Understanding PLE as an Essential Component of the Learning Process
France Henri, Télé-université/UQAM, Canada ; Bernadette Charlier, Université de Fribourg, Switzerland ; Freddy Limpens, Edelweiss, INRIA Sophia-Antipolis, France
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
Henri, F., Charlier, B. & Limpens, F. (2008). Understanding PLE as an Essential Component of the Learning Process. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3766-3770). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)