In this paper the authors discuss the results and implications of research regarding the building and perception of Personal Learning Environments (PLEs) that they developed in the last four years. In addition, the authors discuss the next step of this research; the public funding project CAPPLE, on which they are currently working.

1. Perceptions and Realities
Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda
GITE - University of Murcia
Spain

3. Group of Research in
Educational Technology
University of Murcia
http://www.um.es/gite

4. Population: 25.000 Sample: 1500 Spanish Senior Students

5. The description and the prospective
analysis, both technically and
functional, of personal learning
environments (PLEs) of the Spanish future
professionals in all areas of knowledge.
CAPPLE Project
http://www.um.es/ple/?lang=en

6. Personal Learning
Environment

7. PLE -2001 NIMLE Project
(Northem Ireland -JISC founded)
Technological term
Evolution of LMS
Enphasizing on Technologies
Web 2.0

9. PL
Personal Learning
ENVIRONMENT

10. Just about the
environment?
where” the CRUCIAL question?
Is “

11. A NEW approach
for understanding
the learning process

12. “A set of tools, mechanisms,
data sources, connections
and activities (experiences)
that each person uses
habitually to learn"
Adell & Castañeda, 2010

13. P
E
Personal LEARNING
Environment

14. We already got it?… so What else?

15. PLE is the environment in
which we learn using efficiently
the available technologies

16. Research
PLE
Teaching
Education purpose
Basics of Learning:
• Why
• What
• How
• Whith whom

17. Perceptions and Realities
Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda
GITE - University of Murcia
Spain

18. Nothing
finished,
some ideas
to discuss…
Image: 'Classroom Sign: The Mess'
http://www.flickr.com/photos/28430474@N05/6002252651

19. Defining PLE

20. “A set of tools, mechanisms,
data sources, connections
and activities (experiences)
that each person uses
habitually to learn"
Adell & Castañeda, 2010

22. Tools: newletters, blogs, video
channels, list of RSS, etc..
Personal Learning Environment
PLE
Reading /Accessing to
information
Mechanisms: searching, curiosity,
initiative, etc..
Activities: lectures, reading, review of
headlines, audiovisual viewing.
Tools: blogs, notebook, video
channel, publishing site visual
presentations, website
Doing / Reflecting
Mechanisms: synthesis, reflection,
organization, structure, etc..
Activities: creation of a working
agenda, making a concept map,
posting a video of their own, etc..
Tools: social software, monitoring
network activity, social network sites. In
general all the tools underlyed by a
social network.
Sharing: Personal Learning
Network (PLN)
Mechanisms: assertiveness,
consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums,
discussions, conferences, etc..
PLE Components
Castañeda & Adell, 2013

23. Personal Learning Environment
PLE
Reading /Accessing
to information
Doing / Reflecting
Sharing: Personal
Learning Network
(PLN)
Tools: social software, monitoring
network activity, social network sites.
In general all the tools underlyed by a
social network.
Mechanisms: assertiveness,
consensus, dialogue, decision, etc..
Activities: meetings, meetings, forums,
discussions, conferences, etc..
PLE Components
Castañeda & Adell, 2013

24. Castañeda, L. y Adell, J. (eds.).
(2013). Entornos personales de
aprendizaje: claves para el
ecosistema educativo en red.
Alcoy: Marfil.
www.um.es/ple/libro

25. First approach
iCamp Project
PLEs in Action

26. www.icamp.eu
Castañeda, L & Sánchez, M.M. (2009). Entornos e-learning para la enseñanza
superior: entre lo institucional y lo personalizado. In Pixel Bit 35, 175-191. ISSN:11338482. Retrieved From http://www.sav.us.es/pixelbit/pixelbit/articulos/n35/14.pdf

27. Patchworking PLEs
PLEs in Action

28. Students appreciate new ways
of developing their tasks and
their course work
Learning =
acquiring information–
memorizing
Students, when arriving at
university, NO ICT tools for
learning
Opportunities for
Independency, collaboration
and self-importance
No Learning as complex,
lack of learning understanding
Castañeda, L. & Soto, F.J. (2010). Building Personal Learning Environments by using and
mixing ICT tools in a professional way. In Digital Educational Review 18, 9-25 Retrieved From
http://greav.ub.edu/der/index.php/der/article/view/163/302

29. PLN as the core of PLE
Looking at twitter
PLEs in Action

30. more evidences of
“social learning” than
for “personal
learning”
Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about
networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE Conference
2011, 10th - 12th July 2011, Southampton, UK. Retrieved From
http://journal.webscience.org/550/

31. Social learning is
supported by
Personal Learning
Networks as
structures, crucial
parts of PLEs
Castañeda, L. Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about
networking and learning with twitter. pp. 1-13. In Proceedings of the The PLE Conference
2011, 10th - 12th July 2011, Southampton, UK. Retrieved From
http://journal.webscience.org/550/

32. Learning processes Behind PLEs
PLEs in Action

33. http://teachweb2.blogspot.com.es/2010/01/personal-learning-environments-student.html

34. Mind Maps (“mental processes”)
Analysis by Group
General Analysis
3 basic learning components
Related with
any Technology?
?
Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process
Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal.
ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440

37. General Analys
3 basic learning co
• Tech and Not Tech Supported
• Mutually complementary
• Pedagogical Approach
• Hard Tech Based
• Learning implies: First recover info
–from an expert-, Do something
and Finally you show it to others
• Metacognition is NOT perceived
as a learning process
Castañeda, L. & Adell, J. (2012). Future Teachers Looking for their PLEs: the Personalized Learning Process
Behind it all. En Proceedings of the The PLE Conference 2012, 11th to 13th of July of 2012, Aveiro, Portugal.
ISSN: 2182-8229. Retrieved From http://revistas.ua.pt/index.php/ple/article/view/1440

38. Nowadays…
PLEs in Action

39. PLEs in Action

40. The description and the prospective
analysis, both technically and
functional, of personal learning
environments (PLEs) of the Spanish future
professionals in all areas of knowledge.
CAPPLE Project
http://www.um.es/ple/?lang=en

41. PHASE 1. Design and validation
of instruments for collecting
information on PLEs
and clarifying of the data
collection strategy.
PHASE 2. Information collection
and analysis of data on PLEs.
National sample of last year
university' students from all
areas of knowledge.
PHASE 4. Analysis and
exploration of educational and
institutional implications of the
results. Practical proposals for
institutional's pedagogical and
organizational developments.
PHASE 3. Creation and
development of PLEs
diagrammer and descriptive
and comparative analysis of
underlying PLEs models found
in the data.

42. Personal Learning
Environment

43. If the PLE involve learning to learn
with technology, integrate PLEs in
education would contribute to
develop essential skills in a complex
and changing world as ours…
Castañeda & Adell, 2013

44. Perceptions and Realities
Behind Students’
Personal Learning Environments
Paz Prendes & Linda Castañeda
GITE - University of Murcia
Spain
Linda Castañeda
<lindacq@um.es>
Grupo de Investigación de
Tecnología Educativa
Universidad de Murcia
<http://www.lindacastaneda.com>
Twitter, Flickr, youtube, slideshare: lindacq