Design Of Personal Learning Environments Research Articles

La mediación tecnopedagógica para la formación profesional de psicólogo: una experiencia de diseño educativo

The learning experience carried out in a blended environment with 51 psychology students is reported in the fourth semester Sociocultural Theory course at a Mexican public university. A research based on design was conducted, focused on the development of skills to learn to learn and the techno-pedagogical design of personal learning environments mediated by digital technologies. The construction of electronic portfolios of the students that functioned as an integrating strategy for the entire intervention design and as evidence of the lessons learned are highlighted. The results are discussed in terms of the techno-pedagogical mediation offered and the pedagogical devices used. It is concluded that the experience conducted allowed students to advance in a better understanding of the psychologist's professional identity and in the appropriation of digital technologies for professional practice.

VENTAJAS DE LA UTILIZACIÓN DE LOS ENTORNOS VIRTUALES DE APRENDIZAJE DESDE LA PERSPECTIVA DEL ALUMNADO Y FAMILIAS

Abstract:ADVANTAGES OF USING VIRTUAL LEARNING ENVIRONMENTS FROM THE PERSPECTIVE OFSTUDENTS AND FAMILIESIntroduction: This study investigated the effects that the design of personal learning environments has in overcoming student´s lack of motivation. Method: The methodology used was the case study with an ethnographic orientation approach. This methodology allowed to describe the advantages of using the participants personal learning environments regarding their own learning experiences. The technique employed to conduct the study was the analysis of the content of the information that had been collected in group discussion exercises made with teachers, students and parents who got involved in the experience. Results: Using personal learning environments has advantages for student’s motivation and student´s performance. However, there are some evident problems with the implementation of the innovation process. Conclusions: This pedagogical approach represents promising advances in the integration of both formal and informal learning. Furthermore, the use of social media and the support of self-regulated learning highlight the usability of the approach.Keywords: Personal Learning Environment (PLE), Learning Community, Learner Motivation, Social Media.Resumen:Introducción: Este estudio investigó los efectos del diseño de entornos personales de aprendizaje en la superación de la desmotivación discente. Método: Con la finalidad de describir las ventajas en la utilización de los entornos personales de aprendizaje de los participantes respecto a sus propias vivencias de aprendizaje, se utiliza una metodología de estudio de caso evaluativo de orientación etnográfica y como técnica el análisis de contenido de la información recogida de los grupos de discusión con el profesorado, alumnado y padres implicados en la experiencia. Resultados: La utilización de los entornos personales de aprendizaje tiene ventajas para la motivación y el rendimiento docente del alumnado pero se evidencian algunas problemáticas en la implementación del proceso de innovación. Conclusiones: Señalan que es un enfoque pedagógico potencialmente prometedor para integrar tanto el aprendizaje formal e informal utilizando los medios sociales y el apoyo al aprendizaje autorregulado de los estudiantes y ponen de relieve su facilidad de uso.Palabras Clave: Entornos personales de aprendizaje, Comunidades de aprendizaje, Motivación discente, Medios de comunicación.

Using Social Media to Engage Students in Strategic Design of Personal Learning Environments (PLEs)

Using Social Media to Engage Students in Strategic Design of Personal Learning Environments (PLEs)

Personal Learning Environment design and the professors' educative training on ICT

This paper belongs to a PLE (Personal Learning Environment) research, whichis in a development phase. This research is about PLE design, production andevaluation, and is designed with the goal of qualifying university staff in theusing of Information and Communication Technologies (ICT).The research presents four revised phases, all of them focused in methodology and working plan: a) PLE design, production and evaluation; b) pilot study; c) virtual environment dissemination; d) development of the final report. Owing to the fact that the research is in a development phase we don’t have results. It’s our purposal to obtain different scientific-technical taxes and benefits with this project, for example: identify the most significant aspects for the faculty’s training in order to incorporate ICT in teachers’ professional development; create a PLE with the aim of developing an environment for the faculty’s training on ICT; recognize the impact that different tools have in the faculty training; become aware of the necessary methodological change that involves incorporate the PLE in the European Space for Higher Education (ESHE) at university. Before concluding this paper, we would like to present our intention to incorporate some proposals from PLE Congress. (Julio 2010, Cornella)