Synthesis Matrix for Literature Review

Personal Learning Environment (PLE)
THEME (Attwell, 2007) (Mcloughlin & Lee, 2010) (Drexler, 2010) (Amberg, Reinhardt, & (Mohamed Amine Chatti,
Hofmann, 2009) Agustiawan, Matthias Jarke,
& Marcus Specht, 2010)
Definition of PLE Not a piece of software but PLE - a concept adopting Web 2.0 Networked learning - learning in Integration of social software Learning is fundamentally
new approach in using technology to promote lifelong which information communication into LMS creates new way of personal, social, distributed,
technologies (social software) learning, informal learning and self- technology is used to promote web-based teaching & learning ubiquitous, flexible, dynamic
for learning directed learning connections between learners, - PLE and complex in nature.
Learning environment - an approach tutors, learning community and VLE - TEL is designed,
not an application for identity learning resources authored, organized, and
management, social participation & delivered via VLE as statically
community of inquiry Personal learning - learner packaged
PLE allows learner to take control of autonomy and increased self PLE - more natural and
his/her own learning environment regulation learner-centric model to
learning that takes small
pieces, loosely joined
approach, characterized by
freeform use of a set of
learner-controlled tools and
the bottom up creation of
knowledge ecologies
Pedagogy or PLE supports different learning Self regulated learning - take control Constructivism & connectivism Learning network - learn by Lifelong learning - learning
principles style and learners should be of own learning & maintain high influence the instructional design connecting possibilities exist for those
able to use different learning level of motivation Networked learning is manifested who want to learn
style in different Learning experience - active, in PLE - help take control of and Lifelong independent learning Personalized learning -
contexts/domains in satisfying process based, driven by learners' manage own learning User-centered learning learning is person in nature -
different learning goals interests, independent learning, Networked student model - approach ability to learn the way learner
cultivate self-regulation constructivist approach to learning sees fit
Social & participatory pedagogy Network learning -
Scaffolding fundamentally social in nature
- active producers of
knowledge - social nature of
web 2.0 through participation,
voting, collaboration, sharing,
aggregation and distribution
Rationale for PLE PLE is an extension to Learners able to make educational Promote knowledge construction, Enlarge community and LMS-centric model of learning
accessing educational decisions and take ownership over information vehicle for exploring networking across closed failed to achieve performance
technology to be responsible to learning experiences knowledge, active learning tool, course boundaries improvement and innovation -
organize one's own learning, Opportunities for authentic learning social medium to promote learning is more than static
both formal and informal that is personalized and meaningful conversing, intellectual partner to Increase interaction and content and technology is only
to the learners facilitate reflection participation secondary issue
Inability to satisfy
heterogeneous needs of many
learners
Skills/processes Develop own judgment and Ability to select appropriate learning Teacher professional development Browse, network, collect, Mashup by aggregation,
required literacy skill to use new tools in own learning environment to -ongoing mentoring & support create, communicate, share. mashup by integration in
technologies match own learning goals and Personal learning management PLEF to support learners in
needs Creator of contents - active building PLEs
Communication and participation learner
Educator - scaffolding skill
Learner - digital literacies

Literature Review Matrix by Jennifer Lim

Challenges or Finding balance between Reevaluate the value of course Balance teacher control and Requires higher competence Encouraging lifelong learning,
concerns in institutional learning and contents and process & personal student autonomy in connecting distributed valuing both informal and
implementation learning globally, skill development Motivation, self direction and contents and customizing formal learning, and
Security of data, providers of Lacking of instructional support and technical aptitude - key heterogeneous services recognizing the different
technology services task scaffolding considerations required contexts in which learning
Biggest challenge: Allow self Changing role of teacher and takes place, as well as the
direction, knowledge building and student fundamental changes in the
autonomy with choices at the same Evolving innovations perception, technology and
time provide structure and Refine instructional design use of Web
scaffolding Pedagogical implication Core issue of learning -
Achieve balance between personalization of learning
scaffolded and learner-directed experience
learning activities
Others: Social software category - Characteristics of PLE
collaboration, communication,
relationship management, Personalization
information Informal and lifelong learning
support
Openness and
decentralization
Bottom-up approach
Knowledge-pull
Ecological learning


THEME (Aviram, Ronen, Somekh, (Martindale & Dowdy, 2010) (Mark Johnson & Oleg Liber, (Chen, T.-C. Huang, Li, & C.- (van Harmelen, 2006)
Winer, & Sarid, 2008) 2008) M. Huang, 2007)
Definition of PLE iClass pedagogical model - PLE is specific tool or defined tool Personalization - desire to create Self-regulated learning is goal- PLE is a single user's e-
need for developing self- collection used by learner to learner-centered but provider-driven oriented learning strategy - learning system that
regulated reflective learners organize his/her own learning education or the view that 'personal applied in self-management provides access to a variety
who are able to make informed processes. learning' is fundamentally a learner- learning for promoting learning of learning resources and
choices, thoughtfully and driven model of education where the performance of individual that may provide access to
strategically direct and plan PLE acts as metaphor to descrive traditional provider-centric role of learner in web-based learning learners and teachers who
their own learning as well as activities and milieu of modern institutions is challenged environment use other PLEs and/or VLEs
tailor the learning process online learner
according to their own needs, PLE gives the learner contorl over
interests and preferences his/her own learning process
Personalization - adaptation of
the learning process and its
content to the personal
characteristics and preferences
of the learner as much as
possible
Personalization Technology
(PT) fosters information-literate
learners with necessary multi-
disciplinary skills to cater for
anticipated life-long learning
SRPL - maximizing
personalization of learning
process, maximized self
regulation, mindful and
meaningful choice by leaner
Pedagogy or Integrative developmental Constructivism and informal Reductionism - knowing and doing Collaborative activities
principles pedagogical model for learning - learner as primary factor are separable but contingent motivated by social
enhancing Self-regulated in knowledge building constructivism
personalized learning (SRPL) - Constructivist - knowledge
user centered - allowing users communicated through dialogue PLE fixed in scope,
a growing level of autonomy functionality and interface or
and control while scaffolding may be personalisable on
their ability to reflect and individual basis during use
experiment with new learning Control of PLE may vested
approaches in their individual users
Rationale for PLE Personalization contribute a PLE emerges as result of limitations Promoting 'tool-creating' strategies Self-regulated learning ability Needs of life-long learners -
sense of competence and of LMS that PLE seeks to create synergies of individual learner is system provides standard
autonomy and triggers the between different practices that obviously an important factor interface to different
reflection of learner, learning Recognition of importance of learners engage with - effectively affecting the learning institutions' e-learning
process and the relationship informal and lifelong learning creating connections between those performance in a web-based systems
Promote learning how to learn Growth of social software practices learning envrionment
and the possibility of becoming Response to pedagogical
effective lifelong learner Emergence of human power relates Self-regulated learning approaches - require that
Catering learning to individual to ways of being and learning and assisted mechanisms promote learner's e-learning systems
interest improves learning, PLE argument is that technological spontaneous, autonomous need to be under the control
attentional & retrieval change entail changes of ways of and self-regulated learning of the learners themselves
processes, acquisition of being - effective personal abilities of learners
coordination Needs of learners who
knowledge and effort perform learning activities
expenditure, increase PLE is organizational response to offline
persistence and intrinsic challenges of technological
motivation environment - need to change the
'way of being' of learners so they are
able to exploit and control

technological environment surrounds
them

Skills/processes Consciously, intentionally and Learner personally organizes the Ability to make decisions about System direct learner to fill a
required mindfully regulated by the self - environment instead of operating appropriate action which maintain self-monitor form before
based on processes of within an environment that make the viability of individual progressing courseware
learner's choice and sense to instructor or institution learning - self examining and
exploration Development of dispositions such self-evaluationg their learning
Learner has responsibility for his/her that particular effective techniques goals and performances via
Reflection on task or process own content and actions are 'to-hand' the immediately displaying
of learning (metacognition) self-regulated learning radar
Learner requires to effectively select Ability to create harmony between
Reflection on individual & review learning content mind and body and maintain plot with five-dimension self-
preferences, values, goals, independently; use several tools at physical and mental balance regulated learning indicators
abilities, styles, interests - once in combination; understand the during learning processes.
increase self-knowledge strength of various web 2.0; have Ability to control psychological well-
better appreciation for intellectual being in the face of environmental
Exploration is behavior in property/ownership; internally challenge
which an individual translates motivated to learn
innate curiosity to a deliberate Ability to identify appropriate actions
active experimentation or with other people
nonlinear search for info, its Ability to organize technological
examination, evaluation in self- environment strategically which can
reflective manner - promote facilitate further action-making
sense of competence &
autonomy Ability to judge outcomes of action
and adapt strategy as necessary
Ability to apply conceptual
frameworks to situations as a tool for
formulating strategy
Equating of learning and life in
management processes and
achieving balance in managing
different activities

Challenges or Technically - how PLE integrate with Unmanageable complexity within
concerns in institutional LMS domain of tools to be managed
implementation
Mining mountains of information and Unable to tie technological action to
directing learner to valuable personal identity
resources
Unable to predict changes in
Skills to manage all applications - environment and adjust
navigate multiple interfaces, technological practice accordingly
passwords, content formats to
benefit from myriad offerings - Over-focusing on particular
juggling mutliple learning contexts technological practices at the
and interfaces exclusion deeper process of
environmental adaptation
Spend more time learning and re-
learning user interfaces of Web 2.0
Challenge of constant evaluation of
resources


Others: Organization model of the
engagement between learners and
technology - central issue is the
steering of technological
engagement in order to maintain the
viability of learners, teachers and
educational institutions - Beer's
Viable System Model (VSM)
Application of VSM to person within
PLE to illuminate personal
organizational framework and
actions learner needs to take to
manage their learning


THEME (Scott Wilson et al., 2007) (Schaffert & Hilzensauer, 2008) (M.A. Chatti, M. Jarke, M. Specht, (Milligan et al., 2006)
& Schroeder, 2011)
Definition of PLE Dominant design - emergence PLE - the idea of a user-centered Mashup indicates a way to create PLE facilitates learner choice
of a broadly accepted core learning approach, using Social new (web) applications by combining and control, allowing the
design principle from a number software tools existing data and services from selection and combination of
of competing incompatible several sources informal and formal learning
alternatives - once emerge, Social software - software that opportunities from variety
innovative activity is directed to connects people and ensures Mashup by aggregation - assemble sources
improving the process by which collaboration and communication sets of info from different sources
the dominant design is within single interface PLE as extension of portfolio,
Self-directed learning - individuals providing learner centered
delivered rather than exploring take initiative with or without the Mashup by integration - complex
alternatives environment in which learners
help of others, in diagnosing their applications that inegrate different can record achievement and
learning needs, formulating learning application programming interfaces plan and work toward new
goals, identifying himan and (APIs) to combine data from different goals
material resources for learning, sources
choosing and implementing VLE provides a set of tools
appropriate learning strategies and which allows course content
evaluating learning outcomes and student cohorts to be
managed efficiently and
provide a single point of
integration with student record
systems
Pedagogy or Accept that VLE represents Social software provides the PLE - self-defined collection of Learning can be managed
principles dominant design, then consider flexibility that is needed particularly services, tools and devices that help through a set of self-directed
the possibility that there lies in informal and collaborative learners build Personal Knowledge learning tools such as blogs,
within the alternatives the learning settings, where people with Networks (PKN), encompassing taxit portfolios, feed aggregators
possibility of a new design different prior knowledge, learning knowledge (people) and explicit
which represents not just a interests and learning activities knowledge (information)
refinement of the design but an learn collaboratively with or from
entirely new design pattern others - pedagogical know-how and
which could offer a very expertise about learning processes
different set of possibilities,
better reflecting the needs of
lifelong learners
Rationale for PLE Focus on coordinating Identity - learners have existence Mashup PLE - let learners create VLE - conservative technology
connections between user and beyond formal scholl their own learning mashups that - solution to organizational
services - PLE is concerned leverage components and content problems: managing students,
with enabling wide range of Ease of use - customization by the generated by learning service providing tools and delivering
contexts to be coordinated to user providers and other learners around contents
support the goals of the user - Control and responsibility of the Web
competence-oriented approach ownership - content belongs to the PLE - learners utilize single
to learning, explicitly user set of tools, customized to
recognizes the need to their needs and preferences
integrate experiences in a Copyright and reuse - owner and inside a single learning
range of environments not institution has to make these environment
including education, work and decisions
leisure Web services - allowing
Social presence - support of different software tools to
Symmetric relationships - user communication and 'online culture' interact with each other to
able to consume and publish exchange data and
resources; organize resources, Capacity of speed & innovation - information
manage contexts and adopt new applications evolve rapidly and
tools to suit their needs new features invade PLE
conglomerate in learning setting
Individualized context - user re-
organize information within
context as they see it in any

fashion and choose the
information and tools to situate
within it
Open Internet standards and
lightweight API - connection in
PLE is far more critical than
compliance, better to offer wide
range of services
Open context and remix culture
- PLE is concerned with
sharing resources, emphasizes
creative commons licenses
enabling editing, modification
and republishing of resources
Personal and global scope -
PLE operates at personal level
in that it coordinates services
and information that is related
directly to its user and owner -
PLE considered global in
scope as the range of services
it can potentially coordinate is
not bounded within any
particular organization
Skills/processes Collaborative knowledge Active participation on content PLE framework - PLEF-Ext - Learn with other people -
required construction using online development enables user-friendly creation, manage relationships in
services management, sharing and reuse of learning network
Self organization learning and learning mashups Control their learning
Connect PLE with social selection of appropriate learning resources - structure, share,
networks, knowledge bases, Share, find, integrate, reuse, remix annotate resources
work contexts, and learning PLE needs and builds on learning services based on MDMD
communities - shared Manage activities they
contexts of any size to which approach participate in
they can obtain access domain/interest, engagement in joint
activities, presence of practitioners Integrate their learning -
Tagging and listing should be and the development of shared making links between formal
shared with wider community repertoire of resources and informal learning
through social bookmarking Learner choose tools to utilize
services Active learners who are responsible
and have the opportunities to within their learning
arrange their own learning environment, aggregates
environment learning content from formal
education providers and
informal sources, provides
tools for managing resources
and relationships
Generic activities: collecting,
reflecting, connecting and
publishing
Context: individual's identity
and social network


Challenges or PLE combines information from Role of learner - shift from Model-driven mashup development Interoperablity - vital as VLE is
concerns in heterogeneous set of services consumer to prosumer (MDMD) approach to deal with not going to disappear
implementation within the purview of user - scalability, interoperability, reuse
implication is that the structure Personalization - competence for and automatic service invocation Web services provide the key
of the information operated usage of several tools and mediation within mashup PLE to co-existence of VLE and
upon will be highly diverse - PLE
Content - necessary competence to
enabling automatic sharing of search, find and use appropriate
ratings and comments made by sources
the user on resources with
wider network Social involvement - community and
collaboration as the central learning
Soft boundaries - connecting opportunities
large contexts using PLE
poses both technical and a Ownership - awareness or personal
usability challenge, as it will not data
be possible to absorb all
information within the context Educational & organizational culture
into an environment to be - change of learning culture and
operated upon locally - design perspective - move towards self
PLE to provide locally organization and self determination
meaningful context boundaries Technological apects - required
for the user (filter context) interoperability between LMS and
Unclear mechanisms for the social software
coordination of collective
actions by groups and teams
within PLE
Living with existing systems -
how will PLE and VLE design
co-exist
Others:


References

Amberg, M., Reinhardt, M., & Hofmann, M. H. P. (2009). Designing an Integrated Web-based Personal Learning Environment based on the Crucial Success Factors of Social Networks. Research,
Reflections and Innovations in Integrating ICT in Education, 1, 1075–1080. Retrieved April 26, 2011, from http://www.formatex.org/micte2009/book/1075-1080.pdf.

Attwell, G. (2007). Personal Learning Environments-the future of eLearning? eLearning papers, 2(1), 1–7. Citeseer. Retrieved April 19, 2011, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.97.3011&rep=rep1&type=pdf.

Aviram, A., Ronen, Y., Somekh, S., Winer, A., & Sarid, A. (2008). Self-regulated personalised learning (SRPL): Developing iClass s pedagogical model. eLearning Papers, 9. eLearning papers, (9), 1-17.
Retrieved April 19, 2011, from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Self-
regulated+personalised+learning+(SRPL):+Developing+iClass s+pedagogical+model.+eLearning+Papers,+9#0.

Chatti, M.A., Jarke, M., Specht, M., & Schroeder, U. (2011). Model-driven mashup personal learning environments. International Journal of Technology Enhanced Learning, 3(1), 21–39. Inderscience.
Retrieved April 15, 2011, from http://inderscience.metapress.com/index/CK5V76P0655011U8.pdf.

Chatti, Mohamed Amine, Agustiawan, M. R., Jarke, Matthias, & Specht, Marcus. (2010). Toward a Personal Learning Environment Framework. International Journal of Virtual and Personal Learning
Environments, 1(4), 66-85. doi: 10.4018/jvple.2010100105.

Chen, C.-M., Huang, T.-C., Li, T.-H., & Huang, C.-M. (2007). Personalized E-Learning System with Self-Regulated Learning Assisted Mechanisms for Promoting Learning Performance. Seventh IEEE
International Conference on Advanced Learning Technologies (ICALT 2007) (pp. 637-638). Ieee. doi: 10.1109/ICALT.2007.205.

Drexler, W. (2010). The networked student model for construction of personal learning environments : Balancing teacher control and student autonomy. Australasian Journal of Educational Technology,
26(3), 369-385. Retrieved from http://www.ascilite.org.au/ajet/ajet26/drexler.html.

Harmelen, M. van. (2006). Personal Learning Environments. Sixth IEEE International Conference on Advanced Learning Technologies (ICALT 06) (pp. 815-816). Ieee. doi:
10.1109/ICALT.2006.1652565.

Johnson, Mark, & Liber, Oleg. (2008). The Personal Learning Environment and the human condition: from theory to teaching practice. Interactive Learning Environments, 16(1), 3-15. doi:
10.1080/10494820701772652.

Martindale, T., & Dowdy, M. (2010). Personal Learning Environments. G. Veletsianos (Ed.), Using emerging technologies in distance education (Vol. 16, pp. 177-193).

Mcloughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2 . 0 era : International exemplars of innovative pedagogy using social software. Australasian Journal of
Educational Technology, 26(1), 28-43.

Milligan, C., Beauvoir, Phillip, Johnson, M., Sharples, P., Wilson, S., & Liber, O. (2006). Developing a reference model to describe the personal learning environment. Innovative Approaches for Learning
and Knowledge Sharing, 506–511. Springer. Retrieved May 30, 2011, from http://www.springerlink.com/index/u04836n0460j2678.pdf.

Schaffert, S., & Hilzensauer, W. (2008). On the way towards Personal Learning Environments: Seven crucial aspects. Elearning papers, 9(July), 1–10. Citeseer. Retrieved April 26, 2011, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.167.4083&rep=rep1&type=pdf.

Wilson, Scott, Liber, O., Johnson, Mark, Beauvoir, Phil, Sharples, P., & Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of e-
Learning and Knowledge Society, 2(3). Citeseer. Retrieved April 12, 2011, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.107.3816&rep=rep1&type=pdf.


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