Description
People in modern economies face enormous challenges nowadays to keep their knowledge up with the continuously changing job requirements. Due to the rapid increase of available and accessible information lifelong learning rather became a necessity than an advantage. Traditional courses, even when combined with new internet technologies, e-learning and blended-learning concepts, aren't any longer able to address people's needs of increased flexibility. Simultaneously recent research results (Archee, 2012) reveal a fundamental shift from centrally organized Learning Management Systems to individual Personal Learning Environments (PLE). These concepts are based on an individual set of tools to support people with different learning styles more efficiently. In future, PLE-toolkits will enable people to customize their individual learning environment on their own (Wilson et al., 2007). Some researchers argue that PLEs are already effectively applied as many online learners have already designed their own learning environment. However, evaluation of the coherences between user-designed environments and learning-performance indicates the existence of additional relevant effects. It seems that people need remarkably different abilities and strategies to work in such environments efficiently. The present study is conducted to provide answers, why the implementation of PLEs without considering other parameters doesn't improve learning-performance. From a practical point of view, the results can be used to identify what kinds of support actions are necessary to enhance learning-performance.| Period | 28 Jul 2014 → 30 Jul 2014 |
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| Event title | 12th Annual Open and User Innovation Conference |
| Event type | Unknown |
| Degree of Recognition | International |