Evolving a Social Networking Platform into a Smart Personalised Learning Environment (PLE) or the Other Way Around

2014 ◽  
Vol 3 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Steve Goschnick
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Management Systems ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of Learning Management Systems (LMS), with those popularised in Social Networking platforms, to personalise the individual learning experience in a PLE (Personal Learning Environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this paper then demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

Merging Social Networking With Learning Systems to Form New Personalized Learning Environments (PLE)

2018 ◽  
pp. 407-440
Author(s):  
Steve Goschnick
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Personalized Learning ◽  
Conceptual Schema ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of learning management systems (LMS), with those popularized in social networking platforms, to personalize the individual learning experience in a PLE (personal learning environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this chapter demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

Social Networking and Personal Learning Environment

2009 ◽  
pp. 713-720 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

Social Networking and Personal Learning Environment

2010 ◽  
pp. 238-247 ◽  
Author(s):  
Antonio Fini
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Main Idea ◽  
Virtual Learning ◽  
Social Software ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Rss Feeds ◽  
Definition Of ◽  
The Individual

In social studies a social network is the set of relations that links people, through their interactions and familiarity of various kind. Today, however, social networking indicates a growing phenomenon, characterised by Web technologies that create and keep together groups of people on the basis of common interests. These tools (social software technologies) include for instance: blogs, podcasts, RSS feeds, social bookmarking, and offer new opportunities to promote collaboration, to assist conversations, to help in the sharing of knowledge, in work and learning contexts, both formal and informal. Although some of these tools are often used in LMSs, the main idea of this new approach is to consider the advantages coming from general purpose tools, widely available on the net, and characterised by an intrinsic vitality and spontaneity. In this context, also linked to a growing criticism of the current e-learning model, based on the extensive use of VLEs (virtual learning environments), new proposals oriented towards the definition of new models of Web spaces for personal learning (personal learning environment or virtual learning landscape) are being put forward. In these new systems the individual has a central place, in a network of resources and of social and friendly interactions that offer support on the emotional as well as on the cognitive level.

Factors Affecting the Design and Development of a Personal Learning Environment

2012 ◽  
pp. 226-236
Author(s):  
Helene Fournier ◽  
Rita Kop
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Learning Environments ◽  
Technology Use ◽  
Interface Design ◽  
Design And Development ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

scholarly journals Open Social Learning y educación superior. Oportunidades y retos

2012 ◽  
Vol 60 ◽  
pp. 191-203 ◽  
Author(s):  
Inés Gil-Jaurena ◽  
Daniel Domínguez Figaredo
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educación Superior ◽  
Personal Learning ◽  
Educacion Superior ◽  
Personal Learning Environment ◽  
Learning Management ◽  
Modelo Pedagógico

El texto que se presenta analiza la potencialidad del Open Social Learning (osl), aprendizaje social abierto, en la educación superior a distancia. Tras comentar algunos aspectos acerca de las herramientas tecnológicas más extendidas en este ámbito, como son los sistemas de gestión de recursos (lms por las siglas en inglés de learning management systems), se revisa el concepto de osl y sus rasgos más relevantes: la noción de abierto, el carácter social y la centralidad del aprendizaje; se repasan las oportunidades que ofrece para facilitar aspectos como la generación de entornos personales de aprendizaje (ple por personal learning environment); la creación de comunidad; la validación colectiva de los contenidos, etc. Sin embargo, la implantación del osl genera reticencias y presenta retos para su integración en los sistemas de educación superior, retos que también se analizan y que se encuentran ligados, fundamentalmente, a la gestión del proceso de cambio del modelo pedagógico y a la evaluación de los aprendizajes.

scholarly journals Are Students Ready to (re)-Design their Personal Learning Environment? The Case of the E-Dynamic.Space

2017 ◽  
Vol 6 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Caroline Kuhn
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Digital Tools ◽  
Web Based ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Scaffold Structure ◽  
Two Phases ◽  
Mind Set ◽  
Skills Use

The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also because they perceive the Internet as too open and loose, generating anxiety and uncertainty. They ask for support and guidance. Nevertheless they acknowledged the need to move from the visitor end to the resident one. The next phase will explore how these findings can inform the design principles of a scaffold structure for the re-design of students’ PLE.

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.

scholarly journals Personal learning environments: A Big Data perspective

2016 ◽  
Vol 6 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Selami Bagriyanik ◽  
Adem Karahoca
Keyword(s):  
Big Data ◽  
Learning Environment ◽  
Learning Environments ◽  
Data Gathering ◽  
Field Surveys ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Literature Reviews ◽  
Vocational Competence ◽  
Personal Learning Environments

Problem Statement: Traditional instructional learning based platforms (e.g., Learning Management Systems) and master – apprentice model is not sufficient for the companies and their human capital anymore. Employees should lead their vocational competence in a connected, fast changing world. It is a great challenge for enterprises and people to find relevant learning resources in an unstructured, scattered, distributed,  and overwhelmingly large amount of information ocean and un-learn / learn continuously in this environment.Purpose of Study: Personal Learning Environments enhanced with Big Data analysis opportunities and emerging technologies seem a solution for the aforementioned problem. This study aims to propose a preliminary Personal Learning Environment Architecture leveraging Big Data possibilities.Methods: Systematic literature review method is used to review the literature reviews  including the research of Big Data in education and personal learning environments.Findings and Results: Based on the literature knowledge captured, a preliminary personal learning environment architecture is synthesized and proposed.Conclusions and Recommendations: Proposed preliminary architecture seems to address basic usecases in the literature. However a detailed data gathering should be conducted in a large enterprise using more sophisticated technics such as field surveys, descriptive analytics and case studies. Although the architecture is promising for the personal learning environments, it needs systematic validation with more data both technologically and andragogically.  Keywords: big data in education, personal learning environment, personal learning assistant, learning mentor, learning analytics.  

Sign in / Sign up

Export Citation Format

Share Document