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In this paper the authors discuss the results and implications of research regarding the building and perception of Personal Learning Environments (PLEs) that they developed in the last four years. In addition, the authors discuss the next step of this research; the public funding project CAPPLE, on which they are currently working.
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PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
Group of Research in Educational Technology
University of Murciahttp://www.um.es/gite
Population: 25.000 Sample: 1500 Spanish Senior Students
The description and the prospective analysis, both technically and functional, of personal learning environments (PLEs) of the Spanish future professionals in all areas of knowledge.
CAPPLE Projecthttp://www.um.es/ple/?lang=en
PLEPersonal Learning
Environment
PLE -2001 NIMLE Project (Northem Ireland -JISC founded)
Technological termEvolution of LMS
Enphasizing on Technologies Web 2.0
PLEPersonal Learning
ENVIRONMENT
Just about the environment?
Is “where” the CRUCIAL question?
A NEW approach for understanding
the learning process
“A set of tools, mechanisms, data
sources, connections and activities (experiences)
that each person uses habitually to learn"
Adell & Castañeda, 2010
PLEPersonal LEARNING
Environment
We already got it?… so What else?
PLE is the environment in which we learn using
efficiently the available technologies
PLE
Research
Teaching
Education purpose
Basics of Learning:• Why• What• How• Whith whom
PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
Image: 'Classroom Sign: The Mess' http://www.flickr.com/photos/28430474@N05/6002252651
Nothing finished, some ideas to discuss…
Defining PLE
“A set of tools, mechanisms, data
sources, connections and activities (experiences)
that each person uses habitually to learn"
Adell & Castañeda, 2010
Pers
onal Le
arn
ing E
nvir
onm
ent
PLE
Reading /Accessing to information
Tools: newletters, blogs, video channels, list of RSS, etc..
Mechanisms: searching, curiosity, initiative, etc..
Activities: lectures, reading, review of headlines, audiovisual viewing.
Doing / Reflecting
Tools: blogs, notebook, video channel, publishing site visual presentations,
website
Mechanisms: synthesis, reflection, organization, structure, etc..
Activities: creation of a working agenda, making a concept map, posting a video of their own, etc..
Sharing: Personal Learning Network (PLN)
Tools: social software, monitoring network activity, social network sites. In general all the tools underlyed by a
social network.
Mechanisms: assertiveness, consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums, discussions, conferences, etc.. PLE Components
Castañeda & Adell, 2013
PLE Components Castañeda & Adell, 2013
Pers
on
al Le
arn
ing
Envir
on
men
tPLE
Reading /Accessing to information
Doing / Reflecting
Sharing: Personal Learning Network
(PLN)
Tools: social software, monitoring network activity, social network
sites. In general all the tools underlyed by a social network.
Mechanisms: assertiveness, consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums, discussions, conferences,
etc..
Castañeda, L. y Adell, J. (eds.). (2013). Entornos personales de
aprendizaje: claves para el ecosistema educativo en red.
Alcoy: Marfil.
www.um.es/ple/libro
PLEs in Action
First approachiCamp Project
www.icamp.euCastañeda, L & Sánchez, M.M. (2009). Entornos e-learning para la enseñanza
superior: entre lo institucional y lo personalizado. In Pixel Bit 35, 175-191. ISSN:1133-8482. Retrieved From
http://www.sav.us.es/pixelbit/pixelbit/articulos/n35/14.pdf
PLEs in Action
Patchworking PLEs
Castañeda, L. & Soto, F.J. (2010). Building Personal Learning Environments by using and mixing ICT tools in a professional way. In Digital Educational Review 18, 9-25 Retrieved
From http://greav.ub.edu/der/index.php/der/article/view/163/302
Students appreciate new ways of developing their
tasks and their course work
Learning = acquiring information–
memorizing
Students, when arriving at university, NO ICT tools for
learning
Opportunities for Independency, collaboration
and self-importance
No Learning as complex, lack of learning understanding
PLEs in Action
PLN as the core of PLELooking at twitter
Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE
Conference 2011, 10th - 12th July 2011, Southampton, UK. Retrieved From http://journal.webscience.org/550/
more evidences of “social learning” than for “personal learning”
Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE
Conference 2011, 10th - 12th July 2011, Southampton, UK. Retrieved From http://journal.webscience.org/550/
Social learning is supported by Personal Learning Networks as structures, crucial parts of PLEs
PLEs in Action
Learning processes Behind PLEs
Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal. ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440
• Tech and Not Tech Supported
• Mutually complementary
• Pedagogical Approach
• Hard Tech Based
• Learning implies: First recover info –from an expert-, Do something and Finally you show it to others
• Metacognition is NOT perceived as a learning process
Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal. ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440
PLEs in Action
Nowadays…
PLEs in Action
The description and the prospective analysis, both technically and functional, of personal learning environments (PLEs) of the Spanish future professionals in all areas of knowledge.
CAPPLE Projecthttp://www.um.es/ple/?lang=en
PHASE 1. Design and validation of instruments for
collecting information on PLEs and clarifying of the data
collection strategy.
PHASE 2. Information collection and analysis of
data on PLEs. National sample of last year university'
students from all areas of knowledge.
PHASE 3. Creation and development of PLEs
diagrammer and descriptive and comparative analysis of
underlying PLEs models found in the data.
PHASE 4. Analysis and exploration of educational
and institutional implications of the results. Practical
proposals for institutional's pedagogical and
organizational developments.
PLEPersonal Learning
Environment
If the PLE involve learning to learn with technology, integrate PLEs in
education would contribute to develop essential skills in a
complex and changing world as ours…
Castañeda & Adell, 2013
PLE Centred Education:The Next Boundary
Perceptions and Realities Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda GITE - University of MurciaSpain
Linda Castañeda<lindacq@um.es>Grupo de Investigación de Tecnología EducativaUniversidad de Murcia<http://www.lindacastaneda.com>Twitter, Flickr, youtube, slideshare: lindacq
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