Academia.eduAcademia.edu

Figure 1 – uploaded by Matthew Montebello

See full PDFdownloadDownload figure
The inception of combining a number of techniques originated from the educational relevance and use of a Personal Learning Environment (PLE). The reason for adopting the use of personal learning environments is entirely due to their capability of personalising the learning process and creating an environment within which the student can be truly immersed. A Personal Learning Environment, which, in contrast to a course-centric learning management system, such an environment is student-centric, and predominantly constitutes an academically tailored environment [5]. A personal learning environment, as shown in Figure 1, has two dimensions to it, namely, a Personal Learning Network (PLN) and a Personal Learning Portfolio (PLP). Personal learning networks are traditionally considered to encompass the online communities learners are registered with, and with whom they engage with to contribute and exchange information [6]. On the other hand, personal learning portfolios are considered to be a collection of works that reflect a student’s academic efforts, progress and accomplishments [7]. These two dimensions, the PLN and the PLP, together with the outcome of their combination, the personal learning environment, overlap the other approaches that will be covered in the next sections. Figure 1 — A visual representation of a PLE[8]

Figure 1 The inception of combining a number of techniques originated from the educational relevance and use of a Personal Learning Environment (PLE). The reason for adopting the use of personal learning environments is entirely due to their capability of personalising the learning process and creating an environment within which the student can be truly immersed. A Personal Learning Environment, which, in contrast to a course-centric learning management system, such an environment is student-centric, and predominantly constitutes an academically tailored environment [5]. A personal learning environment, as shown in Figure 1, has two dimensions to it, namely, a Personal Learning Network (PLN) and a Personal Learning Portfolio (PLP). Personal learning networks are traditionally considered to encompass the online communities learners are registered with, and with whom they engage with to contribute and exchange information [6]. On the other hand, personal learning portfolios are considered to be a collection of works that reflect a student’s academic efforts, progress and accomplishments [7]. These two dimensions, the PLN and the PLP, together with the outcome of their combination, the personal learning environment, overlap the other approaches that will be covered in the next sections. Figure 1 — A visual representation of a PLE[8]

Related Figures (2)

Figure 2 - Personal Area Network [55] International Journal of Education (IJE) Vol.4, No.4, December 2016
Figure 2 - Personal Area Network [55] International Journal of Education (IJE) Vol.4, No.4, December 2016
Figure 3 - The intelligent personal learning environment cohesive set of personal learning tools within an environment that is socially networked and academically healthy within which learners can store their knowledge. Such an ideology subscribes to my own post-positivistic epistemological point of view whereby the contextual reality of an online experience determines and distinguishes our overall interaction and the amount and quality of what we intellectually extract. The medium employed is clearly an imperative factor in the facilitation of the learning process. The extent and capacity of the medium’s influence is also dependent on the student at the receiving end of this interaction. A number of educational studies have been reported that directly refer to the learning theory of connectivism. Loureiro and Bettencourt [65] investigated how to enhance the educational process by focussing on optimising such process within higher education by integrating Web 2.0 tools and subscribing to connectivism. Robson [66] took a step further to investigate the next generation of online courses by scrutinizing the content and processes of initial generations of e- learning courses. He draws the conclusion that e-learning content is experiencing a shift in its underlying pedagogical theories from cognitive, instructive, and behaviourist to social, constructivist and connectivist. Even Duke, Harper, & Johnston, [67] argue that connectivism’s diversity through different networks is ideal to assist learners in the new generation to learn.
Figure 3 - The intelligent personal learning environment cohesive set of personal learning tools within an environment that is socially networked and academically healthy within which learners can store their knowledge. Such an ideology subscribes to my own post-positivistic epistemological point of view whereby the contextual reality of an online experience determines and distinguishes our overall interaction and the amount and quality of what we intellectually extract. The medium employed is clearly an imperative factor in the facilitation of the learning process. The extent and capacity of the medium’s influence is also dependent on the student at the receiving end of this interaction. A number of educational studies have been reported that directly refer to the learning theory of connectivism. Loureiro and Bettencourt [65] investigated how to enhance the educational process by focussing on optimising such process within higher education by integrating Web 2.0 tools and subscribing to connectivism. Robson [66] took a step further to investigate the next generation of online courses by scrutinizing the content and processes of initial generations of e- learning courses. He draws the conclusion that e-learning content is experiencing a shift in its underlying pedagogical theories from cognitive, instructive, and behaviourist to social, constructivist and connectivist. Even Duke, Harper, & Johnston, [67] argue that connectivism’s diversity through different networks is ideal to assist learners in the new generation to learn.
Related topics:
SociologyEducationTeacher EducationHigher EducationAmbient Intelligence AmI (in )Learning And Teaching In Higher EducationHigher Education ManagementPersonal Learning EnvironmentsAmbient IntelligenceWireless Personal Area Networks
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved