19 research outputs found

    The MUPPLE competence continuum

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    The idea of Personal Learning Environments (PLEs) seems to polarise the educational sphere into supporters and opponents. Both groups relate their enthusiasm or criticism to underlying competences motivated by or needed for building up, running, and maintaining a PLE. Within the following article, results of a qualitative study with multiple cases will be presented to shed light onto which competence and which of its building blocks are involved in running a (mash-up) PLE. Data about the involved skills, abilities, habits, attitudes and knowledge will be presented in a raster of the five dimensions 'plan', 'reflect', 'monitor', 'act', and 'interact' against the three stages 'start', 'trigger', and 'outcome'. The findings indicate that there is a continuum ranging from the ones needed right ahead to the ones ultimately sought

    PLE in formal education: challenges for openness and control

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    PLE in formal education: challenges for openness and control

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    This short comment reflects on a critical account of educational tech- nology and makes reference to the chapter by Vieritz et al. about the use of widget bundles for formal learning in higher education

    Thinking outside the box – A vision of ambient learning displays

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    Börner, D., Kalz, M., & Specht, M. (2011). Thinking outside the box – A vision of ambient learning displays. International Journal Technology Enhanced Learning, 3(6), 627–642.With a focus on the situated support of informal and non-formal learning scenarios in ubiquitous learning environments the presented paper outlines the authors’ vision of ambient learning displays - enabling learners to view, access, and interact with contextualised digital content presented in an ambient way. The vision is based on a detailed exploration of the characteristics of ubiquitous learning and a deduction of informational, interactional, and instructional aspects to focus on. Towards the vision essential research questions and objectives as well as a conceptual framework that acquires, channels, and delivers the information framed in the learning process are presented. To deliver scientific insights into the authentic learning support in informal and non-formal learning situations and to provide suggestions for the future design of ambient systems for learning the paper concludes with a research agenda proposing a research project including a discussion of related issues and challenges

    Evolución y desarrollo de un Entorno Personal de Aprendizaje en la Universidad de León

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    The present paper has been developed in different classrooms since 2006 in order to train students for Mathematics and Teaching at the Faculty of Education (University of León). The students are committed to a participatory and collaborative work, and they have been guided by ongoing assessment based training for more than four years. In this time they have been implementing various web-based Tools in order to reach what is today called a personal learning environment (PLE). The protagonists of the learning / teaching process are the students themselves. As teachers in training, they must demonstrate a range of skills and professional development skills in their jobs and also the skills of information retrieval and critical thinking through this custom platform. They have conducted surveys and interviews in order to measure the necessary skills to manage this connective environment network. In this article, there is a preliminary study of external influences needed to develop this environment. In a second phase we can see the evolution of performance under this personal learning environment and its objectives: the ability to self-manage their own learning of Mathematics teaching and the problems that they have arisen at the University because of being an isolated experience and a lack of commitment to self-organized and negotiated learning

    A Social Media Platform in Higher Education

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    This paper reports on the successful use of Graasp, a social media platform, by university students for their collaborative work. Graasp features a number of innovations, such as administrator-free creation of collaborative spaces, context-aware recommendation and privacy management. In the context of a EU-funded project involving large test beds, we have been able to extend this platform with lightweight tools (widgets) aimed for learning and competence development and to validate its usefulness in a collaborative learning context

    D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread

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    Hoisl, B., Haley, D., Wild, F., Anastasiou, L., Buelow, K., Koblische, R., Burek, G., Loiseau, M., Markus, T., Rebedea, T., Drachsler, H., Kometter, H., Westerhout, E., & Posea, V. (2010). D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread. LTfLL-project.This deliverable reports on the results achieved by the LTfLL work packages in their efforts toward interoperability of the LTfLL tools and services. There are two aspects: one is the pedagogical utility of achieving interoperability; the other aspect involves the technical features. The technical basis of the interoperability is to use Wookie widgets in Elgg and is thoroughly described here. Finally, the deliverable provides details and screen shots of each widget for each LTfLL service embedded in the Elgg environment.The work on this publication has been sponsored by the LTfLL STREP that is funded by the European Commission's 7th Framework Programme. Contract 212578 [http://www.ltfll-project.org

    Stimulating Personal Development and Knowledge Sharing

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    Koper, R., Stefanov, K., & Dicheva, D. (Eds.) (2009). Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing". October, 30-31, 2008, Sofia, Bulgaria: TENCompetence Workshop.The fifth open workshop of the TENCompetence project took place in Sofia, Bulgaria, from 30th to 31st October 2008. These proceedings contain the papers that were accepted for publication by the Program Committee.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

    Number 18 December 2010

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    Personal learning environments based on WEB 2.0 services in secondary and higher education

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    The emergence of Web 2.0 has not only changed the available Web technologies, but also the way people communicate and relate to one another. The growing ubiquity of Web access, and the variety of devices that allow us to interact with it, have made it possible for users to choose the tools and services that better adapt to their needs, providing a means of personalising the learning experience. This Thesis presents the results of my research on the construction and analysis of Personal Learning Environments (PLEs) based on Web 2.0 services in two different contexts, secondary education and higher education. The methodology used was Design-Based Research, by carrying out interventions in practice settings at both secondary education and higher education levels; in the case of secondary education, the environment created fulfilled all the requirements to be considered a Living Lab. These interventions and their successive iterations allowed for a continuous process of data collection and analysis, which was in turn used to modify or create new interventions. The analysis of the data provided evidence of PLEs as tools for learning and acquiring skills, strengthening social interactions, and improvement in the organization and management of content and learning resources, and also helped identify obstacles and barriers, and possible solutions. My original contribution to knowledge is the development of guidelines for using Personal Learning Environments as tools for supporting formal learning, either by teachers or by the learners themselves.La aparición de la Web 2.0 no sólo ha cambiado las tecnologías Web disponibles, sino también la forma de comunicarnos y relacionarnos con los demás. El creciente acceso a la Web, y la variedad de dispositivos que nos permiten interactuar con ella, han hecho posible que los usuarios puedan elegir las herramientas y servicios que mejor se adapten a sus necesidades, proporcionando así formas de personalizar la experiencia de aprendizaje. Esta tesis presenta los resultados de mi investigación sobre la construcción y análisis de entornos personales de aprendizaje (PLE) basados en servicios Web 2.0, en dos contextos diferentes, educación secundaria y educación superior. La metodología utilizada fue la de diseño basado en la Investigación (Design-Based Research), mediante la realización de implementaciones en entornos reales, tanto en educación secundaria como en educación superior; en el caso de la educación secundaria, el entorno y la comunidad que se crearon cumplieron con todos los requisitos para ser considerados un Living Lab. Estas implementaciones y sus sucesivas iteraciones permitieron seguir un proceso continuo de recopilación y análisis de datos, los cuales se utilizaron para modificar o crear nuevas implementaciones. El análisis de los datos proporcionó evidencias de los PLE como herramientas para el aprendizaje y la adquisición de habilidades, el fortalecimiento de las interacciones sociales, y la mejora en la organización y gestión de contenidos y recursos de aprendizaje, y también ayudó a identificar obstáculos y barreras, y posibles soluciones. Mi contribución original al conocimiento es la elaboración de directrices para el uso de entornos personales de aprendizaje como herramientas para apoyar el aprendizaje formal, ya sea por parte de los profesores o de los propios alumnos.Postprint (published version
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