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Personal Learning Environments (PLEs) are Pedagogic approach. Wide variation is possible on
attracting increasing interest in the e-learning domain. this dimension, thereby influencing resources which
PLEs may be characterised in a multidimensional appear in a PLE.
space. Examples of PLEs are discussed. Non-collaborative / Collaborative. Related to the
dimension above, this indicates the extent to which
1. Introduction users may collaborate in learning activities, e.g.,
collaborative activities motivated by social
Personal Learning Environments (PLEs) are a constructivism. Colloquia [1] is built around
relatively new phenomenon in the e-learning domain, conversations and collaborative activity.
motivated by: Closed / Open. A totally closed system may not be
x The needs of life-long learners for a system that extended, whereas an open system may be extended
provides a standard interface to different easily. Some commentators believe that an open PLE
institutions’ e-learning systems, and that allows can be constructed entirely from various web servers
portfolio information to be maintained across (e.g. elgg, flikr), but this undesirably reduces
institutions. application interoperability.
x A response to pedagogic approaches which require Fixed / personalisable. The extent to which PLEs
that learner’s e-learning systems need to be under may be fixed in scope, functionality and interface, or
the control of the learners themselves. may be personalisable on an individual basis during
x The needs of learners who sometimes perform use. Somewhat related to, but not the same as the
learning activities offline, e.g. via mobile system in closed / open dimension.
a wireless-free hospital, or on a remote Locus of control. There is increasing awareness of
mountainside. a major limitation in many VLEs, namely teacher or
As such, a PLE is a single user’s e-learning system institutional control of resources. Control of PLEs may
that provides access to a variety of learning resources, vested in their individual users.
and that may provide access to learners and teachers
who use other PLEs and/or VLEs. 2.2 Connectivity and compatibility
However, ideas about PLEs are still forming. As an
aid to the development of the PLE field, this paper Single / multiple institution connectivity.
discusses dimensions that form a space of PLEs, Whereas single institution connectivity only allows use
providing the basis of a taxonomy for current and of PLEs for a limited time, lifelong learners will
future PLEs. Possible changes to the dimensions are require that their PLEs connect to multiple institutions
anticipated as the field matures. and to suppliers of CPD courses. The use of standard
communications protocols will facilitate this, and one
may thereby envisage a ‘World’ or ‘Universe of PLEs’
2. Dimensions of a space of PLEs
that interoperate with a variety of servers.
Server / hybrid / Peer-to-peer based. Charac-
Dimensions appear in three categories below. Not all
terises the implementation of communications paths
dimensions are orthogonal. Dimensions are identified
for inter-user communication via PLEs, and for
by comparing three PLEs [1], [2] and [3], and by
sourcing learning material and applications. Generally
thinking about the characteristics of future PLEs.
there will be some server as a source for materials and