Use of an Institutional Personal Learning Environment to support learning actions in Higher Education
DOI:
https://doi.org/10.5380/atoz.v5i1.46937Palavras-chave:
Ambiente Pessoal de Aprendizagem (PLE), Aprendizagem personalizada, Redes Sociais, Usabilidade, Ensino AbertoResumo
Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.
Referências
Attwell, G. (2010). The future of learning environments. Retrieved from http://www.pontydysgu.org/2010/06/the-future-of-learning-environments-short-version/Bevan, N. (2009). International standards for usabilityshould be more widely used. Journal for Usability Studies, 4(3),106–113. Retrieved from http://uxpajournal.org/wp-content/uploads/pdf/JUS_Bevan_May2009.pdf
Bustos, A., Engel, A., Saz, A., & Coll, C. (2012). Integrating personal and institutional leraning environments. In Proceedings of EDULEARN12 Conference. Barcelona, Spain. Retrieved from http://www.academia.edu/5757502/Integrating_personal_and_institutional_virtual_learning_environments
Casqueroa, O., Portilloa, J., Ovelarb, R., Benitob, M., & Romoa, J. (2010, Aug.). iPLE Network: an integrated elearning 2.0 architecture from a university’s perspective. Interactive Learning Environments, 18(3), 293–308. doi:10.1080/10494820.2010.500553
Castañeda, L., & Adell, J. (2011). El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLE). In R. En Roig Vila & C. Laneve (Eds.), La práctica educativa en la sociedad de la información: Innovación a través de la investigación (pp. 83–95). Alcoy: Marfil. Retrieved from http://mc142.uib.es:8080/rid=1JWP3XF6F-101X2KY-YJP/CastanedaAdell2011preprint.pdf
Christensen, C., Horn, M., & Johnson, C. (2011). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw Hill.
Christensen, R. W., & Knezek, G. A. (2009, Feb.). Construct validity for the teachers’ attitudes toward computers questionnaire. Journal of Computing in Teacher Education, 25(4), 143–155. doi: 10.1080/10402454.2009.10784623
Conde González, M. n., & García-Peñalvo, F. J. (2013). Entornos de aprendizaje móviles y su aplicación en la enseñanza de ingeniería del software. In II Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. Madrid. Retrieved from http://gredos.usal.es/jspui/bitstream/10366/122585/1/GRIAL_PaperMobilePLE.pdf
Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad. (2013). Informe final sobre evaluación, acreditación y categorización de las universidades y escuelas politécnicas del ecuador.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles, CA, USA: SAGE.
Dabbagha, N., & Kitsantas, A. (2012, Jan.). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. doi:10.1016/j.iheduc.2011.06.002
Downes, S. (2007). Learning networks in practice. Retrieved from https://www.academia.edu/2869500/Learning_networks_in_practice (National Research Council Publications Records, Canada)
Gallego-Arrufat, M.-J., & Chaves-Barboza, E. (2014, Sept.). Tendencias en estudios sobre entornos personales de aprendizaje (personal learning environments - PLE. EDUTEC, Revista Electrónica de Tecnología Educativa(49). doi:10.21556/edutec.2014.49.89
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: Edición educación superior 2015. Austin, TX, USA: The New Media Consortium.
Lirola, F. (2012). Diseño e implementación de un entorno virtual para las titulaciones deportivas del periodo transitorio en los C. A. de las Islas Baleares (Máster en Tecnología Educativa: E-Learning y Gestión del Conocimiento). Universidad de las Islas Baleares, España.
Llorente Cejudo, M. C. (2013). Assessing personal learning environments (PLEs): An expert evaluation. Journal of New Approaches in Educational Research, 2(1), 39–44. doi:10.7821/naer.2.1.39-44
Marín, V. I., Lizana, A., & Salinas, J. (2014, Abr.). Cultivando el PLE: una estrategia para la integración de aprendizajes en la universidad. EDUTEC. Revista Electrónica de Tecnología Educativa(47). Retrieved from http://www.edutec.es/revista/index.php/edutec-/article/view/127
Marín Juarros, V., Negre Bennasar, F., & Pérez Garcias, A. (2014, ene.). Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo. Comunicar, XXI(42), 35–43. doi:10.3916/C42-2014-03
Marzal, M. A., Calzada-Prado, J., & Vianello, M. (2008). Criterios para la evaluación de la usabilidad de los recursos educativos virtuales: un análisis desde la alfabetización en información. Information Research, 3(4). Retrieved from http://informationr.net/ir/13-/paper387.html
McLoughlin, C., & Lee, M. J. W. (2010). Personalized and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australian Journal of Educational Technology, 26(1), 28–43. doi:10.14742/ajet.1100
Mödritscher, F., Krumay, B., Helou, S. E., Gillet, D., Nussbaumer, A., Albert, D., Ullrich, C. (2011, Dec.). May I suggest? comparing three PLE recommender strategies. Digital Education Review(20). Retrieved from http://revistes.ub.edu/index.php/der/article/view/11307
Minguillon, J., Mor, E., Santanach, F., & Guardia, L. (n.d.). Personalización del proceso de aprendizaje usando “learning objects” reutilizables. Revista de Educación a Distancia(Número Monográfico IV). Retrieved from http://www.um.es/ead/red/M4/minguillon32.pdf
Moccozet, L., Benkacem, O., Burgi, P.-Y., Platteaux, H., & Gillet, D. (2012). An institutional personal learning environment enabler. In 12th IEEE International Conference on Advance Learning Technologies (pp. 51–52). Rome. doi:10.1109/ICALT.2012.74
Muruganantham, G. (2015). Developing of E-content Package by using ADDIE model. International Journal of Applied Research, 1(3), 52–54. Retrieved from http://www.allresearchjournal.com/archives/2015/vol1issue3/PartB/67.1.pdf
Organization for Economic Cooperation and Development. (2006). Schooling for tomorrow – personalising education. Retrieved from http://www.oecd.org/education/school/36234148.pdf
Pedrosa, I., Suárez-Álvarez, J., & García-Cueto, E. (2013). Evidencias sobre la validez de contenido: Avances teóricos y métodos para su estimación. Acción Psicológica, 10(2), 3–18. doi: 10.5944/ap.10.2.11820
Peña-López, I. (2012, Aug. 31). Personal learning environment and the Revolution of Vygotsky’s Zone of Proximal Development. Retrieved from http://ictlogy.net/20120831-personal-learning-environments-and-the-revolution-of-vygotskys-zone-of-proximal-development/
Peter, Y., Leroy, S., & Leprêtre, E. (2010). First steps in the integration of institutional and personal learning environments. Retrieved from http://3s-cms.enstb.org/futurelearning/wp-content/uploads/2010/09/Yvan_Peter_et_al.pdf
Pérez, L. (2015). Uso del iPLE en el aprendizaje. In XVIII Congreso Internacional de EDUTEC. Riobamba, Ecuador. Salinas, J. (2013). Enseñanza flexible y aprendizaje abierto, fundamentos clave de los PLEs. In L. Castañeda & J. Adell (Eds.), Entornos personales de aprendizaje: Claves para el ecosistema educativo en red (pp. 53–70). Alcoy: Marfil. Retrieved from http://digitum.um.es/xmlui/bitstream/10201/30410/1/capitulo3.pdf
Serrano Angulo, J., & Cebrián Robles, D. (2014). Usabilidad y satisfacción de la e-Rúbrica. Revista de Docencia Universitaria, 12(1), 177–95. Retrieved from http://red-u.net/redu/documentos/vol12_n1_completo.pdf
Skrabut, S. (n.d.). Personal learning environments: The natural way of learning. Retrieved from http://www.uwyo.edu/skrabut/docs/aded5050_project.pdf
Smith, P., & Ragan, T. (2005). Instructional design. New Jersey: John Wiley & Sons.
Toro, G. (2015). Forma y usabilidad de un recurso educativo exprofeso: Biblioteca digital en promoción de la salud. Revista Interamericaca de Bibliotecología, 38(1), 41–53. Retrieved from http://www.scielo.org.co/pdf/rib/v38n1/v38n1a3.pdf
Torres Kompen, R., & Mobbs, R. (2008). Building web 2.0-based personal learning environments: A conceptual framework. Retrieved from https://lra.le.ac.uk/bitstream/2381/4398/1/EDEN%20ResWksp%202008%20Torres%20Kompen%20et%20al%20Web%202.0%20PLE%20paper.pdf (EDEN Research Workshop, Paris)
Vázquez, S. M., Noriega Biggio, M., & García, S. M. (2013). Relaciones entre rendimiento académico, competencia espacial, estilos de aprendizaje y deserción. Revista Electrónica de Investigación Educativa, 15(1), 29–44. Retrieved from http://redie.uabc.mx/redie/article/view/328
Yang, H. H. (2013, Apr.). New world, new learning: Trends and issues of e-learning. Procedia - Social and Behavioral Sciences, 7(22), 429–442. Retrieved from 10.1016/j.sbspro.2013.03.098
Downloads
Publicado
Como Citar
Edição
Seção
Licença
A revista AtoZ é um periódico científico de acesso aberto e o copyright dos artigos e da entrevista pertence aos respectivos autores/entrevistados com cessão de direitos para a AtoZ no que diz respeito à inclusão do material publicado (revisado por pares/postprint) em sistemas/ferramentas de indexação, agregadores ou curadores de conteúdo.
Todo o conteúdo da Revista (incluindo-se instruções, política editorial e modelos) está sob uma licença Creative Commons Atribuição 4.0 Não Adaptada, a partir de Outubro de 2020.
Ao serem publicados por esta Revista, os artigos são de livre uso para compartilhar (copiar e redistribuir o material em qualquer suporte ou formato para qualquer fim, mesmo que comercial) e adaptar (remixar, transformar, e criar a partir do material para qualquer fim, mesmo que comercial). É preciso dar o crédito apropriado , prover um link para a licença e indicar se mudanças foram feitas .
A AtoZ não cobra qualquer tipo de taxa para submissão e/ou processamento e/ou publicação de artigos.
