Personal 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 in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.

1. Identifying Measures to Foster Teachers’ Competence
for Personal Learning Environment Conceived
Teaching Scenarios: A Delphi Study
Zaffar Ahmed Shaikh Shakeel Ahmed Khoja
Faculty of Computer Science Faculty of Computer Science
Institute of Business Administration, Karachi Institute of Business Administration, Karachi
Karachi, Sindh, Pakistan Karachi, Sindh, Pakistan
(92) 333-7113817 (92) 333-2108984
zashaikh@iba.edu.pk skhoja@iba.edu.pk
ABSTRACT
Personal learning environment (PLE) is a learner centered and
1. INTRODUCTION
Nowadays, it has been widely accepted within education and
controlled environment where learner constructs knowledge
research community that teachers need to be meticulously
socially and collaboratively with the help of knowledgeable peers,
competent not only in subject matter, but also emotionally
mentors, and teachers. Teacher, being the most knowledgeable
intelligent in handling classroom related issues, technologically
other in this environment, has to develop a strong and
advanced in instructional and pedagogy related competencies, and
multifunctional association between the learner and the PLE.
should be knowledgeable regarding personalized learning and
However, in real world scenarios, this is not the case as teachers’
PLE conception [1][2][3].
current competencies are not sufficiently developed to provide
desired results. A major reason for this inefficiency is the Latest research findings regarding teachers’ competencies for
unawareness of the required roles that a teacher has to play in Web 2.0, social software and advanced learning technologies
such environments. Our study is aimed at identifying measures to context dispense many roles to teachers (other than their
foster teachers’ competence in PLE conceived teaching scenarios. compulsory instructional and pedagogy related roles): planner of
We used the modified version of policy-Delphi in which we collaborative learning environment, constructor of learners’
worked with 34 international experts who are either associated learning plans, learning advisor, guide, and promoter of learners’
with PLEs in one of the four dimensions: teachers, researchers, autonomy, confidence, and effectiveness [4][5][6][7].
designers, or practitioners. These experts reviewed a 10-item In response to these developments, Shaikh [8] argues that
teachers’ PLE competency developing measures list, which we competencies required of todays’ teachers for these changed
developed through an exhaustive literature review. As per Delphi learner-driven and –controlled scenarios should be reviewed
procedure, the consensus on measures list was achieved in three strategically, carefully, and thoroughly in order to inform and
rounds. During the process, participants collaboratively modified transform todays’ teachers for upcoming risks and opportunities.
measures list at length and extended list from 10 items to 16 Therefore, we decided to involve the real stakeholders – the PLE
items. Based on the findings, we argue that institutional support is community – to sort out this matter. The aim was to identify
of prime importance to improve teachers’ PLE competence. measures which can be integrated or applied to any teacher
training module in order to develop teachers’ emotional and
Categories and Subject Descriptors professional competence for PLE conception teaching scenarios.
K.3.1 [Computing Milieux]: Computers and Education: However, while extracting the literature on this subject matter, we
Computer Uses in Education – collaborative learning, computer- found that, prior to this study, only a few researchers (e.g.,
assisted instruction, computer-managed instruction. Downes [6], Shaikh [8], Alvarez, et al. [9], Aragon [10],
Minocha, et al. [11], Selvi [12]) have examined teachers’ PLE
General Terms competences. In addition, to-date, the literature has not measured
Management, Performance, Design, Human Factors. nor verified teachers’ capabilities for satisfying such competences
[1][13]. Moreover, we also found that most of teachers’
Keywords characteristics and competences regarding personalizing of
Teachers’ PLE competence, personalization, personalized learners’ learning experiences have not yet been documented to-
learning, personal learning environment, PLE, policy-Delphi. date. Thus, we deemed fit to use teachers’ PLE competency
developing model (developed by Shaikh [8]) as a guiding
reference for this study. The study was guided by the following
research questions:
Permission to make digital or hard copies of all or part of this work for
personal or classroom use is granted without fee provided that copies are 1. To what extent, are todays’ teachers capable of assuming the
not made or distributed for profit or commercial advantage and that suggested new competencies?
copies bear this notice and the full citation on the first page. To copy 2. Which measures need to be taken to develop teachers’ PLE
otherwise, or republish, to post on servers or to redistribute to lists,
competence that empower them to become entrenched in
requires prior specific permission and/or a fee.
SIGITE’12, October 11–13, 2012, Calgary, Alberta, Canada. these new fields of learning?
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