Browsing by Subject "Personal Learning Environments"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Publication
    Open Access
    Assessing the presence of the ‘Personal Learning Environment’ concept across the web domains of Spanish Higher Education institutions : a web mention study
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Castaño Muñoz, Jonatan; Villar-Onrubia, Daniel
    The concept of ‘Personal Learning Environment’ (PLE) has generated considerable levels of attention among researchers and practitioners concerned with technology-mediated education. By introducing students and educators to this concept, Higher Education Institutions (HEIs) may enable their communities to make better informed decisions on the resources they use in their day-to-day academic practice. Moreover, it may help them develop autonomy as self-regulated learners and enhance their agency in lifelong learning. This article is part of a study looking at the presence of that concept across the web domains of universities and other HEIs in Spain, a country that stands out due to the amount of research on PLEs it has produced. The article presents the findings of the first phase of the study and concludes that the concept is relatively well established in the Spanish HE arena. Nevertheless, the presence of the term is unevenly distributed across the sector, as it is higher among public universities and distance education institutions.
  • Thumbnail Image
    Publication
    Open Access
    Metacognitive skills and emotions in the construction of Personal Learning Environments
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Ramírez-Mera, Urith; Tur, Gemma
    The metacognitive skills carried out during PLE development are linked to several different aspects, such as emotions and motivation which in turn contribute to students’ performance. This research is aimed at exploring the role of emotions in the learning experience of Higher Education students during the construction of their Personal Learning Environments (PLE) in Mexico. The study was carried out by means of a mixed research protocol in which the CAPPLE questionnaire and semi-structured interviews were implemented. Results based on the survey revealed that students’ motivation is linked to certain metacognitive skills during the planning phase of the self-regulated learning process. The interviews show that emotions related to happiness and surprise motivate students to develop their PLE, while emotions such as fear or sadness motivate to work harder in order to build up new skills and abilities. Conclusions reflect on the need to support both metacognitive and emotional processes for successful online learning and PLE construction.
  • Thumbnail Image
    Publication
    Open Access
    Personal Learning Environments : challenging the networked ecosystems with people agency
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Castañeda, Linda; Attwell, Graham; Dabbagh, Nada
    Personal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and skill-based. In a PLE, the locus of control shifts away from the institution to individuals, to the agency of individuals, helping them take control of their learning and build a personal cyber infrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools and bringing together both formal and informal learning. Understanding what a PLE is and reshaping educational systems to support PLE is more important than ever; as part of the process of refocusing learning and learning environments to prioritize people's agency in the current technological and social conditions. This special issue was conceived as an effort to collectively explore the pathways and challenges of adopting the PLE as a legitimate approach for self-education and lifelong learning and engagement in contextual change. The papers included have a variety of perspectives - theoretical reflections, conceptual analysis, literature reviews, learning and teaching experiences – from the learners’ point of view and from the instructors’ point of view, as well as tools for improving student experiences. They also include a review of projects that confront the challenge of PLE challenges, and propose research paths that explore different aspects of the implementation of the PLE. This issue brings together authors from different countries and provides data that broadens our view of the object of study and can enrich the discourse.
  • Thumbnail Image
    Publication
    Open Access
    Personal Learning Environments : looking back and looking forward
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Attwell, Graham
    In this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.
  • Thumbnail Image
    Publication
    Open Access
    Validation of a Questionnaire on Work and Learning Habits for Future Professionals: Exploring Personal learning Environments
    (2016) Prendes-Espinosa, Mª Paz; Castañeda-Quintero, Linda; Solano-Fernández, Isabel; Roig-Vila, Rosabel; Aguiar-Perera, Mª Victoria; Serrano-Sánchez, José Luis; Didáctica y Organización Escolar
    This article describes the entire process of validating the data collection instrument of the CAPPLE project. The validation of the instrument (an online survey) aims to ensure the reliability, validity, relevance and functionality of the collection process. Hence, a validation method based on three complementary procedures has been chosen: expert judgement by eight experts in three consecutive rounds; a round of cognitive interviews with 24 subjects on 10 critical items, and a pilot study with 400 invited subjects, of which 224 are considered the final sample. Following the completion of the three methods described, we get an instrument that meets the validation criteria, configured by four basic dimensions (self-perception, information management, management of the learning process and communication) and that could be considered as a very useful tool in the study of Personal Learning Environments of university students.