Developing a Reference Model to Describe the Personal Learning Environment

Workplace Learning in Informal Networks

“…In this way, one individual's learning becomes available to their peers, and to future learners. A range of these tools would constitute a learner's Personal Learning Environment (Leslie, 2012;Milligan, Beauvoir, Johnson, Sharples, Wilson, & Liber, 2006), integrated alongside the tools an individual uses to perform their work-role. The precise set of tools used depends on individual need and preference, but the full range of learning behaviours needs to be supported.…”

Towards the Formative Accompaniment Border in Distance Education

“…The LMS became prominent 20 years ago, in view of the World Wide Web general use [9]. According to the authors, The technologies which are used by LMS have a standard specification, whether they are commercial, for instance the WebCT, REDU and Blackborad or Open Source as the Moodle, ATutor and LMS AMADEUS among other ones.…”

ICT-Supported Education at Czech and Polish Universities: A Comparative Study

“…Briefly speaking, studying within the scope of the PLE leads to the following changes: (1) the student has the role of active and self-directing creator of the content, (2) personalization as a result of the information and support of the members of the particular community, (3) the study content as an immense "bazaar", (4) social involvement playing a key role, (5) the ownership of students' data, (6) the significance of self-organized study for the culture of educational institutions and organizations, (7) technological aspects of the use of the social software tools and the collection of various sources. Johnson et al (2006) summarized some of the critical objections to LMS systems, one of which concerned the inability of many institution-based LMS systems to afford the opportunity of greater peer-based pedagogy. Milligan et al (2006) argue that the PLE uses tools that would allow the learner to:…”

“…Johnson et al (2006) summarized some of the critical objections to LMS systems, one of which concerned the inability of many institution-based LMS systems to afford the opportunity of greater peer-based pedagogy. Milligan et al (2006) argue that the PLE uses tools that would allow the learner to:…”