People  con)nuously  learn  through  their  par)cipa)on  in  different  contexts  (more  or  less  formalized)  depending  on  their  competences.  Lifelong  learning,  conducted  in  both  formal  and  informal  environments,  becomes  a  key  approach  for  adult  professionals  and  prac))oners  to  reach  their  goals.  

Self-­‐regulated  learners  control  their  learning  process  being  ac)vely  involved  in  metacogni)ve,  mo)va)onal  and  cogni)ve  areas.  This  process  may  be  socially  supported  (seAng  objec)ves,  self-­‐monitoring  progress,  searching  for   help,   feedback,   )me  management   and   planning   or   self-­‐directed   reflec)on).   Self-­‐direc)on   involves   being  able   to  use  one’s  own  competences  and   resources   to   formulate  goals   strategically,   to  organize  and  structure  informa)on  and  to  build  knowledge  that  is  meaningful  to  one’s  aims.  

PLEs   follow  a   learner-­‐centric  approach,  allowing  the  use  of   lightweight  services  and  tools  that  belong  to  and  are  controlled  by   individuals.  PLEs   recognize   the  autonomy  of   learners  by  allowing   them  to  plan,  document,  store   and   elaborate   their   reflec)ons   and   informa)on   that   is   significant   to   them.   PLEs   have   proved   to   be  effec)ve  in  addressing  issues  related  to  learner  control,  agency  and  personaliza<on.    

Iolanda  Garcia,  Ingrid  Noguera,  Mireia  Usart  (eLearn  Center  UOC),  Xavier  Mas  (Programa  d’Innovació  UOC),    Teresa  Sancho  (Estudis  IMT  UOC),  Begoña  Gros  (Facultat  Pedagogia  UB)  

h=p://just4me.blogs.uoc.edu/

     Project  funded  by:    Partners:      

   Background  

 Conclusions  

   Method  

The  expected  results,  in  terms  of  environmental  design  and  their  usage,  may  be  transferable  to  other  learning  contexts,  hybrid  or  blended  learning,  both  in  the  formal  educa)on  sector  as  in  the  non-­‐formal  and  in  any  discipline.  We  consider  that  this  work  might  contribute  to  the  reflec)on  on  the  rela)onship  between  informal  and  online  learning  through  a  self-­‐directed  learning  approach.    

Next  steps  of  the  projects  could  be  focused  on  the  automa)on  of  the  recommenda)on  system  through  the  genera)on  of  users’  ac)vity  metrics  and  the  improvement  of  social  and  connec)ve  func)onali)es.    

   Results  

The main goal of our project is to develop a personal learning environment (PLE) that integrates ubiquitous access tools and functionality to support independent, self-directed learning.

The specific objectives are:   To facilitate the planning and monitoring of learning activities with associated

learning resources configurable by the user.   To provide different view screens to better meeting the needs of each user at

any given time.   To allow social interaction and learning through the folksonomy system

generated by the PLE users.   To develop an environment easy to access and use from various devices

(computer, Smartphones, Tablets).

Pedagogical  model   Just4Me  environment    

The  environment  has  three  main  characteris)cs:  flexibility,  openness  and  customizability.  At  the  same  )me,  it  integrates  what  we  have  recognized  as  the  main  func)onal  dimensions:  informa)on  management,  planning  and  knowledge  building  and  social  connec)on   and   open   publica)on.   Those   func)onal   dimensions   support   the   essen)al   stages   in   a   self-­‐regulated   learning  process:  planning,  social  presence  and  support,  and  self-­‐reflec)on  and  evalua)on.  The  personal  configura)on  of  the  different  components  within   each  men)oned   dimensions   should   therefore   encourage   self-­‐directed,   social,   interac)ve   and   significant  learning.    

Ac<ons  Review  of  scien)fic  literature    

•  Conceptualiza)on  of  PLEs  •  Cases  implementa)on  of  PLEs  

Review  of  presenta)ons    •  Personal  PLE  diagrams    •  Development  of  PLEs  

Review  of  projects    •  University  context  •  Lifelong  learning  context    •  Professional  context  

Ac<ons  

Ques)onnaire  •  Mailing  •  Medical  social  networks    •  COMB  social  networks  

Interview  to  an  expert  

Ac<ons  

• Pedagogical  approach  • Defini)on  of  main  axes    • Pedagogical  model  structure    

Phase  3.  Pedagogical  design  

Ac<ons    

• List  of  uses  and  func)onali)es    • Selec)on  of  uses  and  func)onali)es  based  on  the  pedagogical  model    • Discussion  and  defini)on  of  Just4Me  uses  and  func)onali)es    

Phase    4.  Func)onal  design  

Ac<ons  

• Interface  basic  design  • Naviga)on  system  design    • Access  and  configura)on  design    • Personal  profile  design    • Edi)on  possibili)es  design    • Display  screen  design  • Interface  development  

Ac<ons  

• Selec)on  of  the  sample  • Pilot  test  implementa)on  • Analysis  of  the  data  • Implement   changes   and   improvements  into  the  environment    

Learners  choose  the  view    that  be`er  suits  their  needs  

Phase  5.  Interface  design   Phase  6.Pilot  test  

Phase  1.  Literature  review   Phase    2.  Needs  analysis  

2012-­‐13  

2013-­‐14  

2013-­‐14