Authors:
Sönke Erdmann
;
Swathi Krishnaraja
;
Benja Wiencke
and
Ulrike Lucke
Affiliation:
University of Potsdam, Department of Computational Science, An der Bahn 2, 14476 Potsdam, Germany
Keyword(s):
Personal Learning Environments, Digitalization, Digital Learning Spaces, Educational Infrastructure, Educational Services, Self-Regulated Learning.
Abstract:
Personal Learning Environments (PLE) are often associated with learning spaces that offer learners the ability to structure and self-regulate their learning processes. From a technical point of view, current learning spaces are often fragmented and do not comprise educational content, services, and tools within a shared learning space. In this paper, we present our findings from an empirical study conducted with (n=)32 samples of students, to identify the present needs for designing a networked digital learning space. Furthermore, we break down how we integrate and/or redesign existing educational services, technologies, and tools to align with the current demands. We enhance the discourse on the added values of functionalities for a national digital educational infrastructure by categorizing them according to the SAMR model. SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition. This categorization enables a more differentiated understanding of the compon
ents within a PLE and how they interact. Based on such an understanding, characteristics for an efficient e-learning infrastructure can be determined from the learner's perspective.
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