towards mobile personal learning environments (mple) in higher education

Towards Mobile Personal

Learning Environments (mPLE)

In Higher EducationPatricio Ricardo Humanante Ramos

Faculty of Education, Humanities and Technology, National University of Chimborazo –

Ecuador ([email protected])

Francisco José García Peñalvo

GRIAL Research Group, IUCE, University of Salamanca - España

([email protected])

Miguel Ángel Conde González

Department of Mechanical Engineering, Computer Science and Aerospace, University of

Leon- España ([email protected])

Salamanca, octubre 2014

TOPICS

CONTEXT AND MOTIVATION

HYPOTHESIS AND OBJETIVES

METODOLOGY

RESULTS

CURRENT AND EXPECTED CONTRIBUTIONS

CONCLUSIONS

INTRODUCTION

Personal Learning Environments (PLE)

mobile Personal Learning

Environments

(mPLE)

(Attwell, Cook & Ravenscroft , 2009)

(Conde, Garcia-Penalvo, Alier & Piguillem, 2012)

(García-Peñalvo, Conde & Del Pozo, 2013)

INTRODUCTION

• Strengths

• Limitations

• Interests

• Abilities

• Learning styles

Learning

Processes

Empowered

through the

ICT

Mobile

devices

Web 2.0

Tools

TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

Research on PLE and its applications, are contributing

significantly to the development of education in developed

countries, (Ally, 2009; Conde et. al., 2012, 2013; Sha et al.,

2012; Gracía-Peñalvo et al., 2013) being a fairly new topic in

the rest of the world and particularly in Latin America.

Latin American countries have begun to integrate ICT in

education. For example, in Ecuador the universities and

polytechnics, from a few years ago, have focused their efforts

to

incorporate the LMS as a support to face-to-face

teaching.

However, these learning spaces developed on LMS,

are not properly used.



Good Living National

Plan 2009-2013 and

2013-2017

Thetransformation of higher educationand transfer of

knowledgethrough science, technology and

innovation

The connectivityand

telecommunicationsfor information

society and knowledge

Promote policies, strategies, plans,

programs orprojects forresearch,

development and innovation (R + D + i) of information

and communication

technologies (ICT)

(SENPLADES, 2013)

B-learning scenarios are already present in the Ecuadorian

universities, which combine, the face-to-face instruction with

the instruction mediated by computer (Bonk & Graham, 2012)

The National University of Chimborazo (UNACH) in Ecuador,

from about 5 years ago has begun the process of

incorporating the virtual classroom in the teaching.

These virtual spaces are important but aren’t sufficient to

structure the PLE, because much of the process of learning

occurs outside the formality of university (Humanante Ramos

& García Peñalvo, 2013; Conde et al., 2012, 2013,

2014a,2014b) .


TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

HYPOTHESIS

The PLE concept is possible to introduce in

university education in Ecuador, plus these new

learning ecosystems can be enhanced, taking

advantage of features that today offer mobile

devices, allowing students to learn even outside of

university environments, thus favouring positive

convergence between informal use of these

technologies and their use for educational

purposes.

OBJETIVESMAIN OBJETIVE

Maximize the Personal Learning Environments

(PLE) of university students, taking advantage of

the functionalities offered by mobile devices.

OBJETIVESSPECIFIC OBJETIVES

Review the status of the issue on the design and

implementation of PLE in higher education.

Study, evaluate and select technologies and tools

that allow, from a PLE approach, customize and

manage access to resources, learning activities

and personal networks from mobile devices.

Design a proposal to manage the PLE of university

students, to facilitate mobility and its usefulness in

the learning process.

Analyse the proposal through a case study

involving a real learning context.

TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

METHODOLOGY

Mixed research model (quantitative and qualitativeapproach)

Quantitative part of the research is a quasi-experimental study

Qualitative part of the research corresponds to themethod of action-research.

The universe of research would be approximately7000 students (UTECA, 2014), from which thesamples will be obtained

TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

FIRST RESULTS

This research is at the stage of literature review through the

methodology SLR (Systematic Literature Review)

(Kitchenham, 2007; Okoli & Schabram, 2010)

◦ The topics on mobile learning and personal learning

environments in higher education have generated

academic and scientific contributions the last 5 years.

◦ Europe, Asia and North America, are the places where you

have done the most research.

◦ Researchers Conde, Garcia-Penalvo, Alier, Casany, Del

Pozo Piguillem; well as Attwell, Heinemann, and

Kamaraine Deitmer call this new line of research:

“Mobile Personal Learning Environments (mPLE)”

TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

As a progress of this research, has been submitted two

articles in international conferences (TEEM 2013 and IDEE

2014) and has published an article in the journal VAEP RITA

and one accepted in the journal IEEE RITA (indexed

SCOPUS).

Other contributions generated by this research respond to

each of the objectives and the results could be published as

papers.

CURRENT AND EXPECTED

CONTRIBUTIONS

TOPICS



METODOLOGY

RESULTS


CONCLUSIONS

INTRODUCTION

CONCLUSIONSThis research is presented as a proposal for the integration of mobile

technologies on personal learning processes, adopting a student-

centered approach in university, which is a new line of research in the

scientific and academic field and generates high expectations.

Finally, we should emphasize the important contribution of this thesis

to the improvement of university education in Ecuador, looking beyond

the classrooms, facilitating the development of new skills and abilities

demanded by citizens in this new Knowledge Society.

At this point, we see the pertinence of making the "state of art" through

a Systematic Literature Review, by your effectiveness by facilitating

the development of theoretical and methodological model that orient

and supports this research and answers to the first questions arising

(Kitchenham, 2007; Okoli & Schabram, 2010).

ACKNOWLEDGMENTS