Research results of two personal learning environments experiments in a higher education institution     

Victoria Marín Juarros  Jesús Salinas Ibáñez  Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.  相似文献   

对职业教育本质属性的再认识   总被引：2，自引：0，他引：2  

高权德 《教育理论与实践》2006,(18)

职业教育是职业教育学科体系中的核心概念和分析问题的逻辑元起点,对其本质属性的明确,无论对职业教育的理论研究,还是对职业教育的具体实践,都具有非常重要的意义。  相似文献   

Using e-mail to support reflective narration     

Bregje de Vries  Hans van der Meij 《International Journal of Educational Research》2003,39(8):829

This article presents an exploratory study of e-mail use for reflective narration. Narration is viewed from three perspectives: the narrating act, the narrative statement, and the story. These perspectives are used to characterize the 69 e-mails that were exchanged between 13 groups of children from three primary schools. The findings show that e-mail narration has monologic and dialogic qualities, and leads to cognitive and personal reflections on the learning task. We conclude that e-mail can serve a meaningful function in a narrative curriculum aimed at experiential inquiry. In addition, we suggest a need for future research that adopts a broad view of learning that includes different kinds of dialogues and values affective as well as cognitive aspects of these dialogues.  相似文献   

Crafting a Delta Chinese Community: Education and Acculturation in Twentieth-Century Southern Baptist Mission Schools     

Sieglinde Lim de Sánchez 《History of education quarterly》2003,43(1):74-90

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Recent developments in psychomotor domain taxonomies of educational objectives and their application to experimental science     

Robert W. M. de Maclay 《Research in Science Education》1974,4(1):77-79

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Training educational administrators in Central America     

Jean-François Bernède 《Prospects》1977,7(1):113-117

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Education as a Socio-Practical Field: the theory/practice question reformulated     

Suzanne de Castell  Helen Freeman 《Journal of Philosophy of Education》1978,12(1):13-28

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Developmental word deafness and speech therapy     

Katherine de Hirsch L. C. S. T. 《Annals of dyslexia》1956,6(1):50-57

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Remembering lauretta bender     

Regina Cicci  Katrina de Hirsch  Ralph D. Rabinovitch  Roger Saunders  Rosa A. Hagin  Archie A. Silver  Alvin E. Grugett 《Annals of dyslexia》1987,37(1):1-9

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UNIVERSITY NOTES FROM MAKERERE     

Bernard de Bunsen 《Higher Education Quarterly》1955,10(1):11-14

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