Academic tasks for fostering the PLE in Higher Education: International Insights on Learning Design and Agency
Supporting Agencies
- Grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033
- Project PID2020-113101RB-I00 “Codiseño de itinerarios personales de aprendizaje en entornos conectados en educacion superior”
- Spanish Ministry of Science and Innovation
Abstract
The concept of Personal Learning Environment (PLE) is considered as a possible lens to understand and analyse learning conditions in different educational contexts from an ecological perspective, connecting with student's agency in their learning. Previous literature shows partial approaches on how it is implemented in higher education practice and leaves a research gap regarding how it is promoted from the learning design considering student's agency. It is in this space that the present study is framed. Through a qualitative approach, semi-structured interviews have been conducted with 20 faculty members from 5 different countries, to find out about the educational tasks that promote PLE in their courses. A sample of 34 academic tasks has been analysed through a coding system based on the learning design, the parts of the PLE and the student agency involved. The results show that the implementation of tasks for the promotion of the PLE still has room for improvement, affecting aspects of assessment, promotion of metacognition and student self-direction. As conclusions, lines of work that can be considered in practice and research on PLE are provided.
Downloads
References
Abad-Segura, E., González-Zamar, M.-D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12(5), 2107. https://doi.org/10.3390/su12052107
Adell, J., & Castañeda, L. (2015). Las pedagogías escolares emergentes. Cuadernos de Pedagogía, 462. https://bit.ly/3jwCLv6
Albion, P. R., & Tondeur, J. (2018). Information and Communication Technology and Education: Meaningful Change through Teacher Agency. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Handbook of Information Technology in Primary and Secondary Education (pp. 1–16). Springer International Publishing. https://doi.org/10.1007/978-3-319-53803-7_25-1
Attwell, G. (2007). Personal Learning Environments—The future of eLearning? ELearning Papers, 2, 8.
Bagriyanik, S. (2017). Personal learning environments: A systematic literature review based on study keywords using thematic analysis. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(4), 122–130. https://doi.org/10.18844/prosoc.v4i4.2603
Barberà, E. (2016). Aportaciones de la tecnología a la e-Evaluación. Revista de Educación a Distancia (RED), 50. https://doi.org/10.6018/red/50/4
Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: The absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15, 14. https://doi.org/10.1186/s41239-018-0095-0
Benaquisto, L. (2008). Coding Frame. In L. M. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (Edición: 1, pp. 88–89). SAGE Publications, Inc.
Biesta, G. J. J. (2013). Giving Teaching Back to Education: Responding to the Disappearance of the Teacher. Phenomenology & Practice, 6(2), 35. https://doi.org/10.29173/pandpr19860
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660830.2007.11661545
Billett, S. (2017). Developing Domains of Occupational Competence: Workplaces and Learner Agency. In M. Mulder (Ed.), Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education (pp. 47–66). Springer International Publishing. https://doi.org/10.1007/978-3-319-41713-4_2
Castañeda, L. (2019). Formación inicial del profesorado en el uso educativo de la tecnología, una propuesta curricular. Quaderns Digitals, 89, 49.
Castañeda, L., & Adell, J. (Eds.). (2013). Entornos personales de aprendizaje: Claves para el ecosistema educativo en red. Marfil.
Castañeda, L., Attwell, G., & Dabbagh, N. (2022). Entornos personales de aprendizaje como marco de la educación flexible: Explorando consensos, enunciando preguntas y marcando desafíos. Edutec. Revista Electrónica de Tecnología Educativa, 79, 80–94. https://doi.org/10.21556/edutec.2022.79.2347
Castañeda, L., Cosgrave, M., Marin, V., & Cronin, C. (2016). Personal Learning Environments: PLE Conference 2015 Special Issue Guest Editorial. Digital Education Review, 0(29). http://revistes.ub.edu/index.php/der/article/view/16118
Castañeda, L., Esteve-Mon, F. M., Adell, J., & Prestridge, S. (2021). International insights about a holistic model of teaching competence for a digital era: The digital teacher framework reviewed. European Journal of Teacher Education, 0(0), 1–20. https://doi.org/10.1080/02619768.2021.1991304
Castañeda, L., & Tur, G. (2020). Resources and Opportunities for Agency in PLE- Related Pedagogical Designs: A Literature Exploration. Interaction Design and Architecture(s) Journal - IxD&A, 45, 50–68.
Castañeda, L., Tur, G., Torres-Kompen, R., & Attwell, G. (2022). The Influence of the Personal Learning Environment Concept in the Educational Research Field: A 2010-2020 Systematized Review. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1–16. https://doi.org/10.4018/IJVPLE.2022010102
Chen, C., Meng, X., Liu, J., & Liu, Z. (2021). Do College Students Adapt to Personal Learning Environment (PLE)? A Single-Group Study. In Z. Deze, H. Huang, R. Hou, S. Rho, & N. Chilamkurti (Eds.), Big Data Technologies and Applications (pp. 34–47). Springer International Publishing. https://doi.org/10.1007/978-3-030-72802-1_3
Clinton-Lisell, V. (2021). Open Pedagogy: A Systematic Review of Empirical Findings. Journal of Learning for Development, 8(2), 255–268.
Cochran-Smith, M. (2003). The Unforgiving Complexity Of Teaching: Avoiding Simplicity In The Age Of Accountability. Journal of Teacher Education, 54(1), 3–5. https://doi.org/10.1177/0022487102238653
Cosgrave, M. (2021). Deeper Mapping: PLE diagrams, PKM Workflows and Scholarly Ontologies. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 492–494. https://doi.org/10.1145/3486011.3486501
Dabbagh, N., & Castañeda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68(6), 3041–3055. https://doi.org/10.1007/s11423-020-09831-z
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms. Critical Studies in Education, 62(1), 1–16. https://doi.org/10.1080/17508487.2020.1866050
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.001
Farrow, R., Iniesto, F., Weller, M., & Pitt, R. (2020). GO-GN Research Methods Handbook. Global OER Gradate Network. http://go-gn.net/wp-content/uploads/2020/07/GO-GN-Research-Methods.pdf
Goodyear, P., & Carvalho, L. (2014). Framing the Analysis of Learning Network Architectures. In L. Carvalho & P. Goodyear (Eds.), The Architecture of Productive Learning Networks (Edición: 1). Routledge.
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research and Development, 69(2), 445–464. https://doi.org/10.1007/s11423-020-09926-7
Goodyear, P., Carvalho, L., Yeoman, P., Castañeda, L., & Adell, J. (2021). Una herramienta tangible para facilitar procesos de diseño y análisis didáctico: Traducción y adaptación transcultural del Toolkit ACAD. Píxel-Bit. Revista de Medios y Educación, 60, 7–28. https://doi.org/10.12795/pixelbit.84457
Gourlay, L. (2021). There Is No ‘Virtual Learning’: The Materiality of Digital Education. Journal of New Approaches in Educational Research, 10(1), 1–10. https://doi.org/10.7821/ naer.2021.1.649
Hatch, J. A. (2002). Doing Qualitative Research in Education Settings.
Hernández, M. A. (2016). Gestión del conocimiento, actividad científica y entornos personales de apredizaje (PLEs): Una bibliometría de la PLE conference. Edutec. Revista Electrónica de Tecnología Educativa, 0(55), 329.
Hernández, N., Muñoz, P., & González, M. (2018). La e-evaluación en el trabajo colaborativo en entornos virtuales: Análisis de la percepción de los estudiantes. Edutec. Revista Electrónica de Tecnología Educativa, 65, 16–28. https://doi.org/dx.doi.org/10.21556/edutec.2018.65.997
Jääskelä, P., Poikkeus, A.-M., Vasalampi, K., Valleala, U. M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: Validation of the AUS Scale. Studies in Higher Education, 42(11), 2061–2079. https://doi.org/10.1080/03075079.2015.1130693
Jackson, N. C. (2019). Managing for competency with innovation change in higher education: Examining the pitfalls and pivots of digital transformation. Business Horizons, 62(6), 761–772. https://doi.org/10.1016/j.bushor.2019.08.002
Keller, W. (2021). One Year Reflection of Using Open Education Resources from a Department Chair’s Eyes. About Campus, 25(6), 29–31. https://doi.org/10.1177/1086482220962094
Kinchin, I. M., & Winstone, N. E. (2017). Pedagogic Frailty. In I. M. Kinchin & N. E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 211–225). SensePublishers. https://doi.org/10.1007/978-94-6300-983-6_15
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distributed Learning, 12(7), 74–93. https://doi.org/10.19173/irrodl.v12i7.1041
Korhonen, A.-M., Ruhalahti, S., & Veermans, M. (2019). The online learning process and scaffolding in student teachers’ personal learning environments. Education and Information Technologies, 24(1), 755–779. Scopus. https://doi.org/10.1007/s10639-018-9793-4
Lim, J., & Newby, T. J. (2021). Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy. Education and Information Technologies, 26(4), 3699–3720. https://doi.org/10.1007/s10639-021-10432-3
Marín, V. I., Crosetti, B. de B., & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: A Systematic Literature Review. IxD&A. https://doi.org/10.55612/s-5002-045-001
Marín, V. I., & Pérez Garcias, A. (2016). Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education. In Formative Assessment, Learning Data Analytics and Gamification (pp. 3–24). Elsevier. https://doi.org/10.1016/B978-0-12-803637-2.00001-4
Marín, V. I., & Villar-Onrubia, D. (2022). Online Infrastructures for Open Educational Resources. In Handbook of Open, Distance and Digital Education (pp. 1–20). Springer Singapore. https://doi.org/10.1007/978-981-19-0351-9_18-1
Marzano, R. J., & Kendall, J. S. (2006). The New Taxonomy of Educational Objectives. Corwin Press.
McCarthy, J. (2015). Evaluating Written, Audio and Video Feedback in Higher Education Summative Assessment Tasks. Issues in Educational Research, 25(2), 153–169.
Ochieng, V. O., & Gyasi, R. M. (2021). Open educational resources and social justice: Potentials and implications for research productivity in higher educational institutions. E-Learning and Digital Media, 18(2), 105–124. https://doi.org/10.1177/2042753021989467
Onwuegbuzie, A. J., & Collins, K. M. T. (2007). A Typology of Mixed Methods Sampling Designs in Social Science Research. The Qualitative Report, 12(2), 281–316.
Pérez, A., Marín, V. I., & Tur, G. (2018). Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education. @tic Revista d’innovació Educativa, 21, 31–39. https://doi.org/10.7203/attic.21.12134
Perifanou, M., & Economides, A. (2021). Digital Skills for Building and Using Personal Learning Environments. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 527–532. https://doi.org/10.1145/3486011.3486506
Pimienta, J. H. (2008). Evaluación de los aprendizajes: Un enfoque basado en competencias. https://elibro.net/ereader/elibrodemo/74168
Prendes, M. P., Castañeda, L., Gutierrez, I., & del Mar Roman, M. (2016). Still far from personal learning: Key aspects and emergent topics about how future professionals’ PLEs are. Digital Education Review, 29, 15–30.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher Agency: An Ecological Approach. Bloomsbury Publishing.
Ramirez Ramos, E. F. (2022). Entornos personales de aprendizaje y competencia informacional en estudiantes de una universidad pública de Lima, 2021. Repositorio Institucional - UCV. https://repositorio.ucv.edu.pe/handle/20.500.12692/78373
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers Third Edition (Edición: Third). SAGE Publications Ltd.
Santana Martel, J. S., & Perez-i-Garcias, A. (2020). Codiseño educativo haciendo uso de las TIC en educación superior una revisión sistemática de literatura. Edutec. Revista Electrónica de Tecnología Educativa, 74, 25–50. https://doi.org/10.21556/edutec.2020.74.1799
Serhan, S. A. L., & Yahaya, N. (2022). A Systematic Review and Trend Analysis of Personal Learning Environments Research. International Journal of Information and Education Technology, 12(1), 43–53. https://doi.org/10.18178/ijiet.2022.12.1.1585
Tur, G., Challinor, J., & Marín, V. I. (2016). Digital Artefacts for Reflection on Identity in Teacher Education. Reflecting Education, 10(1), 4–25.
Tur, G., Ramírez-Mera, U., & Marín, V. I. (2022). Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: Percepciones del alumnado y propuestas de herramientas y recursos. Revista Complutense de Educación, 33(1), 41–55. https://doi.org/10.5209/rced.71002
van Dijck, J. (2013). The Culture of Connectivity: A Critical History of Social Media. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199970773.001.0001
Villar-Onrubia, D., & Marín, V. (2022). Independently-hosted web publishing. Internet Policy Review, 11(2). https://doi.org/10.14763/2022.2.1665
Xu, X., Chan, F. M., & Yilin, S. (2020). Personal learning environment: An experience with ESP teacher training. Interactive Learning Environments, 28(6), 779–794. https://doi.org/10.1080/10494820.2018.1552872
Yin, R. K. (2010). Qualitative Research from Start to Finish. The Guilford Press.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Copyright (c) 2023 Distance Education Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
