Personal Learning Environmentschallenging the networked ecosystems with people agency

  1. Castañeda, Linda 1
  2. Attwell, Graham 2
  3. Dabbagh, Nada 3
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Pontydysgu
  3. 3 George Mason University
    info

    George Mason University

    Fairfax, Estados Unidos

    ROR https://ror.org/02jqj7156

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Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Año de publicación: 2023

Título del ejemplar: Entornos personales de aprendizaje : desafiando los ecosistemas conectados con la agencia de las personas

Volumen: 23

Número: 71

Tipo: Artículo

DOI: 10.6018/RED.551851 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RED: revista de educación a distancia

Resumen

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 cyberinfrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools. In the current conditions, understanding what a PLE is and reshaping educational systems to relocate PLE is more importanat tan ever; as well as to refocus the importance of reshaping learning and prioritizing 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 engaging in contextual change. The papers finally included on it, have a variety of perspectives, including - 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, systemic projects to confront PLE challenges, and first approaches to research paths that explore other aspects of the implementation of the PLE. In addition, this issue brings together a number of authors, nationalities and data sources that broaden our view of the object of study and can enrich the discourse.

Referencias bibliográficas

  • Attwell, G. (2007). Personal Learning Environments—The future of eLearning? ELearning Papers, 2, 8.
  • Bender, S., & Peppler, K. (2019). Connected learning ecologies as an emerging opportunity through Cosplay. Comunicar. Media Education Research Journal, 27(1). https://doi.org/10.3916/C58-2019-03
  • Castañeda, L., Attwell, G., & Dabbagh, N. (2022). Entornos personales de aprendizaje como marco de la educación flexible: Explorando consensos, enunciando preguntas y marcando desafíos. Edutec. Revista Electrónica de Tecnología Educativa, 79, Art. 79. https://doi.org/10.21556/edutec.2022.79.2347
  • Castañeda, L., Tur, G., Torres-Kompen, R., & Attwell, G. (2022). The Influence of the Personal Learning Environment Concept in the Educational Research Field: A 2010-2020 Systematized Review. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-16. https://doi.org/10.4018/IJVPLE.2022010102
  • Dabbagh, N., & Castañeda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68(6), 3041-3055. https://doi.org/10.1007/s11423-020-09831-z
  • European Union. (2018). Key Competences for Lifelong Learning (p. 104) [Proposal for a Council Recommendation]. European Commission.
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  • Tur, G., Castañeda, L., Torres-Kompen, R., & Carpenter, J. P. (2022). A literature review on self-regulated learning and personal learning environments: Features of a close relationship. Interactive Learning Environments, 0(0), 1-20. https://doi.org/10.1080/10494820.2022.2121726
Fuente de los datos: Dialnet