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In educational environments, technological adoption in the last 10 years has enabled a data-driven and decisionmaking paradigm in organizations. The integration of cloud services in schools and universities is a positive shift in the field of learning, but it also presents threats to all academic roles that need to be discussed in terms of protection, privacy, and confidentiality. Cloud storage brings the ubiquity of data to this technical transition and a delusive opportunity for cost savings. In many cases, this suggests that certain actors, beyond the control of schools and colleges, collect, handle and treat educational data on private servers and data centers. This privatization enables the manipulation of stored records, leaks, and unauthorized access. In this article, we expose the possibilities that open from the viewpoint of local technology adoption. We seek to reduce or even totally solve the detrimental effects of using cloud-based instructional and analytical technology, mixing or only using local technology. Technological methods that conform to this alternate viewpoint and new lines of study are also being suggested and created. The research that has given rise to these results has been carried out through funds from the Secretariat of Universities and Research of the Department of Business and Knowledge of the Generalitat de Catalunya and Ramon Llull University, with the project 2020-URLProj-058. Peer Reviewed Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides::16.6 - Crear unes institucions eficaces, responsables i transparents a tots els nivells Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides::16.b - Promoure i aplicar lleis i polítiques no discriminatòries en favor del desenvolupament sostenible Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides

Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic literature over the last decade, exploring the influence of the PLE concept in the education research papers. To do this, it uses a systematized review of academic literature that relates the PLE concept to three themes identified as most relevant in that field during the last decade: emerging pedagogical practices, professional teacher development, and self-regulated learning. The analysis is focused on whether (and how) the PLE concept has intersected each of the themes, the level of importance of that intersection in each one of them and the way in which the concept is ‘materialized’. The purpose is to understand how (and if) a concept that has its origin in Educational Technology has been adapted to other areas of educational research.

Linda Castaneda1 , Nada Dabbagh2, Ricardo Torres-Kompen31University of Murcia, Spain {lindacq@um.es}2George Mason University, USA {ndabbagh@gmu.edu}3Universitat Ramon Llull - La Salle Barcelona Campus, Spain {ricardot@salleurl.edu}Received on 26 December 2016; revised on 28 December 2016; accepted on 29 December 2016; published on 15 January 2016DOI: 10.7821/naer.2017.1.229Personal Learning Environments (PLE), as a concept as well as an emerging practice, is not just one of the most innovative dimensions of technology-enabled student-centered learning, but also one of the most challenging disruptions to the institutional traditional conception of knowledge.A PLE is usually described as a structure and process that helps learners organize the influx of information, resources and interactions that they are faced with on a daily basis into a personalized learning space or experience. In a PLE, the learner develops an individualized digital identity through the perceptual cues and cognitive affordances that the personal learning environment provides, such as what information to share and when, who to share it with, and how to effectively merge formal and informal learning experiences (Castaneda, Cosgrave, Marin, Cronin, 2016).Events as the PLE Conference, which started in 2010, emerged as an answer to the need for showcasing, disseminating and sharing the novel and original research (and knowledge) specific to the PLE movement. Additionally, they were a departure from the traditional format of most conferences in that the attendees, who had developed individualized research-based PLE practice, came together in what we call the "spirit of PLEs": sharing, collaborating and creating together.This past decade has seen a dramatic increase in the quantity of research published on PLEs and most of it has been enriched by the papers presented in the successive PLE events that have formed part of special issues of a diversity of journals, including Digital Education Review, the International Journal of Virtual and Personal Learning Environments, and others (Hernandez, 2016).Thanks to the previous -and current- debate, experts are trying to understand what our relationship with the PLE concept is, and how it could help us improve the role of technology, people, communities, educational and information resources, cognitive mechanisms and so on, in learning. From these debates and discussions, witnessed at the PLE events and beyond, original discussions regarding institutional or non-institutional education have evolved into how to reconcile -pedagogically and technologically- learning inside and outside formal contexts.Other discussions about technological and pedagogical perspectives have evolved to sociomaterial visions of learning recognising the reciprocal, recursive, and transformative interaction between people and technology.The network, the impact -and training- of metacognition, the horizontal organisation, are emerging and ongoing topics that are enriching the learning debate and forcing new explorations in research and practice. Such investigations will focus more on people and their relationship with technology and less on the use of technology for automating the learning experience.On the one hand, it seems that PLE is no longer the centre of the discussion, at least not as a standalone construct. But, on the other hand, PLE is more than ever the paradigm for supporting new learning models for the digital times.PLEs have had direct implications on Massive Open Online Courses (MOOCs), adaptive learning, and learning analytics, to name a few new learning models and processes that have personalization of learning at their core. MOOCs have been characterised as PLE-type environments providing learners with the appropriate tools to engage in self-directed and personalised learning and integrating social media features to boost opportunistic interaction and informal exchanges between students (Gillet, 2013; Kop & Fournier, 2014). …

[EN] This paper proposes a framework for context-aware assessment of out-ofclassroom subjects with the support of mobile technologies. The paper discusses: (a) the principles and implications of out-of-classroom activities, e.g. internships, outdoors practicals of topography, of agricultural or marine engineering, virtual university courses, etc.; and (b) context-aware assessment, in which some context elements (location, date and time, environmental circumstances) may be incorporated into the assessment by means of mobile technology. The aim of this framework is to provide the tools that will allow for an enhanced evaluation, by taking into account the context of the activities being carried out. Given the characteristics of the activities, the assessment will be based on submissions prepared by the students, which will automatically incorporate context information that can be relevant for the assessment. The framework will be tested with several groups of students participating in internships and/or international mobility programmes, from different universities (public, private, semi-public).