Abstract: "Networking is a key skill in professional careers, supporting the individual's growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey."

e.g. article: "Research publications on Massive Open Online Courses and Personal Learning Environments"

Index: Personal Learning Environment The PLE should contain? Theories for a PLE (under construction) References

Abstract: This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ideas to a large audience, and expand their PLN using features unique to Twitter. This research also examines the nature of a PLN and shows that participants believe their PLN extends beyond their Twitter network to encompass both face-to-face and other ICT mediated relationships. Secondary research questions examine how Twitter differs from other social networking tools in mediating relationships within a PLN, what motivates an educator to develop a PLN, how trust is established in a PLN, what the expectations of reciprocity are within a PLN, and what is the nature of informal learning within a PLN.

Abstract: A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided. © 2011 Elsevier Inc. All rights reserved.

Wolfgang Reinhardt & Thomas Daniel Ullmann (eds.): Proceedings of the 1st Workshop on Awareness and Reflection in Personal Learning Environments. In conjunction with the PLE Conference 2011. Southampton, United Kingdom, July 11, 2011.

Webtool

NRC Institute for Information Technology (National Research Souncil Canada) - Project Leader Stephen Downes

"ROLE´s main task is to deliver and test prototypes of highly responsive Personal Learning Environments, offering breakthrough levels of effectiveness, flexibility, user-control and mass-individualisation."

Workshop held at the European Conference on Technology Enhanced Learning (EC-TEL)

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