PLE: entorno personal de aprendizaje vs. Entorno de aprendizaje personalizado

PLE: entorno personal de aprendizaje vs. Entorno de aprendizaje personalizado

RESUMENEn este trabajo se presentan los resultados de un estudio empírico donde se analizan entornos de aprendizaje como Entornos de Aprendizaje Personalizado (PLE). El objetivo ha sido reformular el concepto de PLE a partir de la visión original que psicopedagogos en formación tienen del mismo tras...

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Translated title: PLE: Personal learning environment vs. personalized learning environment
Journal Title: Revista Española de Orientación y Psicopedagogía (REOP)
First author: Juan Jesús Torres-Gordillo
Other Authors: Eduardo Alejandro Herrero-Vázquez
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Language: Spanish
Get full text: http://revistas.uned.es/index.php/reop/article/view/18798
Resource type: Journal Article
Source: Revista Española de Orientación y Psicopedagogía (REOP); Vol 27, No 3 (Year 2016).
DOI: http://dx.doi.org/10.5944/reop.vol.27.num.3.2016.18798
Publisher: Universidad Nacional de Educación a Distancia
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Categories: Health Sciences, Social Sciences/Humanities --> Psychology, Applied
Abstract: RESUMENEn este trabajo se presentan los resultados de un estudio empírico donde se analizan entornos de aprendizaje como Entornos de Aprendizaje Personalizado (PLE). El objetivo ha sido reformular el concepto de PLE a partir de la visión original que psicopedagogos en formación tienen del mismo tras su diseño. En la experiencia participan 68 estudiantes universitarios de Psicopedagogía. La investigación sigue las directrices metodológicas propias del estudio de caso, considerando que el interés principal es descriptivo y exploratorio. Los datos se recogen a partir de la reflexión autoevaluativa que ellos hacen al identificar e interpretar sus propios PLE. El Método de Análisis Temático nos ayuda a encontrar significados en las reflexiones de los estudiantes. Para minimizar el sesgo en los análisis realizados, se calcula la consistencia de las interpretaciones de los investigadores a través del coeficiente Kappa Cohen. Este alcanzó un K=0.79, considerándolo como un proceso fiable. El valor científico de la investigación viene dado por la captación de las diferentes subjetividades e interpretaciones que se hicieron en la respuesta al encargo académico-profesional (tarea) de la confección de los PLE. Los resultados ponen de manifiesto el valor del PLE como herramienta de gestión consciente de dónde aprenden. Nos han permitido identificar sus dimensiones, funcionalidad e implicaciones. La conclusión principal nos lleva a entender el PLE como entorno de aprendizaje personalizado (customizado), connotación diferenciada de la traducción que en nuestro contexto se viene haciendo como entorno personal de aprendizaje (estándar).ABSTRACTWe present the results of an empirical study that scrutinizes learning environments in the form of Personal Learning Environments (PLEs). The aim has been to reformulate the concept of PLEs, departing from the original visions held by educational psychology trainees and leading to the vision they have of PLEs after their design. 68 educational psychology university students served as participants. This research uses methodological guidelines appropriate for a case study, in that the focus is descriptive and exploratory. Data were collected from self-evaluations and reflections that the students did as they identified and interpreted their own PLEs. Thematic Analysis Method allowed us to discover meanings in participants’ reflections. We calculated the consistency of investigator interpretations of participants’ experiences using Kappa’s Cohen coefficient in an attempt to reduce bias. The interrater reliability was found to be Kappa = 0.79, indicating substantial agreement and a reliable process. The project’s scientific value comes from capturing participants’ subjective interpretations during the task of creating of PLEs. Results highlight the value of the PLE as a tool to consciously guide students’ learning. Results allow us to identify the dimensions, functionality, and implications of PLEs. Our main conclusion allows us to understand the PLE as a customized environment for individualized learning, which differs from the current vision of a standardized personal learning environment.
Translated abstract: ABSTRACTWe present the results of an empirical study that scrutinizes learning environments in the form of Personal Learning Environments (PLEs). The aim has been to reformulate the concept of PLEs, departing from the original visions held by educational psychology trainees and leading to the vision they have of PLEs after their design. 68 educational psychology university students served as participants. This research uses methodological guidelines appropriate for a case study, in that the focus is descriptive and exploratory. Data were collected from self-evaluations and reflections that the students did as they identified and interpreted their own PLEs. Thematic Analysis Method allowed us to discover meanings in participants’ reflections. We calculated the consistency of investigator interpretations of participants’ experiences using Kappa’s Cohen coefficient in an attempt to reduce bias. The interrater reliability was found to be Kappa = 0.79, indicating substantial agreement and a reliable process. The project’s scientific value comes from capturing participants’ subjective interpretations during the task of creating of PLEs. Results highlight the value of the PLE as a tool to consciously guide students’ learning. Results allow us to identify the dimensions, functionality, and implications of PLEs. Our main conclusion allows us to understand the PLE as a customized environment for individualized learning, which differs from the current vision of a standardized personal learning environment.