scholarly journals Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Jessica McElvaney ◽  
Zane Berge
Keyword(s):  
Learning Environments ◽  
Personal Development ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Social Bookmarking ◽  
Personal Learning ◽  
Web Technologies ◽  
Online Technologies ◽  
Learning Principles ◽  
The Relationship

This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. Résumé : Cet article explore les diverses façons dont les technologies Web personnelles peuvent être utilisées par les apprenants, ainsi que la relation entre ces technologies et les principes d’apprentissage connectivistes. Y sont également présentées les descriptions et les applications de plusieurs technologies, y compris les outils sociaux de mise en signet, les plateformes de publication personnelles et les agrégateurs. Ainsi outillées, les personnes peuvent créer et gérer des environnements d’apprentissage personnels (EAP) et des réseaux d’apprentissage personnels (RAP) qui recèlent le potentiel de devenir de puissantes ressources de perfectionnement sur les plans universitaire, professionnel et personnel.

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

Participation and Interaction in Learning Environments

2015 ◽  
pp. 111-131 ◽  
Author(s):  
Oskar Casquero ◽  
Manuel Benito ◽  
Jesús Romo ◽  
Ramón Ovelar
Keyword(s):  
Learning Environments ◽  
Student Participation ◽  
Virtual Learning Environment ◽  
Digital Data ◽  
Learning Networks ◽  
Personal Learning ◽  
Learner Participation ◽  
Online Higher Education ◽  
Personal Learning Environments ◽  
Education Courses

It is commonly argued that learner participation and interaction can be enhanced by the use of Personal Learning Environments (PLEs). However, this idea has yet to be reflected in practice. In this sense, researchers are encouraged to do more empirical research in order to know whether PLEs could allow the transference of the participative and networked nature of Web 2.0 to the institutional sphere. In this sense, this paper presents a differential study in which the authors analyzed student participation and interaction when working with a Virtual Learning Environment (VLE) and a PLE in two online, higher education courses. With that aim in mind, participation measures were calculated and social network analysis was performed on the digital data collected from the learning environments. The findings reflect the effectiveness of a PLE over a VLE for facilitating student participation and for assisting students in the creation of more cohesive learning networks.

Exploring the use of authentic learning strategies in designing blended learning environments

2015 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Heidi, Yeen-Ju Tan ◽  
Mai Neo
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Authentic Learning ◽  
Content Type ◽  
Learning Modules ◽  
Web Technologies ◽  
Class Project ◽  
Learning Principles

Purpose – The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied. Design/methodology/approach – This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment. Findings – Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments. Originality/value – Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.

scholarly journals Personal Learning Networks as a Support for Transitioning MSc Students

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Shona Robertson
Keyword(s):  
Learning Environments ◽  
Lessons Learned ◽  
Research Approach ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
First Time ◽  
Academic Year ◽  
Initial Results

This paper reflects on the lessons learned from an attempt to evaluate an online non-assessed module which was run for the first time in 2016 as part of a larger MSc Social Work module taken by 26 final year students. It uses a Real World Research Approach to consider the lessons which can be learned from research enquiry which yields an unexpected or disappointing response. The paper discusses these lessons learned from initial results in the context of literature on Personal Learning Networks (PLNs) (sometimes referred to as personal learning environments). It uses this literature to explore the context within which students might use PLNs as they transition into becoming newly qualified social workers. It concludes by suggesting that further enquiry into the role of PLNs is required with a further study planned for the next academic year.

scholarly journals Learning Networks and Connective Knowledge

2010 ◽  
pp. 1-26 ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Learning Environments ◽  
Net Generation ◽  
Learning Technology ◽  
Learning Networks ◽  
Approach To Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Per Se ◽  
Connective Knowledge

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not ‘transferred’ or ‘transacted’ per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called ‘e-learning 2.0’ - an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.

scholarly journals PLE & PLN FOR LANGUAGE LEARNING AND TEACHING: A CASE STUDY

2016 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
LETIZIA CINGANOTTO ◽  
DANIELA CUCCURULLO
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Formación Permanente

Los recientes desarrollos de las tecnologías de aprendizaje están facilitando un cambio significativo en la experiencia formativa. El objetivo de este trabajo es explorar el potencial de los PLE (Personal Learning Environments) y de los PLN (Personal Learning Networks) a través de la descripción de un caso de estudio sobre una iniciativa de formación online: una respuesta innovadora a la gestión integrada de la "formación permanente" para la enseñanza de idiomas. El caso de estudio se refiere a una iniciativa online desarrollada a nivel internacional en 2012 y dirigida a profesores, formadores y educadores de todo el mundo, apasionados del aprendizaje de idiomas, utilizando tecnologías. Los autores planearon y moderaron una prueba de cinco semanas durante el "EVO 2012" (Electronic Village Online), ofreciendo una oportunidad libre para discutir y compartir ideas, prácticas y experiencias gracias a encuentros sincronizados en la plataforma Moodle, a través de videoconferencias con expertos internacionales y herramientas de trabajo asíncronos. El objetivo principal fue promover la conciencia de este tema, acompañando a profesorado y formadores en la explotación de las potencialidades de los PLE y de los PLN en clases de inglés para fines específicos (EFL en sus siglas en inglés).

scholarly journals Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke

2021 ◽  
pp. 154596832110010
Author(s):  
Margaret A. French ◽  
Matthew L. Cohen ◽  
Ryan T. Pohlig ◽  
Darcy S. Reisman
Keyword(s):  
Cognitive Abilities ◽  
Step Length ◽  
Cognitive Measures ◽  
Retention Models ◽  
Wechsler Memory Scale ◽  
Walking Pattern ◽  
Learning Principles ◽  
The Relationship ◽  
Sequential Regression ◽  
Neurologically Intact

Background There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. Objective To understand the relationship between locomotor learning and retention and cognition after stroke. Methods Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. Results Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning ( R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (Δ R2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). Conclusions Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

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