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ERIC Number: EJ1153337
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1814-0556
EISSN: N/A
Personal Learning Environments: A Study among Higher Education Students' Designs
Bartolomé, Antonio; Cebrian-de-la-Serna, Manuel
International Journal of Education and Development using Information and Communication Technology, v13 n2 p21-41 2017
Even if we can find several PLE models and proposals based on the use of Web 2.0 resources, the problem of what resources to choose and how to organize them has not yet reached a specific or clear solution. During a semester, 18 students of Social Education at the University of Barcelona learnt how to use Web 2.0 resources in Social Education, and were then invited to prepare and use their own Personal Learning Environments (PLEs) with two platforms: Symbaloo and Protopage. An analysis of both platforms, demonstrates their preferences in software, functionality, web tools, individual application and those aspects of the software that they choose to include in their spaces. Results show that the subjects prefer flexible and simple platforms that let them integrate their own resources from Web 2.0. We have found some notable contradictions between the theoretical models and the practical applications that seemed more coherent and logical. Students broadened the use of these PLEs to other subjects and non-formal learning situations. Future studies ought to consider the importance of the freedom to choose resources and the use of Web 2.0 services for practical and useful PLEs.
International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A