su definición y explicar diversos conceptos y prácticas en el contexto del proceso de enseñanza y aprendizaje. El estudio exploratorio sobre el uso de estos entornos de aprendizaje, identificó tecnologías orientadas al PLE en la búsqueda de la innovación en las pedagogías actuales. Para este propósito fueron encuestados los profesionales de la educación, observados en un ambiente de aprendizaje personal y entrevistados por expertos reconocidos por la comunidad científica. Hemos llegado a la conclusión de que el PLE puede estimular el desarrollo de instrumentos de auto-orientación y da preferencia a la descentralización estrategias de aprendizaje (de instituciones educativas). Al mismo tiempo que promueve habilidades tales como la autonomía y organización particular y exige nuevas habilidades de los programas de educación. La complejidad resultante de la integración de estos conocimientos en contextos de aprendizaje formal se destaca en el informe de los resultados y demuestra que los cambios incorporados en la aprobación del PLE exige nuevas actitudes de los distintos actores interesados en el sistema educativo

Personal Learning Environments For Business Organizations

This exploratory, mixed-methods case study investigated supervisor/manager-level employees in a hospital health care organization to examine how they created and used personal learning environments (PLEs), what internet/Web 2.0 technologies were used to solve work-related problems (or for professional development), and what strategies were engaged to meet learning goals. Research questions addressed: what internet/Web 2.0 technologies were used to find and retrieve information, build networks, collaborate, and create and share knowledge; what triggered employees to use internet/Web 2.0 technologies to solve work-related problems; how they evaluated information found; how they determined completion of learning goals; how much confidence they had in their in their abilities to locate, analyze, and use information; what actions they took; and what types of learning activities they engaged in. Results indicated that the work environment influences decisions employees made regarding use of internet/Web 2.0 technologies. Almost 40% of survey participants reported that they did not use social network sites. Two factors played an inhibitory role: (1) perceptions of lack of organizational support for use of these technologies and (2) concern over accidental violation of confidentiality rules specific to the healthcare industry. The majority of study participants were confident in their abilities to find, critically analyze, and apply information they found (an important requisite for success in a PLE). Participants rated “traditional” technologies of online courses and Webcasts as having the most credible information. In general, learning needs for interviewees were stimulated when they needed more information to answer questions. Participants judged the quality of their learning based on a sense of accomplishment and on the end result, as well on opinions of others (e.g., co-workers and supervisors) or on a set of industry standards. The top six learning activities listed were: accessing email, accessing the internet, reading information on the internet or social media sites, seeking consultation, participating in webinars, and online courses offered by the company. The nature of participants’ PLEs, as defined in this study, were in early stages of development, both in the variety and complexity of the tools/technologies being employed, and in the learning strategies used