PLEs in a variety of educational contexts ranging from formal undergraduate Higher Education to the continual informal learning exhibited by knowledge workers in the workplace. We outlined a couple of scenarios demonstrating how learners in these contexts interact with each other and how the cohesiveness and interdependence learners influences the form of the Personal Learning Environment adopted.In this short presentation I will leave the scenarios aside and will talk about some underlying questions and factors that I think are important if the PLE vision is to become more broadly taken up within the education
In contrast, the PLE would focus on the needs of the learner.These tools are meant to give the learner greater control over their learning experience and integrate closely with other tools the learner might utilise in their personal and professional life.
The predecessors to PLEs were the VLEs, or virtual learning environments, were developed as a response to institutions’ needs of bringing together different tools required for administration of learning – management of students, of content, grades – and other educational facilities, as well as enabling synchronous and asynchronous interactions to be brought together. The technologies adopted by VLEs are largely standard, with most commercial and Open Source tools exhibiting the same functionality, and overall pedagogical approach.But VLEs are fundamentally a conservative technology; they are a solution to a set of organisational problems.They are less clearly suited to the needs of learners.
A Personal Learning environment doesn’t need to be very personal - it might be the same as a hundred others, or look like no other - but it must be social – perhaps it should be called a Social Learning Environment.
2. Recording andsharingachievement(e-portfolio)Communication with others(dialogue)Sharing withothers(exchange)
3.  Supporting learners in planning and controlling their learningjourney Setting their own learning goals Monitoring their progress towards achieving these goals Managing their learning – both content and process Enabling learners to aggregate resources and personalise theirlearning environment Providing recommendations to learners about resources and otherlearners (‘study-buddies’) Collaborating with others in the process of learning Providing support to learners for community building andcollaborative activities A shared learning experience instead of a lone study
6.  Self-regulated learning (SRL) is a term that describes an individual’s ability tolearn how to learn. In other words, each of us can develop a wide-ranging skill setthat enables us to learn in a number of different ways. In some university settings the term SRL is more commonly described as“independent learning” or “auto-didactic learning”. Some examples of how SRL might be assessed:Having the ability to set learning goals and plan appropriate study strategiesFinding suitable learning materials Seeking help from peers and collaborating to gain feedback or assuranceBeing able to reflect on their learning progress and adjust their study strategiesaccordingly
8. From Personal Learning Environment Buildingto Professional Learning Network FormingAimForminglearningnetwork forcompetencedevelopmentProfessionalnetworkorganizingThe meaningof social andprofessionalnetworks foreducationBuilding PLEon start pagesConclusion
9. AimTo analyze the experience gained in using ofWeb 2.0 environment for competencedevelopment and for professional networkorganizing
10. Social-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsW3C “Social Networks Interoperability Roadmap”Incubator Group (XG)Federated Interoperable Framework
11. Social network sites can be defined as web-based services that allowindividuals to:(1) construct a public or semi-public profile within a bounded system(2) articulate a list of other users with whom they share a connection(3) view and traverse their list of connections and those made byothers within the system.Danah Boyd, School of Information, University of California-BerkeleyNicole Ellison, Department of Telecommunication, Information Studies, andMedia, Michigan State UniversitySocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsSocial Networks
12. Professional Networks
13. Special-formed learningnetworks for life-long learners
14. Because of their possibilities for: data, information and “knowledgefusion” enhancing accessibility, productivityandinnovative solutions research tools providing forming groups of personal andprofessional interestsSocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsTo be successful at knowledgecreation, analysis anddissemination, learners need fromnetwork inter-personal and inter-groupinteractions
15. Personal Learning EnvironmentPLEs building laid the foundations of some main ideas:learning is an on-going process and tools to support thislearning are neededthe role of the individual in self-organizing learning isimportantlearning can take place in different contexts and situationsand cannot be provided by a single learning provider.PLEs are systems that help learners take control of andmanage their own learning.This includes providing support for learners to set theirown learning goals, manage their learning;managing both content and process;communicate with others in the process of learning andthereby achieve learning goals.
16. RolesActivitiesStartpageenvironmentTools/ServicesProcessesSearcherAssemblatorLearner ResearcherInnovatorofdata, information, knowledgeof subject matter,technologies, how to learnCreateShareCommu-nicateConnectRSSfeeds, linksSearchenginesBlogs,wikisFeelandlookSocialbook-markingImages/AVChat/AVconferenceEmail, forumFacebook/Twitter/NingTo-do list, notes,commentscalendarDesignlearningstrategyPlanactivitiesPerformactivitiesDocumentresults, analyzeShareresults, evaluateChoosetechnology/applicationArrangeenvironmentExtend/modifyenvironmentShareenvironment/collaborateSearchGatherAggre-gateProductivityimprovementCustomi-zationCompo-nents,panels,tabs,widgetswidgetsGoals, needs,interests,motivation,problemsBlog, wikiAmodelofPLEBuilding
17. Forming the learning network of the course InternetTechnologies is to:(1) provide sustainable value to students, not only duringthe course, but also after its finishing(2) stimulate them to contribute their knowledge, insightsand experiences on a continuous basisForming Learning Network for CompetenceDevelopmentLMS, Social network, Start page
18. •Of relationshipand connectionsamong peersand knowledge•Of ownopportunity forvalue-createdinvolvementIAware•In engaging ininformalknowledgeexchange•Inrevising/extendingcompetencedevelopmentobjectivesIIInterested•In individual orcollaborativelearning•In social andknowledgenetwork activities•In pro-activelycontributing owninsights andexpertiseIIITryingengaging- To subjectmater- To peers andeducators- To anotherprofessionalsIVActivelyinvolved andconnectedPersonalcompetencedevelopmentobjectivesCompetence developmentlifecycle in a learning network(according Rogers)
19. •Add tools/services•Connect to data,information, knowledge•Create artifactsPersonal LearningEnvironment•Connect to peers,educators, family andfriends•Share thoughts, ideas,resources, artifactsPersonal LearningNetwork •Connect to professionalsand experts viaprofessional organizationsand networks•Collaborate•ContributeProfessionalLearning NetworkProfessional Network OrganizingLMS, Social network, Start pageDevelopment of Professional Learning Network
20. PersonalLearningEnvironmentPersonalLearningNetworkProfessional LearningNetworkReceiveprofessional networkservicesSelf-arrangement ofnetworkservicesProfessional Network OrganizingPLE as part of Personal Learning Network andProfessional Learning Network
21. Some advanced students during the PLE building self-orient and arrange content, knowledge and contacts intwo different networks: personal and professionalThe transition from PLE to PfLN passes through a middle step of PLN set upThis process is dynamic and continuouslyadapted to the present students’ interestsIn some cases the boarders between PLN and PfLN are blurred, becauseof coincidence of personal and professional interestsPLE can be presented as a core fornetworks expandingThe PLE building supports students in socialization and networkprocesses set upProfessional Network Organizing
22. Conclusion• A model for PLE building is proposed• The modified Rogers’ model for competence development lifecyclein a learning network is used in order to be examined the mainphases in competence progress of each student• Social networks contribute to the processes by which learners meetand communicate, and pool, share, learn about and reuse theirresources, knowledge and competencies• PLE building is found to be a core for PLN and PfLN deployment• The transition from PLE to PfLN is an important step that supportsstudents to become self-organized and life-long learners
23. BibliographyAlssagaff, Z. A. (1992-2012). E-Learning manager. Malaysia: International Medical UniversityMalaysia.Connolly, A. M. (No year of publication). Introducing Personal Learning Environments to InformalLearners: Lessons Learned from the . United Kingdom: The Open University.Ivanova, M. (April 09-10, 2009). The 5th International Scientific Conference- eLSE - eLearning andSoftware for Education . Bulgaria: SofiaTechnical University.Mikroyannidis, D. A. (n.d.). Build your Personal Learning Environment . United Kingdom: The OpenUniversity.Wheeler, S. (2009). It’s Personal: Learning Spaces, Learning Webs . Plymouth: University ofPlymouth.