PLE (Personal Learning Environment)
Learning does not just take place in the classroom. Almost any place or situation has the potential to be a learning opportunity, especially with the help of mobile devices. Issue #35 of the E-Learning Papers sets out to explore the exciting new terrain of Personal Learning Environments.
The Personal Learning Environment (PLE) approach sees learning as ubiquitous and learner-centred. Learners autonomously select their information streams and make comparisons or connections between various sources of digital and non-digital building blocks of knowledge. Such an approach challenges many of the conventional models of education and the traditional roles of teacher and student.
This issue of the E-Learning Papers, edited by Ilona Buchem and Tapio Koskinen, includes four in-depth research articles and four reports on experiences from the field. Under the broad banner of PLEs, the topics covered in the issue range from the use of personalized badges to recognize learning to the gamification of social learning, to future perspectives of place-based learning in smart cities. The findings and insights of the articles in this issue demonstrate the rich contribution of the PLE approach to the opening up of education.
Each learner is unique and will have unique learning experiences. What motivates learning, what triggers curiosity, and what tools might enhance learning will be different for different learners.
This paper presents a gamification framework applied to the integration of game elements in Social Learning Environments. The framework is being applied to a K6 Social Learning Environment leading to a gamified system.
Learning Layers develops a set of modular and flexible technological layers for supporting workplace practices in SMEs that unlock peer production and scaffold learning in networks of SMEs, thereby bridging the gap between scaling and adaptation to personal needs.
By building on recent advances in contextualized learning, these layers provide a meaningful learning context when people interact with people, digital and physical artefacts for their informal learning, thus making learning faster and more effective.
Building on mobile learning research, we situate learning into physical work places and practices to support situated, faster and more meaningful learning.
Learning Layers provide a shared conceptual foundation independent of the tools people use and the context they are in.
Learning Layers are based on a common light-weight, distributed infrastructure that allows for fast and flexible deployment in highly distributed and dynamic settings.
We apply these technologies in sectors that have been particularly hesitant to take up learning technologies, i.e. health care and building and construction.
Involving two representative and large-scale regional SME clusters allows us to involve end users in co-design of the system and later scale up the approach to more than 1,000 learners within 4 years.
By inviting a larger set of stakeholders to adapt and build on our solutions and through research in sustainable business training models, the project will generate significant impact by boosting the ability of regional innovation systems to adapt to change and thereby remain competitive, on the individual, organisational and regional level.
We demonstrate the impact in the two chosen sectors, but widen the scope to other sectors and regions towards the end of the project.
The Personal Learning Environment (PLE) Conference, which took place simultaneously in Aveiro (Portugal) and Melbourne (Australia) last September, was intended to produce a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of PLEs – including the design of environments and the sociological and educational issues that they raise.
On this website, you can find all the papers that were produced for this occasion.
Digital Learnscapes: Meeting Future Challenges. We live in a period of change and uncertainty. Many are bewildered by these changes and find it difficult to keep up, particularly in the education and training sectors. The ability to anticipate and prepare for change is the mark of innovative educators, as is the skill of harnessing new and emerging tools to promote good learning.
At Pelecon 13 we want to provide learning professionals with opportunities to explore, discover and discuss new approaches, new technologies and new ideas to enhance, enrich and extend their own professional practice. There will be particular emphasis this year on simulations and games, personal learning tools, new pedagogies and practices, learner and teacher voice, and digital literacies.
Denne artikel handler om brug af realtidsdata for at hjælpe lærere med at bedømme og overvåge elevers tillid. Rapporten forsøger at klarlægger, hvordan elevernes tillid kan øges for at fremme kreativt samarbejde i online læring.
Den anskueliggør denne opfattelse fra lærerens synsvinkel. Man undersøger således elevernes tillidsforpligtelser i virkelige case-scenarier, hvor internationale elever samarbejder (på afstand) og formulerer deres læringsopgaver og kompetencer. Denne type forskning skal finde frem til svagheder i gruppen for at styrke samarbejdet i gruppen.
Vi tror på, at lærere ved at få indblik i, hvordan de bør bedømme og overvåge elevernes tillid, kan bruge disse informationer til at gribe ind (om nødvendigt) og give positiv support. Derved forstærkes elevernes selvstændighed og deres motivation til at engagere sig kreativt i hverdagskompetencer og innovationer. Hovedresultaterne, man har indsamlet indtil videre, handler om mængden af indflydelse på elevadfærd.
De peger på tre centrale aspekter, som omfatter observation af tillid og dennes rolle i øgning af støttende og positive handlinger - det omfatter observation af: (1) Hvordan eleverne opfatter andres hensigter i en given sammenhæng. (2) Ændringer i elevers engagement i en bestemt aktivitet (samarbejdsniveau). Og (3) elevers opfattelse af kommunikationsmedier til læringsformål (reaktioner, brugsintentioner og reel brug).
In the framework of the ROLE European research project on Responsive Open Learning Environments, EPFL has developed the Graasp social media platform. It is now deployed and validated in Swiss universities with the support of SWITCH.
In this talk, the motivations and the key concepts associated with Personal Learning Environments will be discussed. The importance of providing fine privacy control and enabling agile aggregation of resources gathered from both the cloud and institutional repositories will be highlighted. The lessons learned in various pilot learning activities will also be presented. In addition, the participants will get a short introduction on how to construct their own PLEs with Graasp.