Developing a Reference Model to Describe the Personal Learning Environment

2006 ◽  
pp. 506-511 ◽  
Author(s):  
Colin D. Milligan ◽  
Phillip Beauvoir ◽  
Mark W. Johnson ◽  
Paul Sharples ◽  
Scott Wilson ◽  
...  
Keyword(s):  
Learning Environment ◽  
Reference Model ◽  
Personal Learning ◽  
Personal Learning Environment

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>

scholarly journals ALGORITHM FOR THE FORMATION OF A PERSONAL LEARNING ENVIRONMENT BY MEANS OF STRUCTURING THE EDUCATIONAL SPACE OF THE UNIVERSITY BASED ON OFFICE365 AND MS TEAMS SERVICES

2020 ◽  
pp. 26-40
Author(s):  
Natalya Ivankova ◽  
Oleksii Ryzhov ◽  
Oleksii Androsov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cloud Services ◽  
Main Element ◽  
Learning Space ◽  
Flexible Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The University

The algorithm of formation of a personal learning environment (PLE) and learning group environment for the organization of electronic distance learning in medical higher education institutions is offered. It was noted that the introduction of the COVID-19 quarantine raised the issue of reorganization of the learning space and accelerated the process of introducing the distance learning model. The experience gained by the authors during quarantine made it possible to form the stages of deploying the learning environment in the medical higher education institution and to define the educational space of the group as the main element of this environment. The main technological steps of creating subsystems of the educational space of the university for using cloud services MSO365 were considered using the example of Zaporizhzhia State Medical University. The conditions that allow creating a hierarchy of the learning environment were defined, namely: a project of the structure of the learning environment with the coordination of departments; registration of all participants of the learning process and creation of their accounts in Active Directory of the university; automated procedure of transferring group members to AD MSO365. The paper provides an example of a hierarchy of names, which is a reflection of the structure of university departments in terms of staffing and determines the rights of access to the usage of services that ensure the implementation of the corresponding functions. The authors found that the user account is the first integrating service that allows the user to form a personal learning environment using OneDrive, web-site MS SharePoint, MS Forms and other office applications. It was noted that the user account is the lowest level of the hierarchy of the learning environment, the usage of which provides a learning space for groups. According to the authors, it is reasonable to use MS Groups to form academic groups. Using MS Teams, a teacher gets a flexible tool to form a learning environment for various organizational forms, namely: lectures, seminars, practical classes, independent work, etc. The authors proposed rules for forming group names in MS Groups and MS Teams. They presented an algorithm for deploying the department's learning environment and proposed a suggestion of structuring the subject's learning environment using MS Teams channels for a small number of groups in the department.

Personal Learning Environments and Social Networks in the Traditional School System

2014 ◽  
pp. 417-440
Author(s):  
Christos Manolis ◽  
Eleni Kalaitzidou
Keyword(s):  
Social Networks ◽  
Learning Environment ◽  
New Technologies ◽  
Daily Basis ◽  
Electronic Format ◽  
Ministry Of Education ◽  
School Life ◽  
Constructive Learning ◽  
Personal Learning ◽  
Personal Learning Environment

An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.

Sign in / Sign up

Export Citation Format

Share Document