The document discusses personal learning environments (PLEs), the TRAILER project, and visual learning analytics. It defines PLEs as individualized learning systems under learner control that support goals, content, and communication. The TRAILER project developed tools and methods for integrating informal learning into formal education through an ecosystem connecting learning, competencies, and institutions. Visual learning analytics uses techniques to target instruction based on learner data and goals, with the VeLA system providing visualizations of analytics to support learning processes.

1. Peer-to-Peer learning technologies, Visualisation and the
education around the Person
Dr. D. Francisco JoséGarcía Peñalvo
GRupo de investigación en InterAcción y eLearning (GRIAL)
Instituto de Ciencias de la Educación
Departamento de Informática y Automática
Universidad de Salamanca
fgarcia@usal.es
http://grial.usal.es
http://twitter.com/frangp
Universidad Complutense de Madrid
Madrid, 13 dejunio de2016

2. Agenda
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1. Personal Learning Environments
2. TRAILER Project
3. Visual Learning Analytics

3. 1. Personal Learning
Environments

4. Formal, non formal, informal
Peer-to-Peer learning technologies, Visualisation and the education around the Person 4

5. Why ICT is not used to personalise education
Peer-to-Peer learning technologies, Visualisation and the education around the Person 5

6. PLE
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Personal learning centre “The e-learning
application (…) begins to look very much like a
blogging tool. It represents one node in a web of
content, connected to other nodes and content
creation services used by other students. It
becomes, not an institutional or corporate
application, but a personal learning centre,
where content is reused and remixed according
to the student's own needs and interests. It
becomes, indeed, not a single application, but a
collection of interoperating applications — an
environment rather than a system” Stephen
Downes

7. PLE
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Facility “A Personal Learning Environment is a facility
for an individual to access, aggregate, configure and
manipulate digital artefacts of their ongoing learning
experiences” Ron Lubensky
http://www.deliberations.com.au/2006/12/present-
and-future-of-personal-learning.html

8. PLE
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Interface “The PLE is a unique interface into the
owners digital environment. It integrates their
personal and professional interests (including
their formal and informal learning), connecting
these via a series of syndicated and distributed
feeds” Terry Anderson
http://terrya.edublogs.org/2006/01/09/ples-
versus-lms-are-ples-ready-for-prime-time/

9. PLE
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System “Personal Learning Environments are
systems that help learners take control of and
manage their own learning. This includes providing
support for learners to set their own learning goals,
manage their learning; managing both content and
process, communicate with others in the process of
learning and thereby achieve learning goals. A PLE
may be composed of one or more sub-systems: As
such it may be a desktop application, or composed
of one or more web-based services” Mark van
Harmelen

10. PLE
Peer-to-Peer learning technologies, Visualisation and the education around the Person 10
Ecosystem “An ecosystem of connected educational
resources facilitated by a (large) set of tools and fueled
by collaboration opportunities facilitating the
consumption of content that enables an increased
understanding of specific knowledge domains” Lee
Kraus
http://leekraus.blogspot.com.es/2007/06/ple-not-
personal-and-not-learning.html

11. PLE
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Collection of tools/Conceptual notions “PLEs aren’t an
entity, structural object or software program in the
sense of a learning management system. Essentially,
they are a collection of tools , brought together under
the conceptual notion of openness, interoperability,
and learner control. As such, they are comprised of
two elements – the tools and the conceptual notions
that drive how and why we select individual parts.
PLEs are a concept-entity” George Siemens
http://www.elearnspace.org/blog/2007/04/15/ples-i-
acronym-therefore-i-exist/

12. PLE
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Knowledge Network (digital & non-digital) “My
personalized learning environment is a knowledge
network that includes my browser favorites, my RSS
feeds, my electronic documents and so on. But it's also
non-digital and not easily captured in my browser. It
includes my wife, friends and work colleagues, my tennis
coach, my books, magazines and newspapers, the TV I
watch, the films I see, the radio programmes that I listen
to” Clive Shepherd
http://clive-shepherd.blogspot.com.es/2007/04/ples-
what-are-we-talking-about-here.html

13. PLE
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A new approach “Yet for all the talk there was no consensus
on what a Personal Learning Environment (PLE) might be.
The only thing most people seemed to agree on was that it
was not a software application. Instead it was more of a new
approach to using technologies for learning. Underpinning a
number of the discussions was the issue of what role
teachers and institutions would play if learners themselves
developed and controlled their own online learning
environment” Graham Attwell
http://www.openeducationeuropa.eu/en/article/Personal-
Learning-Environments---the-future-of-eLearning%3F

14. PLE
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A new pattern of users’ practices “We
characterize this new pattern a Personal
Learning Environment, although unlike
the VLE this is primarily a pattern
concerned with the practices of users in
learning with diverse technologies , rather
than a category of software” Scott
Wilson et al. (2007)

15. LMS & PLE
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INSTITUTIONAL
Controlled learning and a
predefined set of tools
PERSONAL
Lifelong learning with
chosen tools by the user

16. LMS & PLE
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LMS do not solve all the
problems
• They are centred in the
institution and in the
subject
• They do not support
lifelong learning
• They are monolithic
Learning environments are needed that are
adapted to users’ needs, are under the students’
control and support lifelong learning are

17. LMS & PLE
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PLE

18. LMS & PLE integration
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19. LMS & PLE integration
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20. LMS & PLE integration
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21. 2. TRAILER Project

22. Description
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• Coordinator: University of Salamanca – GRIAL
• Starting date: 01/01/2012 Ending date: 31/12/2013
• Main objective is to articulate the activity flow involved in the integration
of informal learning as part of an individual’s development; this starts with
the identification by the learner of informal learning activities and the
subsequent process in which these are made visible to the institution. This
will be done by developing methodologies and tools that facilitate this
process, making it transparent both to learners and institutions and
allowing all involved to make the most of these processes
• Results
• Definition and application of methodologies and recommendations for the integration
of informal learning in educational institutions and the workplace
• Establishment of the technological framework (ILC, Portfolio Component, Competence
Catalogue and Institutional Environment)
• Set of pilot actions

23. Architecture
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24. Workflow
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25. TRAILER Ecosystem
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26. Final system
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27. 3. Visual Learning Analytics

28. Introduction
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Term Proposed Definition
Proposed
Level of Focus
Analytics / Data
Mining
An overarching concept that is defined as data-driven
decision making (from Ravishanker) / Clustering, clasification
an asociation analysis.
All levels 90's
Academic
Analytics
A process for providing higher education institutions with the
data necessary to support operational and financial
decision making (adapted from Goldstein and Katz).
Institution 2005
Learning
Analytics
The use of analytic techniques to help target instructional,
curricular, and support resources to support the achievement
of specific learning goals (adapted from Bach).
Department/
learner 2005
Predictive
Analytics
An area of statistical analysis that deals with extracting
information using various technologies to uncover
relationships
and patterns within large volumes of data
that can be used to predict behavior and events (adapted
from Eckersen).
All levels

29. Introduction
Peer-to-Peer learning technologies, Visualisation and the education around the Person 29

30. Introduction
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31. Visualization model
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32. Visualization model
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33. VeLA System
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34. VeLA System
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35. VeLA System
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36. VeLA System
Peer-to-Peer learning technologies, Visualisation and the education around the Person 36

37. Peer-to-Peer learning technologies, Visualisation and the
education around the Person
Dr. D. Francisco JoséGarcía Peñalvo
GRupo de investigación en InterAcción y eLearning (GRIAL)
Instituto de Ciencias de la Educación
Departamento de Informática y Automática
Universidad de Salamanca
fgarcia@usal.es
http://grial.usal.es
http://twitter.com/frangp
Universidad Complutense de Madrid
Madrid, 13 dejunio de2016