Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business
José Bidarra [firstname.lastname@example.org], João Araújo [email@example.com],
This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student’s perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we gathered and examined data on student’s use of Personal Learning Environments (PLEs) within a course on Mathematics Applied to Business offered by the Portuguese Open University (Universidade Aberta). We base the discussion on aspects that characterize student’s conceptions of PLEs, the emergence of connectivism as a new account of how learning occurs in a networked global environment, and conclude that an important goal of online course design should be to let students explore what the emergent Web 2.0 tools have to offer in distance learning. The widespread adoption of PLEs, bringing together learning from different contexts and sources of learning, shows that students are capable of expression in different forms, generating an added-value to distance learning environments.
Date of publication: 26.06.2013.
High School Open On-line Courses (HOOC): A Case Study from Italy
Enrique Canessa [firstname.lastname@example.org], ICTP – The Abdus Salam International Centre for Theoretical Physics, Trieste,
Armando Pisani [email@example.com], Liceo Classico Dante Alighieri, Gorizia, Italy
The first implementation of complete high school, open on-line courses (HOOC) aiming to support the training and basic scientific knowledge of young students from the Liceo Ginnasio Dante Alighieri in Gorizia, Italy, is discussed. Using the open source and automated recording system openEyA, HOOC give an student the opportunity to watch on-line, at their own place and own pace, the same lessons of physics and mathematics held in the classroom. It is found that high school students’ have changed the traditional modality of study and their scores have systematically improved since the implementation of this project. In only few months the use by students of the www.OpenDante.it video archive for HOOC has growth from 30 % to 97 %. Feedback from students and Parents on the use and impact of making HOOC available on the web are encouraging.