Personal Learning Environment Box (PLEBOX): A new approach to E-learning platforms

2011 ◽  
Vol 21 (S1) ◽  
pp. E100-E109 ◽  
Author(s):  
Tiago M. C. Simões ◽  
Joel J. P. C. Rodrigues ◽  
Isabel de la Torre
Keyword(s):  
Learning Environment ◽  
New Approach ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
E Learning ◽  
Learning Platforms

Cloud-Based Learning

2018 ◽  
pp. 183-212
Author(s):  
Luc Zwartjes
Keyword(s):  
Social Context ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Paradigm ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
Different Types ◽  
E Learning

The chapter initially presents styles and types of education, clarifying the differences between differentiation, individualisation and personalisation. To implement personalised learning the learning paradigm must be adopted. According to research we can distinguish different types: e-learning, i-learning, m-learning and u-learning. Many organizations have developed a virtual learning environment (VLE) as a supplement to the traditional type of education. So the existing VLE should be adjusted to a personal learning environment (PLE) that places the focus on the appropriation of different tools and resources by the learner, whereby the learner is situated within a social context which influences the way in which they use media, participate in activities and engage in communities. Finally, a checklist with criteria has been used to weigh the quality of personalised learning courses. This work was realized in the context of the “School on the Cloud” Project.

Mash-Up Personal Learning Environments

2011 ◽  
pp. 126-149 ◽  
Author(s):  
Fridolin Wild ◽  
Felix Mödritscher ◽  
Steinn Sigurdarson
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Environment Design ◽  
End User ◽  
New Approach ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Environment Design ◽  
Enhanced Learning

In this chapter, the authors formulate a critique on the contemporary models and theories of learning environment design, while at the same time proposing a new approach that puts the learner centre stage. It will be argued that this approach is more apt to explain technology-enhanced learning and is more helpful in guiding (even end-user driven) engineering and maintenance of personalized learning environments. The authors call this new approach a mash-up personal learning environment (MUPPLE) and it is a vision (and prototype) of the future of personalized, networked, and collaborative learning.

Specification of an Adaptable and Inclusive E-Learning Support System

2010 ◽  
pp. 207-227
Author(s):  
Steve Green
Keyword(s):  
Learning Environment ◽  
Support System ◽  
Learning Support ◽  
User Profiles ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Support System ◽  
E Learning

The chapter outlines the problems associated with inclusive e-learning and the role that user profiles and an adaptation service can have to support personalization. The chapter introduces the idea of an Adaptable Personal Learning Environment (APLE) and looks at how one component, the Transformation, Augmentation and Substitution Service (TASS), can be formally specified using Prolog. The compliance with a range of standards is identified: in particular the IMS ACCLIP and ACCMD standards for accessible learner profiles and learner object metadata and the AccessForAll proposals. The chapter also considers issues of IMS and SCORM content packaging, learner information profiles and the JISC definitions for a Personal Learning Environment, all within the context of inclusive e-Learning support.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

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