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International Journal of Virtual and Personal Learning Environments

October 2011 Volume 2, Number 4

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Table of Contents

Number of articles: 5

  1. Personal Learning Environments: Concept or Technology?

    Sebastian Fiedler, Centre for Social Innovation, Austria and University of Turku, Finland; Terje Väljataga, Tallinn University, Estonia

    This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as... More

    pp. 1-11

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  2. Factors Affecting the Design and Development of a Personal Learning Environment: Research on Super-users

    Helene Fournier & Rita Kop, National Research Council of Canada, Canada

    After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the... More

    pp. 12-22

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  3. Making it Rich and Personal: Crafting an Institutional Personal Learning Environment

    Hugh Davis & Su White, University of Southampton, United Kingdom

    Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic ... More

    pp. 23-39

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  4. Personal Smartphones in Primary School: Devices for a PLE?

    Beat Honegger, University of Teacher Education Central Switzerland, Switzerland; Christian Neff, Primary School Goldau, Switzerland

    This paper describes the goals and first results of an ongoing two year case study in a European primary school (5th primary class) where the teacher and all students were equipped with a personal ... More

    pp. 40-48

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  5. My Personal Mobile Language Learning Environment: An Exploration and Classification of Language Learning Possibilities Using the iPhone

    Maria Perifanou, National and Kapodistrian University of Athens, Greece

    Mobile devices can motivate learners through moving language learning from predominantly classroom–based contexts into contexts that are free from time and space. The increasing development of new ... More

    pp. 49-62

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