ABSTRACT
In the competitive worldwide reality, there is a need for lifelong learning. People need to continuously learn new knowledge, acquire new skills, and adapt to new situations. PLEs could support this continuous learning necessity. However, the learner should have specific digital skills for PLE development and management. This paper addresses these needed digital skills. Initially, the paper introduces a PLE model to present how the learner uses applications to access and manage resources in order to develop his/her PLE. Then, it describes the stages that the learner follows in order to collect, manage, develop, and share resources as well as communicate and collaborate with others in his/her PLE. Finally, the paper presents the digital skills needed by the learner in order to develop and manage a PLE.
- G. Attwell. 2007. Personal learning environments –the future of eLearning? eLearning Papers, 2(1).Google Scholar
- G. Attwell. 2010. Context and the design of Personal Learning Environments. Presented at the PLE2010 Conference, Barcelona, Spain. Retrieved from http://www.pontydysgu.org/2010/07/context-and-the-design-of-personal-learningenvironments/Google Scholar
- P. Biel, E. Pérez, C. Rodrigo and A. Serrano. 2016. Use of Symbaloo Edu for improving information management processes in work by modules. Journal of Cases on Information Technology (JCIT), 18(4), 22-35.Google ScholarDigital Library
- R.T. Kompen, P. Edirisingha, X. Canaleta, M. Alsina and J.M. Monguet. 2019. Personal learning environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194–206.Google ScholarDigital Library
- U.P. Muthupoltotage and L. Gardner. 2018b. Analysing the relationships between digital literacy and self-regulated learning of undergraduates— A preliminary investigation. In Advances in information systems development (pp. 1-16). Springer, Cham.Google Scholar
- S. Wilson. 2008. Patterns of personal learning environments. Interactive Learning Environments, 16(1), 17-34.Google ScholarCross Ref
- N. Dabbagh and L. Castaneda. 2020. The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68, 3041-3055. doi: 10.1007/s11423-020-09831-zGoogle ScholarCross Ref
- C. Rus-Casas, M. Rubia, D. Eliche-Quesada, G. Jiménez-Castillo and J.D. Aguilar-Peña. 2021. Online tools for the creation of personal learning environments in engineering studies for sustainable learning. Sustainability, 13(3), 1179. https://doi.org/10.3390/su13031179Google ScholarCross Ref
- U.P. Muthupoltotage and L. Gardner. 2018a. Longitudinal analysis of reciprocal relationships between digital literacy and self-regulated learning within personal learning environments. In PACIS 2018 Proceedings. 157. https://aisel.aisnet.org/pacis2018/157Google Scholar
- E. Vázquez-Cano, E. Martín-Monje and M.D. Castrillo de Larreta-Azelain. 2016. Analysis of PLEs' implementation under OER design as a productive teaching-learning strategy in higher education. A case study at Universidad Nacional de Educación a Distancia. Digital Education Review, 29, 62-85.Google Scholar
- M.P.P. Espinosa, L. Castañeda, I. Gutiérrez and M. del Mar Román. 2016. Still far from personal learning: Key aspects and emergent topics about how future professionals PLEs are. Digital Education Review, 29, 15–30.Google Scholar
- M.U. Perera, L. Gardner and A. Peiris. 2016. Investigating the interrelationship between undergraduates’ digital literacy and self-regulated learning skills. In Thirty Seventh International Conference on Information Systems, Dublin 2016.Google Scholar
- J. Lim and T.J. Newby. 2020. Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment. Journal of Computing in Higher Education, 32(2), 234–260. https://doi. org/10.1007/s12528-019-09227-w.Google ScholarCross Ref
- G. Tur, V.I. Marín, J. Moreno, A. Gallardo and S. Urbina. 2016. From diagrams to self-regulated learning: Student teachers’ reflections on the construction of their PLE. Educational Media International, 53(2), 139–152. doi:10.1080/09523987.2016.1211335Google ScholarCross Ref
- A.M. Korhonen, S. Ruhalahti and M. Veermans. 2019. The online learning process and scaffolding in student teachers' personal learning environments. Education and Information Technologies, 24(1), 755– 779.Google ScholarDigital Library
- C. Patterson, M. Stephens, V. Chiang, A.M. Price, F. Work and E. Snelgrove-Clarke. 2017. The significance of personal learning environments (PLEs) in nursing education: Extending current conceptualizations. Nurse Education Today, 48, 99–105. https://doi.org/10.1016/j.nedt.2016.09.010.Google ScholarCross Ref
- CETIS. 2006. The personal learning environments reference model project. JISC CETIS Wiki. Retrieved from http://wiki.cetis.ac.uk/PleGoogle Scholar
- S. Barrio-García, J.L. Arquero and E. Romero-Frías. 2015. Personal learning environments acceptance model: The role of need for cognition, e-learning satisfaction and students. Perceptions. Educational Technology and Society, 18(3), 129–141.Google Scholar
- N. Dabbagh and H. Fake. 2017. College students’ perceptions of personal learning environments through the lens of digital tools, processes and spaces. Journal of New Approaches in Educational Research, 6(1), 28–36. doi:10.7821/naer.2017.1.215Google ScholarCross Ref
- J. Lim and T.J. Newby. 2021. Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy. Education and Information Technologies, 1-22.Google Scholar
- U. Muthupoltotage and L.A. Gardner. 2018c. Rules governing the use of Personal Learning Environments for self-regulated learning: An activity theory approach. In Twenty-Sixth European Conference on Information Systems (ECIS2018), Portsmouth, UK, 2018. Research-in-Progress Papers. 20. https://aisel.aisnet.org/ecis2018_rip/20Google Scholar
- E. Rahimi, J. van den Berg and W. Veen. 2015. Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers and Education, 81, 235–246. https://doi.org/10.1016/j.compedu.2014.10.012.Google ScholarDigital Library
- ACARA. 2018. NAP sample assessment ICT literacy, Australian Curriculum Assessment and Reporting Authority, 2018. Retrieved from: https://www.nap.edu.au/docs/default-source/default-documentlibrary/2017napictlreport_final.pdf?sfvrsn=2Google Scholar
- ACRL. 2016. Framework for information literacy for higher education, Association of College and Research Libraries. Retrieved from: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdfGoogle Scholar
- ALA. 1989. Evaluating information: Information literacy, American Library Association. Retrieved from https://libguides.ala.org/InformationEvaluation/InfolitGoogle Scholar
- All Aboard! 2015. Towards a national digital skills framework for Irish higher education. Retrieved from https://www.teachingandlearning.ie/wpcontent/uploads/NF-2016-Towards-a-National-Digital-Skills-Framework-for-Irish-Higher-Education.pdfGoogle Scholar
- S. Carretero, R. Vuorikari and Y. Punie. 2017. DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use, Joint Research Centre, 2017. DOI:10.2760/38842Google Scholar
- CILIP. 2004. Definition of information literacy, Chartered Institute of Library and Information Professionals. Retrieved from: http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/informationliteracy/information-literacyGoogle Scholar
- A. Ferrari. 2012. Digital competence in practice: An analysis of frameworks, Joint Research Centre. Retrieved from http://ftp.jrc.es/EURdoc/JRC68116.pdfGoogle Scholar
- J. Fraillon, J. Ainley, W. Schulz, D. Duckworth and T. Friedman. 2019. IEA international computer and information literacy study 2018 assessment framework. Retrieved from https://www.iea.nl/sites/default/files/2019-05/IEA%20ICILS%202018%20Assessment%20Framework-Final.pdfGoogle Scholar
- NAMLE. 2019. Media literacy defined, National Association for Media Literacy Education. Retrieved from https://namle.net/publications/media-literacydefinitions/Google Scholar
- W. Ng. 2012. Can We Teach Digital Natives Digital Literacy? Computers & Education, 59(3), pp. 1065–1078.Google ScholarDigital Library
- UNESCO. 2013. Global media and information literacy assessment framework: Country readiness and competencies, United Nations Educational, Scientific and Cultural Organization. Retrieved from: http://www.karsenti.ca/archives/UNE2013_01_MIL_FullLayout_FINAL.PDFGoogle Scholar
- UNESCO. 2018. A global framework of reference on digital literacy skills for indicator 4.4.2, United Nations Educational, Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000265403Google Scholar
- UK. 2019. National standards for essential digital skills, UK Department of Education, Crown. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/796596/National_standards_for_essential_digital_skills.pdfGoogle Scholar
- Morgan, D. L. 1996. Focus groups as qualitative research (Vol. 16). Sage publicationsGoogle Scholar
- Odimegwu, C. O. 2000. Methodological issues in the use of focus group discussion as a data collection tool. Journal of social sciences, 4(2-3), 207-212Google ScholarCross Ref
- Moore, T., McKee, K., & McCoughlin, P. 2015. Online focus groups and qualitative research in the social sciences: their merits and limitations in a study of housing and youth. People, Place and Policy Onlin, 9(1), 17-28.Google ScholarCross Ref
Index Terms
- Digital Skills for Building and Using Personal Learning Environments
Recommendations
Identifying measures to foster teachers' competence for personal learning environment conceived teaching scenarios: a delphi study
SIGITE '12: Proceedings of the 13th annual conference on Information technology educationPersonal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other ...
Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments
Web 2.0 Personal Learning Environments (PLEs) are becoming a promising area of development in e-Learning. While enhancing students' control over the entire learning process including constructing learning environment appears to be an essential objective ...
Perspectives on personal learning environments held by vocational students
This article focuses on personal learning environments (PLEs). The idea with PLEs is to put students in a more central position in the learning process by allowing them to design their own learning environments and by emphasising the self-regulated ...
Comments