Personal Learning Environments : challenging the networked ecosystems with people agency
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 inst...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/126844 |
| Acceso en línea: | http://dx.doi.org/10.6018/red.551851 http://hdl.handle.net/10201/126844 |
| Access Level: | acceso abierto |
| Palabra clave: | Personal Learning Environments PLE Learners' Agency Entornos personales de aprendizaje Aprendizaje conectado Agencia de los estudiantes CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
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Personal Learning Environments : challenging the networked ecosystems with people agency Entornos Personales de Aprendizaje : el reto de la agencia de las personas en los ecosistemas conectados |
| title |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| spellingShingle |
Personal Learning Environments : challenging the networked ecosystems with people agency Castañeda, Linda Personal Learning Environments PLE Learners' Agency Entornos personales de aprendizaje Aprendizaje conectado Agencia de los estudiantes CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| title_short |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| title_full |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| title_fullStr |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| title_full_unstemmed |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| title_sort |
Personal Learning Environments : challenging the networked ecosystems with people agency |
| dc.creator.none.fl_str_mv |
Castañeda, Linda Attwell, Graham Dabbagh, Nada |
| author |
Castañeda, Linda |
| author_facet |
Castañeda, Linda Attwell, Graham Dabbagh, Nada |
| author_role |
author |
| author2 |
Attwell, Graham Dabbagh, Nada |
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author author |
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Personal Learning Environments PLE Learners' Agency Entornos personales de aprendizaje Aprendizaje conectado Agencia de los estudiantes CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| topic |
Personal Learning Environments PLE Learners' Agency Entornos personales de aprendizaje Aprendizaje conectado Agencia de los estudiantes CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| description |
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. |
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2023 |
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2023 2023 2023 |
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info:eu-repo/semantics/article |
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article |
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http://dx.doi.org/10.6018/red.551851 http://hdl.handle.net/10201/126844 |
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http://dx.doi.org/10.6018/red.551851 http://hdl.handle.net/10201/126844 |
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Inglés |
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Inglés |
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Sin financiación externa a la Universidad |
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info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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application/pdf 7 application/pdf |
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Universidad de Murcia, Servicio de Publicaciones |
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Universidad de Murcia, Servicio de Publicaciones |
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reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia instname:Universidad de Murcia |
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Universidad de Murcia |
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1869417095511408640 |
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Personal Learning Environments : challenging the networked ecosystems with people agencyEntornos Personales de Aprendizaje : el reto de la agencia de las personas en los ecosistemas conectadosCastañeda, LindaAttwell, GrahamDabbagh, NadaPersonal Learning EnvironmentsPLELearners' AgencyEntornos personales de aprendizajeAprendizaje conectadoAgencia de los estudiantesCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librePersonal 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.Los Entornos Personales de Aprendizaje (PLE), como idea, enfoque y concepto, han demostrado su potencial para apoyar un ecosistema de aprendizaje digital centrado en el alumno, diverso, individualizado, adaptable, integrado, transparente y basado en las competencias. En un PLE, el lugar de control se desplaza de la institución a los individuos, a la agencia de los individuos, ayudándoles a tomar el control de su aprendizaje y a construir una ciberinfraestructura personal y un ecosistema de aprendizaje que extienda el aprendizaje más allá de los límites del aula, la institución o la organización utilizando herramientas distribuidas y portátiles. En las condiciones actuales, comprender qué es un PLE y remodelar los sistemas educativos para reubicar los PLE en el centro de ellos es más importante que nunca. Se trata de revalorizar la importancia del PLE de las personas en las condiciones tecnológicas y sociales actuales. Eso implica reestructurar la enseñanza y el aprendizaje, dando verdadera prioridad a la agencia de las personas. Este número especial se concibió como un esfuerzo para explorar colectivamente las vías y los retos de la adopción del PLE como enfoque legítimo para la autoeducación y el aprendizaje permanente y para participar en el cambio contextual. Los trabajos finalmente incluidos en él, tienen una variedad de perspectivas, incluyendo - reflexiones teóricas, análisis conceptuales, revisiones de literatura, experiencias de aprendizaje y enseñanza - desde el punto de vista de los aprendices y desde el punto de vista de los instructores, así como herramientas para mejorar las experiencias de los estudiantes, proyectos sistémicos para afrontar los retos del PLE, y primeras aproximaciones a vías de investigación que exploran otros aspectos de la implementación del PLE. Además, este número reúne una serie de autores, nacionalidades y fuentes de datos que amplían nuestra visión del objeto de estudio y pueden enriquecer el discurso.Universidad de Murcia, Servicio de Publicaciones202320232023info:eu-repo/semantics/articleapplication/pdf7application/pdfhttp://dx.doi.org/10.6018/red.551851http://hdl.handle.net/10201/126844reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglésSin financiación externa a la Universidadinfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/1268442026-05-27T12:40:41Z |
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15,301603 |