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Customer Service in college and university academic support is not as much about meeting immediate microscopic needs as providing an environment where people can flourish both intellectually and technologically - not merely thinking outside the box, but eliminating it altogether. Synergy between library and information technology services can result in a personal learning environment in which scholars feel completely at home while having full and convenient access to the resources they need to pursue their work - those resources including, but not limited to, assistance with immediate problems that bridge both spheres. This requires the presence of both library and information technology cultures, in a seamless fashion and in an environment designed to be in harmony with the physical, intellectual, and spiritual dimensions of the scholar. This is the philosophy and reality of the new Christopher Center at Valparaiso University; students, faculty, staff, and the larger community feel at home and at ease in this new environment, as do Library and IT staffs, which remain administratively separate but work side by side. We elaborate on our shared vision and describe how we brought it to fruition.

En este trabajo se presentan los resultados finales de un estudio que tiene por objetivo el desarrollo del entorno personal de aprendizaje (PLE) de los alumnos, al mismo tiempo que se mejora el aprendizaje de estos. Para ello, se incorpora una estrategia metodológica de integración de entornos de aprendizaje formales e informales. Los participantes de este estudio son alumnos del Grado en Pedagogía de la Universidad de las Islas Baleares (España). Se han valorado los resultados a través de un cuestionario final y entrevistas al alumnado, así como a través del análisis de los mapas del PLE elaborados por ellos. Los resultados se orientan hacia una valoración positiva de la estrategia y al crecimiento incipiente del PLE. In this paper we present the final results of a study that aims to develop students’ personal learning environment (PLE), as well as to positively influence intheirlearning. For this purpose, a methodological strategy forintegratingformal and informal learning environmentswas incorporated. Participants in this study were students of the Degree in Education at the University of the Balearic Islands (Spain). We evaluated the results through a final questionnaire and interviews to students, as well as through the analysis of the PLE maps produced by them. The results are oriented towards a positive assessment of the strategy andtheincipient growthof the students’ PLE. El proyecto de investigación del cual deriva este trabajo (EDU2011-25499) ha sido financiado por el Ministerio de Educación y Ciencia.

This study examined the effect of perceived indoor thermal comfort of a personal learning environment on students’ performances of the visual search task. To do this, 11 participants who attended a high school completed the scale of indoor thermal comfort in the simulated learning environment and they performed the visual search task which reflects selective attention. As a result, there was a strong negative correlation between indoor thermal comfort and visual search task performance regardless of task difficulty. This was different from the common sense view that comfortable environments improve occupant’s performances. While this result could have been affected by students’ arousal level or perceived sensitivity to the environments, these variables didn’t appear to significantly influence the inverse relationship between indoor thermal comfort and visual search task performance. These findings could potentially be used to shape an optimal thermal learning environment in order to improve learner’s learning performance.

E' ormai pratica diffusa, nello sviluppo di applicazioni web, l'utilizzo di template e di potenti template engine per automatizzare la generazione dei contenuti da presentare all'utente. Tuttavia a volte la potenza di tali engine è ottenuta mescolando logica e interfaccia, introducendo linguaggi diversi da quelli di descrizione della pagina, o addirittura inventando nuovi linguaggi dedicati.ARE (ADA Rendering Engine) è pensato per gestire l'intero flusso di creazione del contenuto HTML/XHTML dinamico, la selezione del corretto template, CSS, JavaScript e la produzione dell'output separando completamente logica e interfaccia. I templates utilizzati sono puro HTML senza parti in altri linguaggi, e possono quindi essere gestiti e visualizzati autonomamente. Il codice HTML generato è uniforme e parametrizzato.E' composto da due moduli, CORE (Common Output Rendering Engine) e ALE (ADA Layout Engine).Il primo (CORE) viene utilizzato per la generazione OO degli elementi del DOM ed eÌ pensato per aiutare lo sviluppatore nella produzione di codice valido rispetto al DTD utilizzato. CORE genera automaticamente gli elementi del DOM in base al DTD impostato nella configurazioneIl secondo (ALE) viene utilizzato come template engine per selezionare automaticamente in base ad alcuni parametri (modulo, profilo utente, tipologia del nodo, del corso, preferenze di installazione) il template HTML, i CSS e i file JavaScript appropriati. ALE permette di usare templates di default e microtemplates ricorsivi per semplificare il lavoro del grafico.I due moduli possono in ogni caso essere utilizzati indipendentemente l'uno dall'altro. E' possibile generare e renderizzare una pagina HTML utilizzando solo CORE oppure inviare gli oggetti CORE al template engine ALE che provvede a renderizzare la pagina HTML. Viceversa eÌ possibile generare HTML senza utilizzare CORE ed inviarlo al template engine ALECORE è alla prima release ed è già utilizzato all'interno dei progetti ADA e MAKO.Tra gli sviluppi previsti: il completamento della libreria per diverse DTD; la creazione di classi di livello superiori che automatizzino compiti ripetitivi (creazione di form, tabelle, etc).

This special issue is the result of a workshop that took place in June 2007 to explore the concept of the Personal Learning Environment (PLE). The workshop was part of a project funded by the Joint...

Personal Learning Environments (PLEs) are gaining increasing interest because they provide a flexible way to better match students' needs. The main danger in using widely a PLE is the danger of the owner being unable to discriminate sound contents from groundless or wrong ones. The paper describes an experience where students were taught how to build a PLE in order to strengthen their understanding of mathematics. The paper focuses on two aspects: fostering and strengthening the creation of critical analysis skills in teenaged students when building their PLE and overcoming personal difficulties and misunderstandings about mathematics with a PLE. Gaining both skills will be extremely useful for improving students' personal and working life, in a lifelong learning perspective. © 2013 Inderscience Enterprises Ltd.

Web 2.0 technologies opened up new perspectives in learning and teaching activities. Collaboration, communication and sharing between learners contribute to the self-regulated learning, a bottom-up approach. The market for smartphones and tablets are growing rapidly. They are being used more often in everyday life. This allows us to support self-regulated learning in a way that learning resources and applications are accessible any time and at any place. This publication focuses on the Personal Learning Environment (PLE) that was launched at Graz University of Technology in 2010. After a first prototype a complete redesign was carried out to fulfill a change towards learner-centered framework. Statistical data show a high increase of attractiveness of the whole system in general. As the next step a mobile version is integrated. A converter for browser-based learning apps within PLE to native smartphone apps leads to the Ubiquitous PLE, which is discussed in this paper in detail.

El presente artículo mostramos el entorno personal de aprendizaje creado para la formación tecnológica de los docentes universitarios que la implantación del espacio europeo de educación superior demanda, como resultado inicial del proyecto de investigación denominado Diseño, producción y evaluación de un entorno de aprendizaje 2.0 para la capacitación del profesorado universitario en la utilización educativa de las Tecnologías de la Información y Comunicación” (Dipro 2.0-­‐EDU2009-­‐08893), concedido por el Ministerio de Ciencia e Innovación. This article shows the personal learning environment created for technology training of university teachers that the implementation of the European higher education demands, as initial results of the research project entitled “Design, production and evaluation of a learning environment 2.0 for training of university teachers in the educational use of Information Technology and Communication" (Dipro 2.0-­‐EDU2009-­‐08893), awarded by the Ministry of Science and Innovation.

L’étude vise à évaluer l’effet de la conception d’un e-portfolio par des étudiants sur la méthode de construction de leur projet professionnel personnalisé. Le e-portfolio doit permettre à l’étudiant, guidé par un processus de conception – soutenu par une réflexion ergonomique – de développer de manière autonome son projet. Une étude a été menée sur une période de deux années auprès d’un public d’étudiants en institut universitaire de technologie, spécialisation informatique. Les résultats montrent que le scénario proposé permet de supporter non seulement la construction du projet de l’étudiant, mais favorise aussi la construction de son identité numérique et la mise en place d’un environnement personnel d’apprentissage., The study attempts to assess the effect of an e-portfolio design by students on the method of building their personalized professional project. The e-portfolio may allow students, guided by a process of design – supported by an ergonomic thinking – to develop in an autonomous way their project. A study was undertaken over a two year period with a public of students in technological field, data-processing specialization. The results show that the suggested scenario makes it possible to support not only the construction of the project of the student but supports also the design of his digital identity and his personal learning environment.

Drawing on the work of Maturana and Varela, we distinguish 'Persona' and 'Identity' and relate the presentation of persona to the concept of competence. We map these concepts onto the emerging world of personal technology and the conception of the Personal Learning Environment (PLE). Using Maturana's theory, we argue that the concept of 'persona' is inseparable from that of 'competence'. This theory is explored by considering the differences between instances of professional enculturation, and we report on a case study where professional online enculturation was attempted by empowering learners with personal technology. Using a retroductive approach, we model the outcomes of this case study and consider the extent to which this reflects the theoretical arguments. Our model suggests that the enculturation situation involves different levels of communicative acts, and that technology frames these acts in such a way as to present opportunities both to understand them better and to exploit them more effectively.

This text presents new possibilities for using technology in education within the context of critical theories of education. We try to view these theories, which focus on the risk of applying classical curriculum, in the light of new options that appear due to technological developments. With this development new consequences are beginning to emerge which could not be reflected in the theories due to the time in which they were developed.

Nowadays, students bring their full ecosystem of social media platforms and their own devices to school, while teachers benefit from and contribute to local or global repositories of educational resources. As a consequence, educational institutions have to better align their digital infrastructures and support schemes with these personal ecosystems and social practices. They also have to offer resources at a level of granularity aligned with targeted activities rather than full-fledged courses to ease personalization. Institutions finally have to ensure control of learning traces and persistence of learning outcome. To meet these needs, this paper presents Graasp.eu, a social media platform supporting digital education from primary and secondary school to higher education. Participatory design, fitness for active learning, and adoption are discussed as well

This paper focuses on Engineering Education Research on Technology Enhanced Learning carried out at the Swiss Federal Institute of Technology in Lausanne (EPFL), and on its current focus on personal and collaborative learning. After some thoughts on the distinctive nature of Engineering Education Research, the interplay between engineering education practice and professional engineering practice is analyzed. In particular, it is demonstrated how the actual engineering practice of the faculty members influenced the acceptance and the success of new learning approaches and solutions. Finally, the impact on the current Web 2.0 paradigm is discussed and illustrated with the example of project-based collaborative learning activities supported by innovative social software that can be considered as a Personal Learning Environment. A vision of how to shape and exploit personal learning environments to tackle engineering education research challenges is also presented; this deals especially with the importance of user-driven recommendation mechanisms relying of proper trust models.

Ofrecemos al lector una breve aproximación a las transformaciones que ha sufrido en los últimos tiempos la Red y, en particular, la relevancia adquirida por algunos de sus elementos en la incorporación de los procesos formativos. Estos cambios implican conocer los componentes más característicos que nos han permitido dar el paso de la Web tradicional a lo que hoy conocemos como Web 2.0 o Web social, y la aplicación de las tecnologías que esta última nos ofrece en la enseñanza, sobre todo las redes sociales y los entornos personales de aprendizaje como recursos educativos. Finalizamos este artículo con unas breves referencias a las posibilidades didácticas que la Web semántica brinda para su integración en niveles de enseñanza superiores

[EN] New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out of the classroom. But with Learning Management Systems (LMS) users have reached a plateau of productivity and stability. At the same time outside the walled garden of the LMS new transformative tools, services and ways of learning are already in use, within the PLE and PLN paradigms. The stability and maturity of the LMS may become yet another resistance factor working against the introduction of innovations. New tools and trends cannot be ignored, and this is the reason why learning platforms should become open and flexible environments. In the course of this article the reasons for this change and how it may be addressed will be discussed, together with a proposal for architecture based on Moodle., [ES] Las nuevas tecnologías de las TIC están introduciendo continuamente cambios en la forma en que la sociedad genera, comparte y accede a la información. Ello está cambiando lo que la sociedad espera y requiere de la educación. El eLearning está actuando como un vector de este cambio con la introducción de transformaciones generalizadas dentro y fuera del aula. Pero con Learning Management Systems (LMS) los usuarios han llegado a una meseta de la productividad y la estabilidad. Al mismo tiempo, fuera del jardín amurallado de las LMS nuevas herramientas de transformación, de servicios y formas de aprendizaje ya están en uso, dentro de los paradigmas de PLE y PLN. La estabilidad y la madurez de los LMS pueden convertirse en otro factor de resistencia conspirando contra la introducción de innovaciones. Las nuevas herramientas y tendencias no pueden ser ignoradas, y esta es la razón por la cual las plataformas de aprendizaje deben convertirse en entornos abiertos y flexibles. A lo largo de este artículo se discutirán las razones de este cambio y cómo se puede abordar, junto con una propuesta de arquitectura basada en Moodle

The trends in web development of educational applications and of Web 2.0 or social applications are converging. Platforms are designed to host a variety of software components (called widgets or plugins), which can be organised or combined (mashed-up) at user’s convenience. Such platforms can be exploited as both personalised learning environment (PLE) and as social network applications. This article argues that six qualitative dimensions can be defined to analyse the main features of these platforms: the screen dimension measures the visual integration, the data dimension measures the portability of data, the temporal dimension measures the rate of data synchronisation, the social dimension measures the networking of users, the activity dimension measures the structuring of users’ interactions with the environment, and the runtime dimension measures the flexibility in accessing the environment from different end points. As a proof of concept of the introduced dimensions, a few familiar Web 2.0 platforms are first measured along each dimension and then, using the results visualised as spider diagrams, compared with respect to their usefulness as PLEs.

Cette étude de cas collective porte sur la pensée critique et les littératies (informationnelle, numérique, médiatique, etc.), appréhendées avec le concept de métalittératie, chez des étudiant·es qui débutent des études supérieures et se destinent à la profession d’enseignant·e au secondaire, en histoire. L’objectif est de brosser un portrait de la pensée critique et de la métalittératie de ces futur·es enseignant·es de la francophonie à l’heure du Web social. La recherche s’inscrit dans un contexte de multiplication des infox (fausses nouvelles ou fake news) et théories du complot aux impacts sociopolitiques et sanitaires avérés en contexte électoral ou de pandémie. Nous nous sommes intéressé aux étudiant·es de Wallonie (Belgique), de France et du Québec (Canada), particulièrement en raison de l’approche adoptée, dans chacune de ces nations, pour former les futur·es enseignant·es (formation professionnalisante vs formation disciplinaire). Pour mener à bien ce travail, plusieurs objectifs spécifiques ont été convoqués. Il s’agissait de : i) analyser la qualité métrique de versions francophones de tests de mesure de la pensée critique, sur le plan des habiletés et des dispositions, ainsi que de l’autoefficacité en métalittératie ; ii) décrire le score des enseignant·es en formation initiale en matière de pensée critique, notamment en regard de facteurs environnementaux (type de formation, pays d’études, emploi) et personnels (autoefficacité en pensée critique et en métalittératie, croyance en la probabilité de devenir enseignant·e) ; iii) discerner les stratégies en métalittératie et en pensée critique de futur·es enseignant·es en Wallonie en France et au Québec, lorsqu’ils évoluent sur un média social (ici, Facebook) utilisé en tant qu’environnement personnel d’apprentissage (EPA) numérique, en regard du type de formation et de certains facteurs environnementaux (perception de l’environnement scolaire et numérique) et personnels (autoefficacité). Un dernier objectif spécifique, transversal aux trois premiers, consistait à (iv) mettre en dialogue des facteurs socioculturels et prendre en considération le parcours scolaire dans les perceptions et pratiques reliées à la métalittératie et à la pensée critique à l’heure du Web social. La thèse suit une présentation par articles ; chacun est lié à l’un des trois premiers objectifs spécifiques, le quatrième étant donc abordé de façon transversale. Opérée dans cinq établissements (deux en Wallonie, un en France et deux au Québec), cette recherche se fonde sur une méthodologie de type mixte en deux phases. La phase quantitative a permis la passation de trois tests auprès de 245 futur·es enseignant·es (N = 245). Dans la seconde phase, de nature qualitative, 32 étudiant·es (n = 32, sélectionné·es parmi les 245 participant·es) ont participé à des entrevues, notamment pour décrire plus abondamment les stratégies connues pour évaluer de l’information. Nous avons aussi observé les pratiques et stratégies mobilisées par neuf d’entre eux·elles (n = 9) pour évaluer des documentaires et en discuter sur un média social. Le premier article illustre la complexité de mesurer la pensée critique, mais témoigne de la solidité psychométrique de la version francisée du Halpern Critical Thinking Assessment, un test permettant d’établir un score d’habiletés de pensée critique. Par ailleurs, nous faisons l’hypothèse que l’autoefficacité en pensée critique, prédicteur significatif des habiletés, devrait être considérée comme une disposition à la pensée critique. Nous avons aussi développé un instrument mesurant l’autoefficacité pour évaluer l’information selon le concept de métalittératie. Dans un deuxième article, nous avons tenté de définir les meilleurs prédicteurs au score d’habiletés en pensée critique. Un modèle linéaire (incluant pays d’étude, type de formation, emploi salarié, ainsi qu’autoefficacité en pensée critique et en métalittératie) est significatif, mais la capacité prédictive est limitée. Cependant, il apparaît du troisième article que les pratiques et stratégies observées en contexte réel ne permettent d’observer que des différences minimes : les étudiant·es en formation professionnalisante mobiliseraient davantage des stratégies métacognitives et autocritiques quand leurs homologues en formation disciplinaire mobiliseraient plutôt des stratégies critériées. La recherche fait ressortir le rôle potentiellement favorable du rapport à l’emploi actuel et futur d’enseignant·e dans la définition d’habiletés et de dispositions en pensée critique, associées à des stratégies particulières pour aborder l’information. Les résultats appuient le renforcement de l’intégration de la formation initiale des enseignant·es dans la pratique éducative et suggèrent de soutenir le projet de carrière pour développer des compétences de pensée critique. Les forces et limites de la recherche sont discutées et plusieurs recommandations sont émises à l’intention de la recherche et du système éducatif, au niveau des politiques éducatives et pratiques scolaires., This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training). To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way. Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe known strategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media. The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies. The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices., Thesis DOI : https://doi.org/10.31237/osf.io/3aufb

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning using Web 2.0. This paper aims to analyse the factors (e-learning satisfaction and students’ perceptions, among others) that determine the intention of use of a PLE 2.0 initiative. The study in addition analyses the moderating role of the Need for Cognition (NFC) in the model. The results indicate that the model proposed has a high explanatory power of the intention to use a PLE 2.0 and gives support to the moderating role of NFC. The study discusses how this analysis can help to improve course designs by teachers.

Despite the extreme diversity of Web applications, one can find similarities among them. This paper proposes an answer to the question of knowing whether it is possible to conceptually represent different Web applications in a common manner such that they can generically be integrated in other Web applications. The 3A model developed at EPFL in the framework of the European PALETTE project is used to generalize the visual and functional properties of Web applications. A Web 2.0 personal learning environment based on the 3A model called eLogbook is used as a mashup container to integrate existing Web applications. The mapping procedure is described and illustrated with the example of an instant messaging application, showing that mashup is possible with 3A model.

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their activities in different learning contexts and even for transitions between these contexts. Hereby, recommender systems which are highly successful in other application areas comprise one relevant technology for supporting learners in PLE-based activities. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts and due to different research approaches dealing with recommenders, we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general. ispartof: pages:1-11 ispartof: Proceedings of Personal Learning Environments Conference 2011 pages:1-11 ispartof: PLE2011: Personal Learning Environments Conference 2011 location:Southampton, UK date:10 Jul - 12 Jul 2011 status: published