scholarly journals Personal learning environments on the Social Semantic Web

Semantic Web ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 23-51 ◽  
Author(s):  
Zoran Jeremić ◽  
Jelena Jovanović ◽  
Dragan Gašević
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
Personal Learning ◽  
The Social ◽  
Personal Learning Environments ◽  
Social Semantic Web

The Social Semantic Web in Intelligent Learning Environments: state of the art and future challenges

2009 ◽  
Vol 17 (4) ◽  
pp. 273-309 ◽  
Author(s):  
Jelena Jovanović ◽  
Dragan Gašević ◽  
Carlo Torniai ◽  
Scott Bateman ◽  
Marek Hatala
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
State Of The Art ◽  
The Social ◽  
Future Challenges ◽  
Social Semantic Web ◽  
Intelligent Learning Environments

scholarly journals Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)

2019 ◽  
Vol 11 (10) ◽  
pp. 2903 ◽  
Author(s):  
Asunción Martínez-Martínez ◽  
María del Carmen Olmos-Gómez ◽  
María Tomé-Fernández ◽  
Eva María Olmedo-Moreno
Keyword(s):  
Social Integration ◽  
Psychometric Properties ◽  
Learning Environments ◽  
Expert Panel ◽  
Four Dimensions ◽  
Personal Learning ◽  
The Social ◽  
Personal Learning Environments ◽  
Unaccompanied Foreign Minors ◽  
Almost All

Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level α = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Tag-based collaborative filtering recommendation in personal learning environments

2013 ◽  
Vol 6 (4) ◽  
pp. 337-349 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Simona Dakova ◽  
Hendrik Thus ◽  
Ulrik Schroeder
Keyword(s):  
Collaborative Filtering ◽  
Learning Environments ◽  
Personal Learning ◽  
Personal Learning Environments

scholarly journals Teaching Power Electronics and Digital Electronics using Personal Learning Environments. From Traditional Learning to Remote Experiential Learning

2017 ◽  
Vol 13 (08) ◽  
pp. 18
Author(s):  
Mourad Gourmaj ◽  
Ahmed Naddami ◽  
Ahmed Fahli ◽  
Driss Nehari
Keyword(s):  
Learning Environments ◽  
Management System ◽  
Learning By Doing ◽  
Limiting Factors ◽  
Traditional Learning ◽  
Main Question ◽  
Personal Learning ◽  
Learning Modules ◽  
Personal Learning Environments ◽  
Efficient Learning

<p class="0abstractCxSpFirst"><span lang="EN-US">Practical works have a fundamental role in the curriculum of any scientist, engineer, and technician. It helps learners to face the real world and put in practice what they have learned to judge their operability. Moreover, due to some limiting factors and due to the growth number of learners, universities and institutes have become inapt to give efficient learning. Distance education presents a future key to reduce these restrictions. </span></p><p class="0abstractCxSpLast"><span lang="EN-US">Currently, remote experiments together with web-based courses approach significantly contribute to many aspects of education for learners. In this context, the main question addressed is how we ensure that an educational system evolves to better serve the needs of learners? The present work proposes a solution based on student’s Personal Learning Environments ‘PLEs’. PLEs are educational platforms that help learners take control and manage their own learning process, learning modules with remote experiments, for reaching a specific goal. In order to response these criteria we use the Learning Management System (LMS) Moodle, the e-portfolio Mahara, the Remote Laboratory Management System (RLMS) iLab Shared Architecture (ISA) with additional tools and plug-ins to implement the learning by doing environment.</span></p>

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