Researching the design and development of a Personal

Learning Environment

National Research CouncilPLE Project

Learning and Collaborative Technologies Group

MonctonCanada

Hélène FournierRita Kop

Key Themes

Why a PLE?Why a PLE?

Informed exploration phaseInformed exploration phase

Challenges

Challenges

Research outline

Research outline

Conclusions

Conclusions

The learning environment

Why a Personal Learning

Environment?

‘We learn across space as we take ideas and learning resources gained in one location and apply or develop them in another. We learn across time . . . through ideas and strategies gained in earlier years providing a framework for a lifetime of learning. . . managing a range of personal learning projects, rather than following a single curriculum’. (Sharples et al, 2005, p. 2)

Why a Personal Learning Environment?

‘1. Liberate access to resources …

2. Liberate the sharing of skills… 3. Liberate the critical and

creative resources of people...4. Liberate the individual… by

providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser or healer of his choice’

Illich, 1971, p.103

Challenges :Presence

Challenges -Learner autonomy

The four dimensions of learner autonomy, Bouchard, 2010

Challenges Critical Literacies

 

http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/

‘Design is the processof evoking meaning’

Shedroff, 2009, p4.

Researching a Personal Learning EnvironmentResearch to inform the

design and development of Plearn:

• Literature review• Super-users surveys• Close contact with

PLE researchers worldwide

Usability testing of Plearn:• Feedback on mock-ups of the PLE• Testing of the PLE prototype at different stages of development

Educational research:• Comparison of learning without and with Plearn in 3 case studies (with different users in different scenarios)

Survey Results-First Phase

Research involved gathering information from potential users– Surveying “super-users”– Use of existing tools, applications and systems– Enhancing the development of the highest possible PLE

specification

Number and percentage for gender (N=204)

Gender Number Percentage (%)

Female 90 44

Males 113 55

Missing values 1 0.5

Survey Results-First Phase

Survey Results-First Phase

Motivation factors n (%)

Learning something new 196 96

Producing something 149 73

Finding a real gem of information 148 73

To see something really amazing made by others 129 63

Survey Results-First Phase

Frustrations n (%)

Advertising 126 62

When it doesn't work 126 62

When someone is trying to "phish" my identity 93 46

Telephone answering loops 67 33

Survey Results-First Phase

Survey Results-First Phase

Understanding and combining information

Highly desirable features in a PLE

Survey Results-First Phase

Survey Results-First Phase

Desirable PLE features for information search and organization

Features to support learning in a PLE

Important features and issues N %

Allows me to use it to learn from others 176 86.27%

Allows me to structure my learning activities (e.g., in folders) 163 79.90%

Features that help me to organize and plan my learning 162 79.41%

Provides a way to store all my learning activities 160 78.43%

Allows others to give me feedback on my learning activities 144 70.59%

Allows me to teach others 141 69.12%

Allows me to socialize with others 134 65.69%

Provides feedback on my learning activities 116 56.86%

Helps me to be critical of the information and resources I find online 107 52.45%

Survey Results-First Phase

PLE Components

RecommenderScaffold

s Services Editor

Profiler

Aggregator

PLE Components

Aggregator +Editor

Conclusions

•Baseline data about user experiences

•Factors affecting technology use and uptake

•Human factors•Subsequent surveys, component

usability testing and educational research

Frederika.Kop@nrc.ca

Rita Kop Hélène Fournier

PLE Research Team, NRC

Helene.Fournier@nrc.ca

http://ple.elg.ca/