Professional Documents
Culture Documents
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804
805
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PLE is especially related to the perception of control over the content, planning, personal data and access rights. This means that students see their
ePortfolios as PLE when they feel they have control over the intangible
aspects, those such as making decisions on the objectives and the content of
their contributions, the planning and management of personal data and access
rights. Control over tangible elements such as technological mastery of the
digital tools used are not a determining factor.
Another key aspect is the social dimension of PLEs as spaces where the
construction and collective interaction of knowledge takes place, developed in
the context of a Community of Practice (CoP) understood as groups of people
who are united by shared motivations and interest in a topic (Lave & Wenger,
1991; Wenger, 1998). In response to this social factor authors such as Reisas
(2012) and Buchem et al. (2011) underline the value of Activity Theory (AT) as a
valuable tool for the analysis and evaluation of PLEs, as well as for their design
and management. The main contribution of the work by Buchem et al. (2011) is
precisely the analytical tool they developed (Figure 1) to study the various
contributions that have been published on PLEs. His proposal uses the basic
components of Engestrms AT model and identifies the relevant PLE dimensions
as social practice.
To summarize, we present a model that integrates the structural elements and
processes which teachers can use as a guide during the design and management of
PLEs within the contexts of formal education (see Figure 2). We have also
Tools
Technological
Cognitive (learning
strategies)
Subject
Rules
Community
Division of
Labor
Student, teacher, peer and
institutional roles
Figure 1. Basic components and dimensions of a PLE as social practices (Buchem et al.,
2011).
Strategies
(Activities)
Reading, Reflection,
Build system to
benefit from the
networks
Reading, Reflection,
Creating selection
filters and learning
resource systems
Reading,
Reflection,
Development,
Creation,
Contribution,
Participation
807
Tools (Digital +
Cognitive)
Access to information
(blog, wikis, databases,
etc.)
PLN: relationship with
information objects
PKE: Personal
Knowledge
Environments
PLEP: Personal
Learning Environments
and Participation
Figure 2. Integrative proposal developed by Adell and Castaeda (2010) Buchem et al.
(2011), Dabbagh and Kitsantas (2012).
808
can identify three types of PLE formats that are used as academic products. These
are the following:
(1) The PLE as a personalized digital environment created using a technological tool or defined software application. The functional objective of this
PLE is that students create a specific website with a specific software or
computer application where they post various kinds of links (blogs,
websites, databases, social networks, virtual campuses, etc.), unifying
them into a single space or virtual environment. Thus the PLE becomes
a site that consists of a selection of links, categorized by favourites, which
the learner creates personally. There are various tools and applications that
can be used to create these PLEs, such as Netvibes and Symbaloo, etc.
PLEs that are set up using these tools are more customized browsing
environments than they are learning environments.
(2) PLEs as self-constructed, digital representation of informal learning on
the internet. Implies that the PLE is a pedagogical approach in addition
to the various tools from the Web 2.0 digital ecosystem where the
learner becomes aware and organizes which information sources, publication resources and communication networks will provide them with continuous and incidental learning and through osmosis access to other
subjects. These PLEs, or rather representations of PLEs, can be found
with relative ease in educational cyberspace and are usually shaped as
conceptual schemes, graphs or maps where the learner portrays and
identifies the set of services, applications and networks of people from
which they, more or less continuously, have obtained or derived information. In short, this is a formalized representation of the personal use of
Web 2.0 with self-teaching purposes.
(3) The PLE as a digital product and an academic task, constructed by the
student and which takes the shape of an ePortfolio. Another concept or
practice of PLEs is to develop them as a digital environment at the request
of the teacher and managed by the student (in blog, wiki, internet space, or
similar format) where each student compiles, displays, comments on and
analyses the different works, products, networks or web sites that they
have used during the learning process in a course, subject or project. Thus
the concept of PLEs here overlaps or becomes synonymous with
ePortfolio (Barber, 2008; Barber, Gewerc, & Rodriguez-Illera, 2009;
Barrett, 2010) in that both are academic tasks where the student is forced
to rebuild, display and reflect on the products they have generated (either
text documents, videos, presentations, mind maps, etc.) and the sites and
people located on the internet they have used during their training
period. The PLE thus becomes an educational project, a library that is
constructed by the learner where they not only store the products they
generate but also display their information sources, including their selfevaluation results.
809
In summary, within the context of formal education, PLEs can take different
shapes: as a web environment that centralizes links into the areas or sites where
the student mainly works, finds their information or uses to communicate; as a
graphical representation, similar to a mind map, of their presence on and use of
the internet; or as a compilation, an ePortfolio of their content production in
cyberspace. These formats are not necessarily incompatible, but sometimes appear
interspersed in a PLE that has been developed by students as an academic task.
The form it takes is irrelevant, what matters is that in an educational context the
creation of a PLE should not be conceived as an isolated and one-off task, but as a
project that each student carries out autonomously and as an ongoing task that
continues throughout the school year, consistent with the teaching methodology
and learning objectives developed by the teacher.
810
SUBJECTS I FOLLOW
AND INTERACT WITH
From whom do I learn?
DIGITAL
IDENTITY
DIGITAL CITIZENSHIP
PLE as an educational
objective
INSTRUMENTAL
dimension
In what way do I use
technology?
DIGITAL COMPETENCE
SOCIOCOMMUNICATI
ONAL dimension
What do I express and
communicate on the
internet?
COGNITIVE
INTELLECTUAL
dimension
What do I do with
information?
AXIOLOGICAL
dimension
What are my
performance values on
the internet?
EMOTIONAL dimension
What do I feel and what
emotions do I create on the
internet?
811
Finally, DI requires that the subject consider to what extent they are the
receiver or generator of information, products or digital objects that have the
potential to become valuable and interesting content for others. This final question
regards competence and mastery of skills that express, share and communicate
knowledge. This is clearly a more complex intellectual activity than the other ones
as it consists of becoming a node or source of information for others. Owning this
skill involves mastering the code and language of information representation so
that the subject can express themselves through written texts (both microtexts and
narrative or opinion texts), icons, images, audio-visual language using graphic
representations such as charts or maps, infographics and timelines through hypertext and multimedia formats.
812
Table 1. Literacy dimensions in digital culture and their relationship with PLE.
Technological mastery of the set of applications that
allows one to navigate, connect and act using different
resources and technological environments from the
digital ecosystem. It also includes the ability to manage
specific tools and applications to create a PLE
(Symbaloo and similar), understood as the
centralization into a single virtual space of all the links
the subject normally uses or which provides him with
valuable information.
COGNITIVE dimension
Dimension associated with the type of activities or
intellectual operations the subject carries out with the
information they obtain from the internet. These can
vary in complexity and cognitive nature: from knowing
how to perform searches and finding specific
information for given purposes, to comparing data or
opinions, making personal synthesis, memorizing facts,
analysing digital products, documents or events,
building their own discourse, etc.
Refers to the subject having the skills to interact socially,
SOCIOcommunicate their ideas, opinions or information that
COMMUNICATIONAL
they have available, provide feedback, being able to
dimension
integrate and develop tasks collaboratively on the
internet, etc. This dimension is related to the mastery of
social participation skills and skills needed to build
PLN (Personal Learning Networking) integrated into
their PLE.
AXIOLOGICAL dimension This dimension refers to the system of values, attitudes
and beliefs of the subject in regards to information,
technology and knowledge use in collaboration with
others. This dimension is associated with ideology and
its conception of society and cyberspace as a space for
construction and human coexistence. A belief system
and democratic values do not arise spontaneously, but
are largely the result of the experiences in interacting
with others on the internet.
EMOTIONAL dimension
Dimension relative to emotional experiences that,
generally and particularly, facilitate use of technology
in social interactions in digital environments. Empathy,
gratification when affects are exchanged, feelings of
belonging and social integration, the emotional bonds
established between certain individuals on the internet,
etc., are some of the defining features of this dimension
that are projected on the group of subjects that make up
the PLN.
INSTRUMENTAL
dimension
The underlying pedagogical and ideological concept of PLEs has been longstanding. The main educational principles of the New and Modern School lie
within this concept, as do contributions made by the psychology of constructivist
learning developed during the twentieth century.
813
It is clear that the PLE, being a learning approach that emphasizes informal,
individual and self-managed experience using the entire digital ecosystem, can
sound provocative and rebellious to institutionalized education. The PLE
approach, at least in some shapes available in the blogosphere, could be interpreted as carrying an educational cyberpunk concept that vindicates personal
learning experiences based on the commitment to share and build knowledge on
the internet as a social subject, without the need for any control or external and
formal institutional regulations.
In this sense a radicalized, ideological vision of PLEs could lead to adopting
self-regulated approaches to learning, questioning the need for formal educational
institutions. Distance learning or home-schooling is in some countries experiencing a surge in interest and support; it would thus not be surprising if we were to
encounter PLE proposals that reinterpret, adapting to these digital times, Illichs
(1975) thesis on deschooling, written several decades ago.
For this reason it might be contradictory to propose integrating PLEs into
formal education as it would seem to students to be an academic task imposed by
the teacher and therefore susceptible to evaluation and subject to a control process
and external regulatory actions.
From our point of view, using PLEs in secondary, higher or any other type of
formal education context supposes the creation of an alternative model to the
current banking model of education, one where the student is compelled to play a
greater decisional role and accept more responsibility for the sources, process and
products they use to obtain and recreate knowledge.
This could be the main pedagogical contribution of PLEs, at least in the short
to medium term: incorporate an academic task structure or project into formal
educational process where each student has to learn from their own experiences,
both individually and in connection with their peers, forcing them to make the
cognitive effort to give shape to informal content, to transform the events,
episodes or occurrences that they experience in cyberspace into an educational
world map that makes sense, and which has a logic and significance. PLEs in
school education open future lines for research and study. These possible projects
include the analysis of: the digital content and resources that students integrate
into their PLE; the criteria and dimensions needed to evaluate the extent and
quality of learning students show through their PLE; the use of new devices and
applications for the development and management of a PLE or the creation of
digital environments where students can share and/or collaboratively construct
PLEs, both with their peers or with students from other institutions. The role and
functions of the teacher as an agent who motivates, regulates and controls the PLE
creation process can also be analysed.
In conclusion, the term PLE, despite its current theoretical vagueness and
imprecision and its insufficient generalization and practical implementation, is a
concept that will, most probably in the coming years, permeate discussions about
alternative pedagogies, where we will see versions produced from a remodelling
of the de-schooling approach as well as from the pedagogical modernization of
formal education systems.
814
Notes
1.
2.
3.
4.
In one of his early works on PLEs Atwell (2007b) noted that educational institutions
are linked to the industrial society and uses this idea to justify the need for another
learning approach which focuses more on the learner than on mass education.
The metaphor is obviously inspired by contributions from Baumann (2006).
See the compilation of bibliographic references on PLE by Daniel K. Schneider,
available at http://edutechwiki.unige.ch/en/Personal_learning_environment.
See also the works by lvarez (2012) that structure PLEs within the competency
framework developed by Ala-Mutka (2011), the work of Reig (n.d.) who develops an
interesting proposal under what he calls PLEP (Personal Learning Environments and
Participation) and by Pea (2013) who addresses PLEs within the context of what he
calls augmented research.
815
816
817
818
819
Tecnolgicas
Cognitivas (estrategias
aprendizaje)
Alfabetizacin (competencias)
control (autonoma,
empoderamiento) propiedad
(personalizacin, identidad)
Inters, motivacin
(intrnsecas) proceso de
aprendizaje (reflexionar,
interactuar y compartir)
Apertura, distribucin y
conexiones: psicolgicas,
sociolgicas, pedaggicas y
tecnolgicas
820
Estrategias
(Actividades)
Lectura Reflexin
Construir sistema
para beneficiarse de
las redes
Lectura Reflexin
Creacin de filtros
seleccin y de
sistemas de recursos
para el aprendizaje
Lectura Reflexin
Elaboracin
Creacin
Aportacin
Participacin
Herramientas (Digitales +
Cognitivas)
F1:
Gestin de la Informacin.
Aprendizaje y Resolucin de
Problemas
Buscar, gestionar, analizar
informacin
F2:
Comunicacin y colaboracin
Interaccin social y participacin
Analizar, elaborar y transformar,
comunicar aportar, participar
Accesoa la
informacin (blog,
wikis, base de datos
)
PNL: relacin con los
objetos de informacin
PKE: Entornos
Personales de
Conocimientos
EPAP: Entornos
Personales de
Aprendizaje y
Participacin
Figura 2. Propuesta integradora elaborada a partir de los autores Adell and Castaeda
(2010) Buchem, Attwell, y Torres (2011), Dabbagh and Kitsantas (2012).
821
o produce informacin. En definitiva, estamos ante representaciones formalizadas del uso personal de la web 2.0 con fines autoformativos.
(3) El PLE como un producto digital, a modo de tarea acadmica, construido por
el estudiante que adopta el formato de ePortafolio. Otra concepcin o practica
de los PLE es desarrollarlos como un entorno digital gestionado por el propio
estudiante (en formato blog, wiki, espacio web, o similar) que solicita el
profesor, donde cada estudiante recopile, muestre, comente y analice los
distintos trabajos, productos, redes, o sitios de la web que ste ha utilizado
durante su proceso de aprendizaje de un curso, materia o proyecto. De este
modo el concepto de PLE se solapa o se convierte en sinnimo de ePortafolio
(Barber, 2008; Barber, Gewerc, y Rodrguez-Illera, 2009; Barrett, 2010) en
cuanto que ambos son tareas acadmicas donde el alumno se ve obligado a
reconstruir, mostrar y reflexionar sobre qu productos ha generado (bien
documentos de texto, de video, de presentaciones, de mapas conceptuales,
etc.) y que lugares y personas distribuidas en Internet ha utilizado durante el
tiempo de formacin. El PLE, de este modo, se convierte en un proyecto
educativo de biblioteca autoconstruida por el propio estudiante donde no slo
guarda lo que genera, sino tambin muestra sus fuentes de informacin
incorporando evidencias de autoevaluacin.
En sntesis, en el contexto de educacin formal, un entorno personal de aprendizaje (PLE) puede adoptar distintos formatos: como entorno web que centraliza los
links o enlaces a los principales espacios o lugares de la red donde el alumno
trabaja, se informa o comunica; como representacin grfica, a modo de mapa
conceptual, de su presencia y uso de la red; o bien como recopilacin, a modo de
ePortafolio, de su produccin de contenidos en el ciberespacio. Estos formatos no
son necesariamente incompatibles entre s, sino que en ocasiones aparecen entremezclados en un PLE elaborado por los estudiantes como tarea acadmica. Adopte
un formato u otro, lo relevante es que en el contexto escolar la creacin de un PLE
no sea planteada como una tarea aislada y puntual, sino como un proyecto de
trabajo autnomo de cada estudiante y como tarea continuada a lo largo del curso
escolar que sea coherente con la metodologa didctica y con los objetivos de
aprendizaje desarrollados por el docente en su materia.
822
Por ello, el PLE debe ser considerado no slo como una estrategia o enfoque
didctico, sino tambin como un proyecto formativo destinado a que el alumnado,
por una parte, tome conciencia de su identidad o personalidad propia en la red, y
por otra, desarrolle las competencias como sujeto plenamente alfabetizado en la
cultura digital. De este modo, el PLE no slo es un producto didctico elaborado
por el estudiante, sino tambin un proyecto educativo de formacin y
alfabetizacin del ciudadano del siglo XXI.
Este proyecto educativo cuya finalidad es ayudar a que el alumno se socialice
y desarrolle prcticas sociales como ciudadano digital implica que ste desarrolle
dos planos o ejes formativos: la identidad digital y la competencia digital.
CLAVES DE ACCESO Y
RECONOCIMIENTO DIGITAL
Cul es mi identificador
personal en la red?
IDENTIDAD
DIGITAL
823
SERVICIOS Y
ESPACIOS WEB
UTILIZADOS
En dnde aprendo?
CONTENIDOS QUE
CONSUMO
Qu aprendo?
LA CIUDADANA DIGITAL
como meta educativa del PLE
Dimensin
INSTRUMENTAL
Qu s hacer con la
tecnologa?
Dimensin
SOCIOCOMUNICACIO
NAL
Qu expreso y comunico
en la red?
COMPETENCIA DIGITAL
Dimensin COGNITIVOINTELECTUAL
Qu hago con la
informacin?
Dimensin
AXIOLGICA
Culesson mis valores
de actuacin en la red?
Dimensin EMOCIONAL
Qu siento y qu afectos
establezco en la red?
824
Dimensin
INSTRUMENTAL
825
826
Notas
1. Precisamente AttwelL (2007b) en uno de sus primeros trabajos sobre PLE sealaba
que la escuela est vinculada a la sociedad industrial y utiliza esta idea para justificar
la necesidad de otro enfoque de aprendizaje basado ms en el sujeto que aprende,
que en la enseanza masificada.
2. La metfora, evidentemente, est inspirada en las aportaciones de Baumman (2006).
3. Vase la recopilacin de referencias bibliogrficas sobre PLE realizada por Daniel
K. Schneider y disponible en http://edutechwiki.unige.ch/en/Personal_learning_
environment.
827
4. Vase tambin los trabajos de lvarez (2012) que estructura los PLE apoyndose en
el marco de competencias elaborado por Ala-Mutka (2011), de Reig (s.f.) que
elabora una propuesta de inters bajo lo que denomina PLEP (Entornos Personales
de Aprendizaje y Participacin) y de Pea (2013) donde aborda el PLE en el marco
de lo que denomina como investigacin aumentada.
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