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Conceptions of Personal Learning Environments Among EFL Teachers at Upper Secondary Level in Sweden
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.ORCID iD: 0000-0003-3364-4753
2013 (English)In: 20 Years of EUROCALL: Learning from thePast, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal, 2013, p. 7-13Conference paper, Published paper (Other academic)
Abstract [en]

In recent years, virtual learning environments (VLEs) or course management systems (CMSs) have become commonplace in European higher education as well as making inroads into primary and secondary schools. VLEs such as Moodle, Blackboard and It's Learning offer educational institutions standardized packages in the form of a range of administrative, pedagogical and communicative tools. Teachers of English as a foreign language at secondary and tertiary levels are certainly no exceptions to this trend, employing VLEs as learning platforms to support a variety of ITC-based learning activities and tasks. VLEs have however attracted criticism from some quarters in that they may be seen merely as virtual embodiments of the classroom with all the restrictions which the 'physical' classroom has traditionally entailed (Weller 2007). Furthermore it has been argued that VLEs have failed to embrace the full advantages of Web 2.0 technologies or acknowledge trends towards informal learning afforded by social media etc. The response to this criticism has been the envisioning of Personal Learning Environments or PLEs which utilise the plethora of free, often collaborative online resources and tools now available to learners. This paper explores the conceptualisation of PLEs and their advantages / disadvantages vis-à-vis VLEs among upper secondary school teachers of English in Sweden on the basis of pedagogical principles put forward as part of the Open University's SocialLearn and OpenLearn matrices (Conole 2008). It is suggested that the mapping of the core frameworks of thinking and reflection, experience and activity, conversation and interaction and evidence and demonstration to a set of learning principles can provide the basis for the evaluation of PLEs as envisioned by teachers and learners.

Place, publisher, year, edition, pages
2013. p. 7-13
Keywords [en]
personal learning environment, sociocultural, collaborative learning
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:lnu:diva-33450ISBN: 978-1-908416-12-4 (print)OAI: oai:DiVA.org:lnu-33450DiVA, id: diva2:708880
Conference
EuroCALL 2013
Available from: 2014-03-31 Created: 2014-03-31 Last updated: 2018-01-11Bibliographically approved

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Allen, Christopher

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf