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

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

A case study for measuring informal learning in PLEs

The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT) applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide “new” ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.Peer ReviewedPostprint (published version

Childhood and migration in Europe : portraits of mobility, identity and belonging in Contemporary Ireland

Childhood and Migration in Europe. Portraits of Mobility, Identity and Belonging in Contemporary Ireland paints a nuanced picture of the world, experiences and everyday lives of migrant children and young people who migrated to Ireland during the Celtic Tiger era (from the mid-1990s to the mid-2000s). The analyses show and explore the transnational lives of young migrants of different backgrounds and statuses, whose voices are usually not heard. In contrast to most other works on the subject, which tend to concentrate on the dominant adult-centric perspectives, consideration is given here instead to a child’s viewpoint. The empirical grounding of this work stems from research with child participants. Although the book was published in 2011, it may be inspirational for researchers today due to the current situation of migrants in Ireland and children-oriented methods presented in the research. The volume contains important and interesting material from the perspective of contemporary migration processes

Do sleep disturbances and psychotic-like experiences in adolescence share genetic and environmental influences?

Sleep disturbances regularly co-occur with clinical psychotic disorders and dimensions of psychotic-like experiences (PLEs). One possible explanation for this, which has yet to be tested, is that similar genetic or environmental influences underlie sleep disturbances and vulnerability to PLEs. We conducted a twin study to test this possibility in relation to sleep disturbances and six specific PLEs in adolescence in the general population. Approximately 5,000 16-year-old twin pairs completed the Pittsburgh Sleep Quality Index and Insomnia Severity Index. PLEs were assessed using the Specific PLEs Questionnaire, comprising five self-report subscales (Paranoia, Hallucinations, Cognitive Disorganization, Grandiosity, and Anhedonia) and one parent-report subscale (Negative Symptoms). The associations between these measures were tested using structural equation twin model fitting. Paranoia, Hallucinations, and Cognitive Disorganization displayed moderate and significant correlations with both sleep measures (0.32–.42), while Negative Symptoms, Anhedonia, and Grandiosity showed lower correlations (0.01–0.17). Genetic and environmental influences significantly overlapped across PLEs (Paranoia, Hallucinations, Cognitive Disorganization) and both types of sleep disturbance (mean genetic and nonshared environmental correlations = 0.54 and 0.24, respectively). These estimates reduced, yet remained significant, after controlling for negative affect. The association between PLEs with sleep disturbances in adolescence is partly due to genetic and environmental influences that are common to them both. These findings indicate that the known neurobiology of sleep disturbance may provide clues regarding the causes of PLEs in adolescence

Psychotic-Like Experiences and Nonsuicidal Self-Injury in England: Results from a National Survey

Correction in the title (Jan 2016) https://doi.org/10.1371/journal.pone.0147095Background: Little is known about the association between psychotic-like experiences (PLEs) and nonsuicidal self-injury (NSSI) in the general adult population. Thus, the aim of this study was to examine the association using nationally-representative data from England. Methods: Data from the 2007 Adult Psychiatric Morbidity Survey was analyzed. The sample consisted of 7403 adults aged ≥16 years. Five forms of PLEs (mania/hypomania, thought control, paranoia, strange experience, auditory hallucination) were assessed with the Psychosis Screening Questionnaire. The association between PLEs and NSSI was assessed by multivariable logistic regression. Hierarchical models were constructed to evaluate the influence of alcohol and drug dependence, common mental disorders, and borderline personality disorder symptoms on this association. Results: The prevalence of NSSI was 4.7% (female 5.2% and male 4.2%), while the figures among those with and without any PLEs were 19.2% and 3.9% respectively. In a regression model adjusted for sociodemographic factors and stressful life events, most types of PLE were significantly associated with NSSI: paranoia (OR 3.57; 95%CI 1.96-6.52), thought control (OR 2.45; 95%CI 1.05-5.74), strange experience (OR 3.13; 95%CI 1.99-4.93), auditory hallucination (OR 4.03; 95%CI 1.56-10.42), and any PLE (OR 2.78; 95%CI 1.88-4.11). The inclusion of borderline personality disorder symptoms in the models had a strong influence on the association between PLEs and NSSI as evidenced by a large attenuation in the ORs for PLEs, with only paranoia continuing to be significantly associated with NSSI. Substance dependence and common mental disorders had little influence on the association between PLEs and NSSI. Conclusions: Borderline personality disorder symptoms may be an important factor in the link between PLEs and NSSI. Future studies on PLEs and NSSI should take these symptoms into account

PLEs from virtual ethnography of social web

This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience.Postprint (published version