Analysis of PLEs’ implementation under OER design as a productive teaching-learning strategy in Higher Education. A case study at Universidad Nacional de Educación a Distancia
Keywords:Personal Learning Environment, Open Educational Resources, Higher Education, competences, teaching methods
This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
Alloway, T., Horton, J., Alloway, R. G., & Clare Dawson (2013). Social networking sites and cognitive abilities: Do they make you smarter? Computers & Education, 63, 10-16.
Attwell, G. (2007). Personal learning environments –the future of eLearning? eLearning Papers, 2(1).
Attwell, G. (2010). Context and the design of Personal Learning Environments. Presented at the PLE2010 Conference, Barcelona, Spain. Retrieved from http://www.pontydysgu.org/2010/07/context-and-the-design-of-personal-learning-environments/
Barabási, A.L. (2002). Linked-The new science of networks. Cambridge, MA.: Perseus Publishing.
Bass, R. (2012). Disrupting Ourselves: The Problem of Learning in Higher Education. Educause Review, March/April 2012.
Berners-Lee T. (2010). Open Linked Data for a Global Community. Presented at Gov 2.0 Expo 2010, Retrieved from http://www.youtube.com/watch?v=ga1aSJXCFe0&feature=player_embedded
Bissell, A., & Boyle, J. (2007). Towards a Global Learning Commons: ccLearn. Educational Technology, 4(6), 5‐9.
Borgatti, S., Everett, M., & Freeman, L. (2002). Ucinet for Windows: Software for Social Network Analysis. Harvard, MA.: Analytic Technologies.
Castañeda, L., & Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
Castañeda, L., & Camacho, M. (2012). Desvelando nuestra identidad digital. El profesional de la información, julio-agosto, 21(4), 354-360.
Castañeda, L., & Soto, J. (2010). Building Personal Learning Environments by using and mixing ICT tools in a professional way. Digital Education Review, 18, 9-25.
Castells, M., & Monge, P. (2011). Network Multidimensionality in the Digital Age. Prologue to the Special Section. International Journal of Communication, 5, 788-793.
Caverlee, J., Liu, L., & Webb, S. (2010). The SocialTrust framework for trusted social information management: Architecture and algorithms. Information Sciences, ScienceDirect, 180, 95-112.
CETIS. (2006). The personal learning environments reference model project. JISC CETIS Wiki. Retrieved from http://wiki.cetis.ac.uk/Ple
Chatti, M. A., Schroeder, U., & Jarke, M. (2012). LaaN: Convergence of knowledge management and technology-enhanced learning. IEEE Transactions on Learning Technologies, 5(2), 177- 189. doi:10.1109/TLT.2011.3
Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63, 160-175.
Conole, G. (2013). Open, social and participatory media. Designing for learning in an open world. New York: Springer.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3-8.
Downes, S. (2007). Open Educational Resources and the Personal Learning Environment. Taipei, Taiwan. Retrieved from http://www.slideshare.net/Downes/open-educational-resources-and-the-personal-learning-environment
Downes, S. (2010). New Technology Supporting Informal Learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
Drexler, W. (2010a). 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.
Drexler, W. (2010b). A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science. Presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado.
Dublin Descriptors (2005). Shared "Dublin" descriptors for the Bachelor´s, Master´s and Doctoral awards. (Draft 1.31 working document on JQI meeting in Dublin. 2004PC).
Fetterman, D. (1984). Ethnography in educational evaluation. Beverly Hills: Sage.
Fiedler, S. H. D., & Väljataga, T. (2013). Personal learning environments: A conceptual landscape revisited. eLearning Papers, 35, 1-16.
Fuchs, C. (2005). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.). Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (pp.141-156). Honolulu: University of Hawaii, National Foreign Language Resource Center.
Griff, E. R., & Matter, S. F. (2013). Evaluation of an adaptive online learning system. British Journal of Educational Technology, 44, 170-176.
Guth, S. (2009). Personal learning environments for language learning. In M. Thomas (ed.), Handbook of research on Web 2.0 and second language learning (pp. 451–471). Hershey: IGI-Global.
Hall, G. E. (2010). Technology’s Achilles Heel: Achieving High-Quality Implementation. Journal of Research on Technology in Education, 42(3), 231-253.
Hicks, A., & Sinkinson, C. (2015). Critical connections: Personal learning environments and information literacy. Research in Learning Technology, 23, 1-12.
Johnson, M., & Liber, O. (2008). The personal learning environment and the human conditions: From theory to teaching practice. Interactive Learning Environments, 16(1), 3-15.
Johnson, M. W., & Sherlock, D. (2014). Beyond the Personal Learning Environment: Attachment and control in the classroom of the future. Interactive Learning Environments, 22(2), 146-164.
Juarros, V. M., Ibáñez, J. S., & Crosetti, B. B. (2014). Research results of two personal learning environments experiments in a higher education institution. Interactive Learning Environments, 22(2), 205-220.
Knoke, D., & Yang S (2008). Social Network Analysis. United States of America: SAGE.
Letón, E., Durbán, M., D’Auria, B., & Lee, D.J. (2009). Self learning mini-videos through Internet and mobile telephones: a help to the student in the Bologna process. Edulearn, 2009. Retrieved from http://www.iated.org/concrete2/paper_detail.php?paper_id=5950
Lowe, C. (2010). Considerations for Creative Commons licensing of open educational resources: The value of copyleft. Computers and composition online. Retrieved from www.bgsu.edu/cconline/open/introduction. html
Marin, V., Negre, F., & Perez, A. (2014). Construction of the foundations of the PLE and PLN for collaborative learning. Comunicar, 21(42), 35-43.
Marín, V., Salinas, J., & De Benito, B. (2012). Using SymbalooEDU as a PLE Organizer in Higher Education. En Proceedings of the The PLE Conference 2012, 11 al 13 de julio 2012, Aveiro, Portugal. Retrieved form http://revistas.ua.pt/index.php/ple/issue/ current
Martin-Monje, E. (2012) From VLE to PLE in English for Specific Purposes. Professional and Academic English, 40, 14-18.
Martín-Monje, E., Vázquez-Cano, E., & Fernández, M. (2015). Peer assessment of language learning resources in virtual learning environments with e-rubrics. International Journal of Technology Enhanced Learning, 6(4), 321-342.
Martindale, T., & Dowdy, M. (2010). Personal Learning Environments. In Veletsianos, G. (Ed.), Emerging technologies in distance education, 177-193. Edmonton: AU Press.
Mercier, E. M., & Higgins S. E (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning and Instruction, 25, 13-23.
Miles, M., & Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks: Sage.
Okada, A. (2012). Open Educational Resources and Social Networks: Co-Learning and Professional Development. Londres: Scholio Educational Research y Publishing.
Ricoeur, P. (1988). Discurso de la acción. Madrid: Cátedra.
Şahin, S., & Uluyol, Ç. (2016). Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs). The International Review of Research in Open and Distributed Learning, 17(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2284/3649
Sánchez E., & García-Rodicio, H. (2013). Using online measures to determine how learners process instructional explanations. Learning and Instruction, 26, 1-11.
Seidman, S.B. (1983). Network structure and minimum degree. Social Network, 5, 269-287.
Shaikh, Z. A., & Khoja, S. A. (2014). Personal learning environments and university teacher roles explored using Delphi. Australasian Journal of Educational Technology, 30(2), 202-226.
Singh, V., & Holt, L. (2013). Learning and best practices for learning in open-source software communities. Computers & Education, 63, 98-108.
Smith, M. S., & Casserly, C. (2006). The Promise of Open Educational Resources. Change, Fall. Retrieved from http://learn.creativecommons.org/wp‐ content/uploads/2008/03/changearticle.pdf.
UNESCO (2011a). Guidelines for Open Educational Resources (OER) in Higher Education. UNESCO. Commonwealth of Learning.
UNESCO (2011b). A Basic Guide to Open Educational Resources (OER). UNESCO. Commonwealth of Learning.
Van Harmelen, M. (2008). Design trajectories: Four experiments in PLE implementation. Interactive Learning Environments, 16(1), 35-46.
Vázquez-Cano, E., Fombona, J., & Fernández, A. (2013). Virtual Attendance: Analysis of an Audiovisual over IP System for Distance Learning in the Spanish Open University (UNED). The International Review of Research in Open and Distance Learning (IRRODL), 14(3), 402-426.
Vázquez-Cano, E., Martín Monje, E., & Fernández, M. (2014). El rol de las e-rúbricas en la evaluación de materiales digitales para la enseñanza de lenguas en entornos virtuales de aprendizaje. Revista de Docencia Universitaria, 12, 135-157.
Vázquez-Cano, E., & Calvo, E. (2016). Adolescentes y cibermedios. Una didáctica basada en aplicaciones periodísticas para smartphones. Estudios Pedagógicos, 41(2), 255-270.
Veletsianos, G., & Kimmons, R. (2012). Scholars and faculty members’ lived experiences in online social networks. Internet and Higher Education, 16, 43-50.
Wasserman, S., & Faust, K. (1994). Social network analysis: methods and applications. Nueva York: Cambridge University Press.
Wiley, D. A. (2006). The Current State of Open Educational Resources. Paper for Expert Meeting on Open Educational Resources, OECD–CERI, Malmö (6-7 February 2006).
Wilson, S. (2008). Patterns of Personal Learning Environments. Interactive Learning Environments, 16(1), 17-34.
LicenseThe authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 3,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.