Use of an Institutional Personal Learning Environment to support learning actions in Higher Education

Use of an Institutional Personal Learning Environment to support learning actions in Higher Education :: Brapci 2.0
[AtoZ: novas práticas em informação e conhecimento; v. 5, n. 1 (2016): jan./jun.; 53-63]
Artigo
El uso de un Entorno Personal de Aprendizaje Institucional en apoyo a las acciones de aprendizaje en la Educación Superior

Use of an Institutional Personal Learning Environment to support learning actions in Higher Education

Resumo: Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.

Palavras-chave: Educação. Tecnologia Educacional. Ambiente Pessoal de Aprendizagem (PLE). Aprendizagem Personalizada. Rede Social. Usabilidade. Ensino Aberto.



Abstract: Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.

Keywords: Education. Educational Technology. Personal Learning Environment (PLE). Personalized Learning. Social Networks. Usability. Open Learning.



Como citar
CASCANTE, L. P.; SALINAS, J.; MARíN, V. El uso de un entorno personal de aprendizaje institucional en apoyo a las acciones de aprendizaje en la educación superior. AtoZ: Novas Práticas em Informação e Conhecimento, v. 5, n. 1, p. 53-63, 2016. DOI: 10.5380/atoz.v5i1.46937 Acesso em: 19 set. 2019.

Compartilhe
propriedadevalor
DescritorEl uso de un Entorno Personal de Aprendizaje Institucional en apoyo a las acciones de aprendizaje en la Educación Superior
CASCANTE, Lucila Pérez; SALINAS, Jesús; MARíN, Victoria
AtoZ: Novas Práticas em Informação e Conhecimento, n. 1, v. 5, p. 53-63, 2016. (Artigo) (pt-BR) 3
Identificadorhttps://revistas.ufpr.br/atoz/article/view/46937 (pt-BR) 3
IdentificadorDOI: 10.5380/atoz.v5i1.46937 (pt-BR) 3
TítuloEl uso de un Entorno Personal de Aprendizaje Institucional en apoyo a las acciones de aprendizaje en la Educación Superior (es-ES) 3
TítuloUse of an Institutional Personal Learning Environment to support learning actions in Higher Education (en) 3
AutorCASCANTE, Lucila Pérez (pt-BR) 1
AutorSALINAS, Jesús (pt-BR) 1
AutorMARíN, Victoria (pt-BR) 1
Link de acessohttps://revistas.ufpr.br/atoz/article/view/46937/28743 (pt-BR) 3
Link de acessohttps://revistas.ufpr.br/atoz/article/view/46937/28842 (pt-BR) 3
Link de acessohttps://revistas.ufpr.br/atoz/article/view/46937/28835 (pt-BR) 3
EdiçãoAtoZ: Novas Práticas em Informação e Conhecimento, n. 1, v. 5, 2016. (pt-BR) 2
Nome da PulicaçãoAtoZ: Novas Práticas em Informação e Conhecimento (pt-BR) 1
SessãoArtigo (pt-BR) 1
Disponibilizado2016-07-31 (pt-BR) 1
hasAbstractIntroduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources. (pt-BR) 3
hasAbstractIntroducción: En este artículo se presenta una experiencia piloto relacionada con el uso de un Entorno Institucional de Aprendizaje (iPLE), la cual tuvo como objetivo describir la concepción, diseño y desarrollo del iPLE, así como determinar el nivel de aceptación de los usuarios del iPLE, e identificar la estructura de los Entornos de Aprendizaje Personal (PLEs) diseñado por estudiantes.  Metodología: El iPLE está especializado en el área de investigación para las ciencias sociales y la educación, y está orientado a apoyar estudiantes de la Universidad Casa Grande (Guayaquil, Ecuador), en el desarrollo de sus proyectos de final de máster y a apoyar a otras personas interesadas en la creación y utilización de un PLE. Para la recolección de datos se evaluaron los expedientes académicos, las aulas virtuales, los PLEs construidos por los estudiantes, las estadísticas de uso y acceso al iPLE; y los resultados de un cuestionario aplicado a los participantes.  Resultados: Los resultados iniciales señalan una aceptación favorable del iPLE por los estudiantes, porque sirve de apoyo al trabajo de investigación y proporciona un modelo para la construcción de los PLE de los estudiantes.  Además, los resultados de la encuesta muestran que los usuarios del iPLE calificaron el ambiente como de alta usabilidad y mostraron un alto grado de satisfacción.  Conclusiones: Las conclusiones señalan diferentes líneas de investigación relacionadas con iPLEs, tales como el uso de un iPLE como portafolio de evidencias e interacción entre los estudiantes, los compañeros y los profesores, o la personalización de un iPLE utilizando diversas estrategias y recursos tecnológicos para el aprendizaje, entre otras. (es-ES) 3
hasAbstractIntroduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources. (en) 3
hasFileStorage_repository/100/2018/09/oai_ojs_c3sl_ufpr_br_article_46937#00006.txt () 1
hasIdEl uso de un Entorno Personal de Aprendizaje Institucional en apoyo a las acciones de aprendizaje en la Educación Superior
CASCANTE, Lucila Pérez; SALINAS, Jesús; MARíN, Victoria
AtoZ: Novas Práticas em Informação e Conhecimento, n. 1, v. 5, p. 53-63, 2016. (Artigo) () 3
hasPageEnd63 (pt-BR) 1
hasPageStart53 (pt-BR) 1
SourceAtoZ: novas práticas em informação e conhecimento; v. 5, n. 1 (2016): jan./jun.; 53-63 (pt-BR) 3
Source2237-826X (pt-BR) 3
SourceDOI: 10.5380/atoz.v5i1 () 3
TemaEducação (pt-BR) 1
TemaTecnologia Educacional (pt-BR) 1
TemaAmbiente Pessoal de Aprendizagem (PLE) (pt-BR) 1
TemaAprendizagem Personalizada (pt-BR) 1
TemaRede Social (pt-BR) 1
TemaUsabilidade (pt-BR) 1
TemaEnsino Aberto (pt-BR) 1
TemaEntorno Personal de Personal de Aprendizaje (PLE) (es-ES) 1
TemaAprendizaje Personalizado (es-ES) 1
TemaRedes Sociales (es-ES) 1
TemaUsabilidad (es-ES) 1
TemaAprendizaje Abierto (es-ES) 1
TemaEducation (en) 1
TemaEducational Technology (en) 1
TemaPersonal Learning Environment (PLE) (en) 1
TemaPersonalized Learning (en) 1
TemaSocial Networks (en) 1
TemaUsability (en) 1
TemaOpen Learning (en) 1