Synthesis Matrix for Literature Review

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Literature Review Matrix by Jennifer Lim

Personal Learning Environment (PLE)

THEME (Attwell, 2007) (Mcloughlin & Lee, 2010) (Drexler, 2010) (Amberg, Reinhardt, & Hofmann, 2009)

(Mohamed Amine Chatti, Agustiawan, Matthias Jarke,

& Marcus Specht, 2010)

Definition of PLE

Not a piece of software but new approach in using technologies (social software) for learning

PLE - a concept adopting Web 2.0 technology to promote lifelong learning, informal learning and self-directed learning Learning environment - an approach not an application for identity management, social participation & community of inquiry PLE allows learner to take control of his/her own learning environment

Networked learning - learning in which information communication technology is used to promote connections between learners, tutors, learning community and learning resources

Personal learning - learner autonomy and increased self regulation

Integration of social software into LMS creates new way of web-based teaching & learning - PLE

Learning is fundamentally personal, social, distributed, ubiquitous, flexible, dynamic and complex in nature. VLE - TEL is designed, authored, organized, and delivered via VLE as statically packaged PLE - more natural and learner-centric model to learning that takes small pieces, loosely joined approach, characterized by freeform use of a set of learner-controlled tools and the bottom up creation of knowledge ecologies

Pedagogy or principles

PLE supports different learning style and learners should be able to use different learning style in different contexts/domains in satisfying different learning goals

Self regulated learning - take control of own learning & maintain high level of motivation Learning experience - active, process based, driven by learners' interests, independent learning, cultivate self-regulation Social & participatory pedagogy Scaffolding

Constructivism & connectivism influence the instructional design Networked learning is manifested in PLE - help take control of and manage own learning Networked student model - constructivist approach to learning

Learning network - learn by connecting

Lifelong independent learning

User-centered learning approach

Lifelong learning - learning possibilities exist for those who want to learn Personalized learning - learning is person in nature - ability to learn the way learner sees fit Network learning - fundamentally social in nature - active producers of knowledge - social nature of web 2.0 through participation, voting, collaboration, sharing, aggregation and distribution

Rationale for PLE

PLE is an extension to accessing educational technology to be responsible to organize one's own learning, both formal and informal

Learners able to make educational decisions and take ownership over learning experiences Opportunities for authentic learning that is personalized and meaningful to the learners

Promote knowledge construction, information vehicle for exploring knowledge, active learning tool, social medium to promote conversing, intellectual partner to facilitate reflection

Enlarge community and networking across closed course boundaries

Increase interaction and participation

LMS-centric model of learning failed to achieve performance improvement and innovation - learning is more than static content and technology is only secondary issue

Inability to satisfy heterogeneous needs of many learners

Skills/processes required

Develop own judgment and literacy skill to use new technologies

Ability to select appropriate learning tools in own learning environment to match own learning goals and needs Communication and participation Educator - scaffolding skill Learner - digital literacies

Teacher professional development -ongoing mentoring & support Personal learning management

Browse, network, collect, create, communicate, share.

Creator of contents - active learner

Mashup by aggregation, mashup by integration in PLEF to support learners in building PLEs

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Challenges or concerns in implementation

Finding balance between institutional learning and learning globally, Security of data, providers of technology services

Reevaluate the value of course contents and process & personal skill development Lacking of instructional support and task scaffolding Biggest challenge: Allow self direction, knowledge building and autonomy with choices at the same time provide structure and scaffolding Achieve balance between scaffolded and learner-directed learning activities

Balance teacher control and student autonomy Motivation, self direction and technical aptitude - key considerations Changing role of teacher and student Evolving innovations Refine instructional design Pedagogical implication

Requires higher competence in connecting distributed contents and customizing heterogeneous services required

Encouraging lifelong learning, valuing both informal and formal learning, and recognizing the different contexts in which learning takes place, as well as the fundamental changes in the perception, technology and use of Web Core issue of learning - personalization of learning experience

Others:

Social software category - collaboration, communication, relationship management, information

Characteristics of PLE

Personalization

Informal and lifelong learning support

Openness and decentralization

Bottom-up approach

Knowledge-pull

Ecological learning

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THEME (Aviram, Ronen, Somekh, Winer, & Sarid, 2008)

(Martindale & Dowdy, 2010) (Mark Johnson & Oleg Liber, 2008)

(Chen, T.-C. Huang, Li, & C.-M. Huang, 2007)

(van Harmelen, 2006)

Definition of PLE

iClass pedagogical model - need for developing self-regulated reflective learners who are able to make informed choices, thoughtfully and strategically direct and plan their own learning as well as tailor the learning process according to their own needs, interests and preferences Personalization - adaptation of the learning process and its content to the personal characteristics and preferences of the learner as much as possible Personalization Technology (PT) fosters information-literate learners with necessary multi-disciplinary skills to cater for anticipated life-long learning SRPL - maximizing personalization of learning process, maximized self regulation, mindful and meaningful choice by leaner

PLE is specific tool or defined tool collection used by learner to organize his/her own learning processes.

PLE acts as metaphor to descrive activities and milieu of modern online learner

PLE gives the learner contorl over his/her own learning process

Personalization - desire to create learner-centered but provider-driven education or the view that 'personal learning' is fundamentally a learner-driven model of education where the traditional provider-centric role of institutions is challenged

Self-regulated learning is goal-oriented learning strategy - applied in self-management learning for promoting learning performance of individual learner in web-based learning environment

PLE is a single user's e-learning system that provides access to a variety of learning resources and that may provide access to learners and teachers who use other PLEs and/or VLEs


Integrative developmental pedagogical model for enhancing Self-regulated personalized learning (SRPL) - user centered - allowing users a growing level of autonomy and control while scaffolding their ability to reflect and experiment with new learning approaches

Constructivism and informal learning - learner as primary factor in knowledge building

Reductionism - knowing and doing are separable but contingent

Constructivist - knowledge communicated through dialogue

Collaborative activities motivated by social constructivism

PLE fixed in scope, functionality and interface or may be personalisable on individual basis during use

Control of PLE may vested in their individual users

Rationale for PLE

Personalization contribute a sense of competence and autonomy and triggers the reflection of learner, learning process and the relationship Promote learning how to learn and the possibility of becoming effective lifelong learner Catering learning to individual interest improves learning, attentional & retrieval processes, acquisition of knowledge and effort expenditure, increase persistence and intrinsic motivation

PLE emerges as result of limitations of LMS

Recognition of importance of informal and lifelong learning

Growth of social software

Promoting 'tool-creating' strategies that PLE seeks to create synergies between different practices that learners engage with - effectively creating connections between those practices

Emergence of human power relates to ways of being and learning and PLE argument is that technological change entail changes of ways of being - effective personal coordination

PLE is organizational response to challenges of technological environment - need to change the 'way of being' of learners so they are able to exploit and control

Self-regulated learning ability of individual learner is obviously an important factor affecting the learning performance in a web-based learning envrionment

Self-regulated learning assisted mechanisms promote spontaneous, autonomous and self-regulated learning abilities of learners

Needs of life-long learners - system provides standard interface to different institutions' e-learning systems

Response to pedagogical approaches - require that learner's e-learning systems need to be under the control of the learners themselves

Needs of learners who perform learning activities offline

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technological environment surrounds them


Consciously, intentionally and mindfully regulated by the self - based on processes of learner's choice and exploration

Reflection on task or process of learning (metacognition)

Reflection on individual preferences, values, goals, abilities, styles, interests - increase self-knowledge

Exploration is behavior in which an individual translates innate curiosity to a deliberate active experimentation or nonlinear search for info, its examination, evaluation in self-reflective manner - promote sense of competence & autonomy

Learner personally organizes the environment instead of operating within an environment that make sense to instructor or institution

Learner has responsibility for his/her own content

Learner requires to effectively select & review learning content independently; use several tools at once in combination; understand the strength of various web 2.0; have better appreciation for intellectual property/ownership; internally motivated to learn

Ability to make decisions about appropriate action which maintain the viability of individual

Development of dispositions such that particular effective techniques and actions are 'to-hand'

Ability to create harmony between mind and body and maintain physical and mental balance

Ability to control psychological well-being in the face of environmental challenge

Ability to identify appropriate actions with other people

Ability to organize technological environment strategically which can facilitate further action-making

Ability to judge outcomes of action and adapt strategy as necessary

Ability to apply conceptual frameworks to situations as a tool for formulating strategy

Equating of learning and life in management processes and achieving balance in managing different activities

System direct learner to fill a self-monitor form before progressing courseware learning - self examining and self-evaluationg their learning goals and performances via the immediately displaying self-regulated learning radar plot with five-dimension self-regulated learning indicators during learning processes.


Technically - how PLE integrate with institutional LMS

Mining mountains of information and directing learner to valuable resources

Skills to manage all applications - navigate multiple interfaces, passwords, content formats to benefit from myriad offerings - juggling mutliple learning contexts and interfaces

Spend more time learning and re-learning user interfaces of Web 2.0

Challenge of constant evaluation of resources

Unmanageable complexity within domain of tools to be managed

Unable to tie technological action to personal identity

Unable to predict changes in environment and adjust technological practice accordingly

Over-focusing on particular technological practices at the exclusion deeper process of environmental adaptation

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Others:

Organization model of the engagement between learners and technology - central issue is the steering of technological engagement in order to maintain the viability of learners, teachers and educational institutions - Beer's Viable System Model (VSM)

Application of VSM to person within PLE to illuminate personal organizational framework and actions learner needs to take to manage their learning

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THEME (Scott Wilson et al., 2007) (Schaffert & Hilzensauer, 2008) (M.A. Chatti, M. Jarke, M. Specht, & Schroeder, 2011)

(Milligan et al., 2006)

Definition of PLE

Dominant design - emergence of a broadly accepted core design principle from a number of competing incompatible alternatives - once emerge, innovative activity is directed to improving the process by which the dominant design is delivered rather than exploring alternatives

PLE - the idea of a user-centered learning approach, using Social software tools

Social software - software that connects people and ensures collaboration and communication

Self-directed learning - individuals take initiative with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying himan and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes

Mashup indicates a way to create new (web) applications by combining existing data and services from several sources

Mashup by aggregation - assemble sets of info from different sources within single interface

Mashup by integration - complex applications that inegrate different application programming interfaces (APIs) to combine data from different sources

PLE facilitates learner choice and control, allowing the selection and combination of informal and formal learning opportunities from variety sources

PLE as extension of portfolio, providing learner centered environment in which learners can record achievement and plan and work toward new goals

VLE provides a set of tools which allows course content and student cohorts to be managed efficiently and provide a single point of integration with student record systems


Accept that VLE represents dominant design, then consider the possibility that there lies within the alternatives the possibility of a new design which represents not just a refinement of the design but an entirely new design pattern which could offer a very different set of possibilities, better reflecting the needs of lifelong learners

Social software provides the flexibility that is needed particularly in informal and collaborative learning settings, where people with different prior knowledge, learning interests and learning activities learn collaboratively with or from others - pedagogical know-how and expertise about learning processes

PLE - self-defined collection of services, tools and devices that help learners build Personal Knowledge Networks (PKN), encompassing taxit knowledge (people) and explicit knowledge (information)

Learning can be managed through a set of self-directed learning tools such as blogs, portfolios, feed aggregators

Rationale for PLE

Focus on coordinating connections between user and services - PLE is concerned with enabling wide range of contexts to be coordinated to support the goals of the user - competence-oriented approach to learning, explicitly recognizes the need to integrate experiences in a range of environments including education, work and leisure

Symmetric relationships - user able to consume and publish resources; organize resources, manage contexts and adopt tools to suit their needs

Individualized context - user re-organize information within context as they see it in any

Identity - learners have existence beyond formal scholl

Ease of use - customization by the user

Control and responsibility of ownership - content belongs to the user

Copyright and reuse - owner and not institution has to make these decisions

Social presence - support of communication and 'online culture'

Capacity of speed & innovation - new applications evolve rapidly and new features invade PLE conglomerate in learning setting

Mashup PLE - let learners create their own learning mashups that leverage components and content generated by learning service providers and other learners around the Web

VLE - conservative technology - solution to organizational problems: managing students, providing tools and delivering contents PLE - learners utilize single set of tools, customized to their needs and preferences inside a single learning environment

Web services - allowing different software tools to interact with each other to exchange data and information

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fashion and choose the information and tools to situate within it

Open Internet standards and lightweight API - connection in PLE is far more critical than compliance, better to offer wide range of services

Open context and remix culture - PLE is concerned with sharing resources, emphasizes creative commons licenses enabling editing, modification and republishing of resources

Personal and global scope - PLE operates at personal level in that it coordinates services and information that is related directly to its user and owner - PLE considered global in scope as the range of services it can potentially coordinate is not bounded within any particular organization


Collaborative knowledge construction using online services

Connect PLE with social networks, knowledge bases, work contexts, and learning contexts of any size to which they can obtain access

Tagging and listing should be shared with wider community through social bookmarking services

Active participation on content development

Self organization learning and selection of appropriate learning

PLE needs and builds on communities - shared domain/interest, engagement in joint activities, presence of practitioners and the development of shared repertoire of resources

Active learners who are responsible and have the opportunities to arrange their own learning environment

PLE framework - PLEF-Ext - enables user-friendly creation, management, sharing and reuse of learning mashups

Share, find, integrate, reuse, remix learning services based on MDMD approach

Learn with other people - manage relationships in learning network Control their learning resources - structure, share, annotate resources Manage activities they participate in Integrate their learning - making links between formal and informal learning

Learner choose tools to utilize within their learning environment, aggregates learning content from formal education providers and informal sources, provides tools for managing resources and relationships

Generic activities: collecting, reflecting, connecting and publishing

Context: individual's identity and social network

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PLE combines information from heterogeneous set of services within the purview of user - implication is that the structure of the information operated upon will be highly diverse - enabling automatic sharing of ratings and comments made by the user on resources with wider network

Soft boundaries - connecting large contexts using PLE poses both technical and a usability challenge, as it will not be possible to absorb all information within the context into an environment to be operated upon locally - design PLE to provide locally meaningful context boundaries for the user (filter context)

Unclear mechanisms for coordination of collective actions by groups and teams within PLE

Living with existing systems - how will PLE and VLE design co-exist

Role of learner - shift from consumer to prosumer

Personalization - competence for usage of several tools

Content - necessary competence to search, find and use appropriate sources

Social involvement - community and collaboration as the central learning opportunities

Ownership - awareness or personal data

Educational & organizational culture - change of learning culture and perspective - move towards self organization and self determination

Technological apects - required interoperability between LMS and the social software

Model-driven mashup development (MDMD) approach to deal with scalability, interoperability, reuse and automatic service invocation and mediation within mashup PLE

Interoperablity - vital as VLE is not going to disappear

Web services provide the key to co-existence of VLE and PLE

Others:

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References

Amberg, M., Reinhardt, M., & Hofmann, M. H. P. (2009). Designing an Integrated Web-based Personal Learning Environment based on the Crucial Success Factors of Social Networks. Research, Reflections and Innovations in Integrating ICT in Education, 1, 1075–1080. Retrieved April 26, 2011, from http://www.formatex.org/micte2009/book/1075-1080.pdf.

Attwell, G. (2007). Personal Learning Environments-the future of eLearning? eLearning papers, 2(1), 1–7. Citeseer. Retrieved April 19, 2011, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.97.3011&rep=rep1&type=pdf.

Aviram, A., Ronen, Y., Somekh, S., Winer, A., & Sarid, A. (2008). Self-regulated personalised learning (SRPL): Developing iClass�s pedagogical model. eLearning Papers, 9. eLearning papers, (9), 1-17. Retrieved April 19, 2011, from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Self-regulated+personalised+learning+(SRPL):+Developing+iClass�s+pedagogical+model.+eLearning+Papers,+9#0.

Chatti, M.A., Jarke, M., Specht, M., & Schroeder, U. (2011). Model-driven mashup personal learning environments. International Journal of Technology Enhanced Learning, 3(1), 21–39. Inderscience. Retrieved April 15, 2011, from http://inderscience.metapress.com/index/CK5V76P0655011U8.pdf.

Chatti, Mohamed Amine, Agustiawan, M. R., Jarke, Matthias, & Specht, Marcus. (2010). Toward a Personal Learning Environment Framework. International Journal of Virtual and Personal Learning Environments, 1(4), 66-85. doi: 10.4018/jvple.2010100105.

Chen, C.-M., Huang, T.-C., Li, T.-H., & Huang, C.-M. (2007). Personalized E-Learning System with Self-Regulated Learning Assisted Mechanisms for Promoting Learning Performance. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) (pp. 637-638). Ieee. doi: 10.1109/ICALT.2007.205.

Drexler, W. (2010). The networked student model for construction of personal learning environments : Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), 369-385. Retrieved from http://www.ascilite.org.au/ajet/ajet26/drexler.html.

Harmelen, M. van. (2006). Personal Learning Environments. Sixth IEEE International Conference on Advanced Learning Technologies (ICALT�06) (pp. 815-816). Ieee. doi: 10.1109/ICALT.2006.1652565.

Johnson, Mark, & Liber, Oleg. (2008). The Personal Learning Environment and the human condition: from theory to teaching practice. Interactive Learning Environments, 16(1), 3-15. doi: 10.1080/10494820701772652.

Martindale, T., & Dowdy, M. (2010). Personal Learning Environments. G. Veletsianos (Ed.), Using emerging technologies in distance education (Vol. 16, pp. 177-193).

Mcloughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2 . 0 era : International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.

Milligan, C., Beauvoir, Phillip, Johnson, M., Sharples, P., Wilson, S., & Liber, O. (2006). Developing a reference model to describe the personal learning environment. Innovative Approaches for Learning and Knowledge Sharing, 506–511. Springer. Retrieved May 30, 2011, from http://www.springerlink.com/index/u04836n0460j2678.pdf.

Schaffert, S., & Hilzensauer, W. (2008). On the way towards Personal Learning Environments: Seven crucial aspects. Elearning papers, 9(July), 1–10. Citeseer. Retrieved April 26, 2011, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.167.4083&rep=rep1&type=pdf.

Wilson, Scott, Liber, O., Johnson, Mark, Beauvoir, Phil, Sharples, P., & Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society, 2(3). Citeseer. Retrieved April 12, 2011, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.107.3816&rep=rep1&type=pdf.