Characterisation of a Personal Learning Environment as a Lifelong Learning Tool
Over the last years, increasing attention has been paid to Personal Learning Environments (PLEs) as an effective framework for lifelong learners, and to the need for a smooth integration of formal and informal learning. A wi
- PDF / 2,593,434 Bytes
- 101 Pages / 439.43 x 666.14 pts Page_size
- 52 Downloads / 220 Views
Sabrina Leone
Characterisation of a Personal Learning Environment as a Lifelong Learning Tool 123
SpringerBriefs in Education
For further volumes: http://www.springer.com/series/8914
Sabrina Leone
Characterisation of a Personal Learning Environment as a Lifelong Learning Tool
Sabrina Leone Università Politecnica delle Marche Ancona, Italy
ISSN 2211-1921 ISSN 2211-193X (electronic) ISBN 978-1-4614-6273-6 ISBN 978-1-4614-6274-3 (eBook) DOI 10.1007/978-1-4614-6274-3 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013932481 © Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply , even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
To Giovanni and Alessandro
Preface
Motivation and problem statement The diffusing lifelong learning (LLL) vision, emerging practices with social semantic computing technologies and research findings signal the need for more personal, social and participatory approaches that support learners in becoming active users and co-producers of learning resources, rather in gaining control over the learning process as a whole, and in pursuing personal life goals and needs. In particular, there is an increasing understanding that learning occurs for the most part outside the traditional formal situations, especially
Data Loading...
