1. PLE_SOU
Conference
WORKSHOP
|
Fernando
Albuquerque
Costa,
Cristina
Costa,
José
Mota
TITLE: How university students perceive the PLE concept?
PROPOSAL:
The
idea
is
to
design
a
research
study
FROM
SCRATCH.
A
study
focused
on
what
learners
consider
the
PLE
to
be
as
part
of
their
learning
strategy,
and
how
they
use
their
PLE
to
support
their
own
learning.
TARGET:
All
conference
delegates,
who
would
like
to
apply
this
concept
to
practice
in
their
own
countries,
are
invited
to
join.
PROBLEM
RESEARCH
QUESTIONS
RESEARCH
GOALS
DATA
COLLECTING
Southampton,
July
13th

2. PLE_SOU
Conference
WORKSHOP
|
Fernando
Albuquerque
Costa,
Cristina
Costa,
José
Mota
Abstract
The PLE represents a shift in paradigm. It is impelling a new ‘learning movement’ away from the
towards an open learning model in
traditional models of teaching and learning
which learners adopt their own strategies for learning. The PLE
philosophy suggests great potential in allowing educators to implement new ideas regarding how
educational contexts should be organized. It also provides new ways of implementing and
pursuing a new kind of learning outcomes.
it
In this new perspective, learning is not just a matter of memorizing concepts and facts;
focuses more on the skills and competences learners can acquire
through the opportunities they are given. The PLE celebrates autonomy
and urges the independent learner to develop learning strategies which match
their learning needs. The PLE provides the foundations needed to pursue lifelong learning in the
21st century.
Moreover, the proliferation of ICT at home and as well as at the University (Somekh, 2007)
provides educators with opportunities to develop learning environments that encourage students
to be more motivated and more effectively engaged in the learning process.
These changes imply a revamping of the ways in which institutions perceive their role (Siemens,
2008). To this respect, it is fundamental to continuously improve the quality of the learning
process, viewing Education as an academic, individual and social experience, and giving
learners control and freedom. These are two crucial elements of one’s lifelong
learning experience (Paulsen, 2009; Anderson, 2007). This encompasses the acknowledgment of
the importance of informal learning, social networking, online presence and
digital identity as part of the learning process and in the development of individuals
throughout their lives (Attwell, 2007)
PLEs have their focus onusers’ practices regarding learning with different technologies. PLEs
bridge formal and informal learning, integrate the learning experiences from various
contexts and promote connectedness and openness (Anderson, 2008; Attwell, 2007;
Downes, 2008, 2007; Wilson et al, 2006, 2007). However, building an effective personal learning
environment, with the use of various tools and services, sometimes described as “small pieces
loosely joined” (Downes, 2008; Harmelen, 2008), is often not an easy task for
the common user. Additionally, and despite all its potential benefits, the learner’s new
role can, in some circumstances, also be perceived as too demanding. Hence,
it is very important to understand the nature and extension of these difficulties
when trying to devise efficient ways of helping learners make the most of what they have at their
disposal for learning.
Southampton,
July
13th