This publication focuses on the Personal Learning Environment (PLE) that was launched at Graz University of Technology in 2010. and applications are accessible any time and at any place. This allows us to support self-regulated learning in a way that learning resources. They are being used more often in everyday life. The market for smartphones and tablets are growing rapidly. Collaboration, communication and sharing between learners contribute to the self-regulated learning, a bottom-up approach. Web 2.0 technologies opened up new perspectives in learning and teaching activities. The findings reflect the effectiveness of a PLE over a VLE for facilitating student participation and for assisting students in the creation of more cohesive learning networks. With that aim in mind, participation measures were calculated and social network analysis was performed on the digital data collected from the learning environments. In this sense, this paper presents a differential study in which the authors analyzed student participation and interaction when working with a Virtual Learning Environment (VLE) and a PLE in two online, higher education courses.

In this sense, researchers are encouraged to do more empirical research in order to know whether PLEs could allow the transference of the participative and networked nature of Web 2.0 to the institutional. However, this idea has yet to be reflected in practice. It is commonly argued that learner participation and interaction can be enhanced by the use of Personal Learning Environments (PLEs). It is suggested that e-portfolios may have a role to play in supporting a shift away from today’s administratively oriented, pedagogically limited learning management systems (LMSs), and towards personal learning environments (PLEs) where students can engage in more individualised, autonomous learning practices. They outline changes which have occurred in the e-portfolio space over the past half-decade, due both to the changing nature of technology users and the changing nature of technology itself. They reflect on key lessons learned about engaging students, engaging staff, and integrating technology. This chapter is based on the reflections of two teacher educators in a pre-service teacher education programme in Australia, looking back on the first five years of an e-portfolio initiative, covering the period 2011–2015. Pre-service teacher education courses are among the higher education programmes where participants are now commonly asked to build e-portfolios which they will be able to continue to expand and develop once they have obtained employment as teachers.

professionals are currently being required or encouraged to build e-portfolios which demonstrate continuing learning for the purposes of maintaining employment, seeking promotion, and applying for new positions. Any user of Graaasp can furthermore make discoverable or find competences, arrange informal teaching sessions and get reusable credits in return, all this in a continuous and context-centered environment.Į-portfolios are becoming an increasingly common component of higher education programmes, serving as constructivist learning spaces where students can reflect on their learning journeys, as centralised collections of work on which students can be assessed, and as integrated showcases where students can demonstrate their accomplishments to potential employers. Thanks to this tool and our extension, learners can quickly turn into timely providers of their own skills by giving coaching sessions in exchange of reusable credits. To achieve this, we extended Graaasp, an Opensocial-based container that allows users to organize their collaborative work through web spaces and supports context-aware recommendations. Our focus was to keep the entry barrier to using the system as low as possible and to stick to the context of usage through the recommandation features of an already existing social media platform. The main idea covered in this paper is to integrate lightweight competence management features within a collaborative social media platform. This paper discusses our approach to competence development where learners can have on-demand access to competences by taking part in a currency-free competence exchange scheme.

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