monica aresta's List: phd

• Abstract. Current systems used in education follow a consistent design pattern, one that is not supportive of lifelong learning or personalization, is asymmetric in terms of user capability, and which is disconnected from the global ecology of Internet services. In this paper we propose an alternative design pattern for educational systems that emphasizes symmetric connections with a range of services both in formal and informal learning, work, and leisure, and identify strategies for implementation and experimentation. - monica aresta on 2009-06-14

• Abstract: Personal Learning Environments (PLEs) are attracting increasing interest in the e-learning domain. However, the term Personal Learning Environment is sed in a variety of different ways in the field. This paper firstly draws distinctions between the term PLE and similar terms. It then discusses the dimensions which haracterise current conceptions of PLEs, thereby defining a space of PLEs. Three examples of Personal Learning Environments are provided to show different PLE positioning in the PLE space. - monica aresta on 2009-06-14

• Skrabut, S. (s/d). Personal Learning Environments: The Natural Way of Learning. http://www.uwyo.edu/skrabut/docs/ADED5050_project.pdf (acedido em 31 de Maio de 2009) - monica aresta on 2009-05-31

• Abstract: This paper is presented as a dialogue between proponents of the traditional learning management system and personal learning environments. The dialogue form is used to highlight the fact that the struggle between top-down, traditional, institutional processes of education and the bottom-up, learner-led, chaotic world of the twenty-first century learner is a wicked problem that is not easily resolved. The conclusions are necessarily ambiguous, but it is proposed that a model of learning that gives learners the ability to decide what level of control is appropriate for them is ideal. - monica aresta on 2009-06-14

• about what is digital identity - monica aresta on 2009-06-14

• Abstract: This exploratory paper discusses the learning potential of PLE, not simply as a technological artefact but as an instrument of the learning process. It tries to identify the role of PLE in learning process and to point out the conditions to become more efficient learning instrument. Firstly, PLE should foster self-direction and reflexivity, and learning resources should be made available to the learner to support its metacognitive activity. Secondly, since PLE's are more and more inter-connected thanks to online tools, they raise the same issues of knowledge exchange as for online communities: difficulties to connect resources and to exploit the data available. Sharing should be improved by developing solutions bridging personal annotations (personomies) with their collections (folksonomies) and more structured knowledge representations (ontologies). Thirdly, research results should be used by institutions to improve the process of learning and teaching, and the design of VLEs. - monica aresta on 2009-06-08

• abstract: In the last few years, there has been an increasing focus on social software applications and services as a result of the rapid development of Web 2.0 concepts. In this paper, we argue that LM and KM can be viewed as two sides of the same coin, and explore how Web 2.0 technologies can leverage knowledge sharing and learning and enhance individual performance whereas previous models of LM and KM have failed, and present a social software driven approach to LM and KM. - monica aresta on 2009-06-08

• Introduction: There is a buzz at events bringing together educational technologists. That buzz is called Personal Learning Environments. Yet, a year and a half after serious discussion broke out in the edu-blogosphere, there is little agreement on what a Personal Learning Environment is, still less on what it might mean if translated to a learning application. Neither is there agreement on who it is for or who might own or use it. Does it replace VLEs or is it a plug in or additional application? Is it any different to an extended e-Portfolio? There is not even agreement as to whether a PLE should be an application or if it is just a collection of user-configured tools. - monica aresta on 2009-06-14

• PLME - personal learning mature environment (interessante) - monica aresta on 2009-06-13

• slideshare about personalised learning - monica aresta on 2009-06-14

• about identity, self, ePortfolios, OpenID - monica aresta on 2009-06-14
• Abstract: In this address to the 2008 e-Portfolio Conference I consider the sorts of questions that might be asked about a student’s identity in an e-portfolio system and the factors that inform the answers to those questions. Rather than being answered with a simple physical presence, as we might have expected in the past, the question of identity in a digital space requires a complex answer, taking into account a person’s past and future states, as well as his or her motivations, desires and expectations. Accordingly, an identity is best thought of as a distributed profile, written by multiple authors and considering multiple questions, rather than a single fixed point on which attributes may be assigned. - monica aresta on 2009-06-14

• This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs
  might be useful or indeed central to learning in the future.
  It goes on to consider some of the pressures for change in the present education systems. - monica aresta on 2009-06-07
• Summary: This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs
  might be useful or indeed central to learning in the future. This is not so much a technical question as an
  educational one, although changing technologies are key drivers in educational change. - monica aresta on 2009-06-14

• Conception about what should constitute a PLE depends on the perspective of the commentator.

  • PLE como algo em evolução, crescente
• This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.
• PLEs are effectively controlled by the individual, thus decoupled from institutional portals

  • =)
• Whereas an ePortfolio contains actual assets for the purpose of reflection, assessment or self-promotion, the PLE includes a broader repository that also includes links and commentary for all three purposes.
• The primary goal of a PLE for an individual is to bring all the disparate artefacts of interest for learning under a single operating roof. The presumption is that there are many artefacts, organising them is time-consuming and it's easy to forget about or lose them. PLEs are meant to simplify managing these artefacts, creating meaning through aggregation, linking and metadata tagging (eg comments, keywords).

  • confluência de diferentes recursos e interesses num único ambiente

3 more annotations...

• Abstract: Centralized learning management systems still characterize the predominant institutional approach to computational support for teaching and studying in higher education. This approach contrasts sharply with the growing dissemination of decentralized, loosely coupled, and networked tools and services that provide increasingly powerful means to augment a wide variety of activities and practices outside of institutional boundaries. Recently, notions of personal learning environments (PLEs) have been brought forward and discussed as a viable alternative to the centralized approach to technological support for teaching and studying that most educational institutions employ. This symposium brings together a diverse group of international researchers to explore the current demarcation lines, potentials, limitations, and possible developmental paths of centralized, institutional approaches to technology support for teaching and learning on one side, and of networked, loosely-coupled tools and services and their surrounding practices on the other side. - monica aresta on 2009-06-14

• Abstract: This paper outlines a new vision for “online personal learning environments” which may eventually replace what we currently call “electronic portfolios” in education. Based on the concept of “lifetime personal web space,” this online archive of a life’s collection of artifacts and memorabilia, both personal and professional, has the potential to change the current paradigm of electronic portfolios, mostly institution-bound, and focus instead on the individual or the family as the center for creating the digital archive, which can be used in a variety of contexts across the lifespan, from schools to universities to the workplace. A possible scenario is followed by the challenges faced when developing this service for widespread dissemination. This paper invites discussion of the theoretical foundation for a long-term research proposal, a proposed implementation plan and evaluation study. - monica aresta on 2009-06-14

• Open Educational Resources (OER) play a growing role in formal and informal learning settings – in the form of software, open courseware, open access publications and e-journals or information resources of the Internet. This paper focuses specifically on the design of portals, which compile information on a specific topic and, thereby, offer a focal point for informal learning activities. These resources have implicit or explicit educational goals: They aim to give comprehensive information on their topic and they usually support knowledge exchange in a community. This paper provides an overview of typical components constituting educational portals. Basic elements are identified in an explorative website analysis survey. - monica aresta on 2009-06-22