PLE

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

Paper is devoted to possible Personal Learning
Environment (PLE) and LMS integration models
suitable for Tomsk State University (TSU). Authors
compare different approaches to define PLE.
PLE considered to be described as self-organizing
environment utilized by students and teachers in
order to achieve their educational goals. Additional
feature of PLE stressed by authors is the ability of
reconstruction - users can adapt web based tools
to their present tasks. Paper provides PLE tools
classification consisting of six types.
Paper covers a variety of PLE models such as
Integrated PLE, The Flexible Learning Model and
The Open Learning Network, as well as new services
developed for grade collection among different
sources, such as “Harvesting Gradebook” and
“Loosely Coupled Gradebook”. Authors distinguish
two strategies of PLE and LMS integration. First
strategy is LMS-centered: it considers LMS Moodle
as a major element of universities virtual environment.
Second strategy is heterogeneous: it treats
LMS as one of the equal elements among others.
For an accurate choice of the integration model
and the strategy authors examined TSU virtual
learning environment and distinguished such features
as multi-level structure, uncomplete integration
and different sources of user authorisation.
All TSU VLE elements could be divided into three
groups: services keeping personal data (corporate
accounts, e-portfolio), communication tools (messager,
departments websites, email servers) and
tools providing learning (LMS Moodle, e-schedule,
e-library).
Authors propose strategy of PLE and VLE integration
based on the Open Learning Network
model which imply combination of cloud-based open
services and existing elements of university VLE.
LMS Moodle has to be the universal node that keeps
grades and links to the outside students works.
Implementation of this model means multi-step
actions: studying PLE used by students and teachers,
choosing particular PLE elements to integrate,
developing integration methods, training staff
and students, results monitoring and performing
required corrections.
In 2016 authors conducted a research aimed at
finding PLE elements common for students and
teachers. Such elements are: google drive, video
hostings, webinar, presentation hostings, social
networks and some others. MOOCs (massive open
online courses) as well as natural PLE element integration
with LMS were considered limited because
of various technical issues.
For a successful application of the new tools for
educational purposes specialists from Institute of
Distance Education have developed teacher’s manuals
and two training courses “Improving your course
in Moodle” and “Models and technologies of Integrated
Learning”. Further integration monitoring
will enable a relevant management of the merging
university VLE and PLE.

La irrupción de nuevos modelos pedagógicos ha traído consigo la creación de entornos de aprendizaje en los cuales los estudiantes deciden lo que se aprende y cómo se aprende; escenarios más abiertos y participativos en los que prima un aprendizaje activo y centrado en los procesos, en la acción o en el alumno. Mientras tanto, las propuestas de ciertos métodos de enseñanza de lenguas llevan décadas poniendo el énfasis en la colaboración y la interacción. Asimismo, hemos de tener en cuenta las implicaciones del uso masivo de las nuevas tecnologías de la información y la comunicación tanto en el ámbito educativo como en nuestra vida diaria, ya que ahora los alumnos construyen su conocimiento fuera del aula a través del aprendizaje informal e Internet y gestionando sus propios entornos personales de aprendizaje.

El aprendizaje debe ser un proceso continuo en nuestra vida. Esto quiere decir que debemos tener muy en cuenta el aprendizaje informal y no formal, ya que éstos son los que nos permiten desarrollar el proceso de aprendizaje a lo largo de la vida. Para ello, debemos buscar espacios que favorezcan ese aprendizaje y sean focos de conocimiento. Internet es, ante todo, un espacio de comunicación; pero, además de las oportunidades de comunicación que ofrece, debemos mirarlo desde el prisma del aprendizaje. La comunicación insta a compartir información, a compartir las producciones; en definitiva, a compartir y crear conocimiento. La comunicación ha dado el salto a lo virtual y nos brinda la oportunidad de utilizar recursos, fuentes de información, realizar contactos… Todo ello conforma nuestro PLE o Personal Learning Environment [Entorno Personal de Aprendizaje]. Teniendo en cuenta la gran importancia que ha tomado Internet y la nueva comunicación, no podemos sino subrayar su valor y reivindicar su lugar en la educación formal.

This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult for educators to gauge their actual value in practical terms. In many cases the latest Web 2.0 technologies are superseded almost before they emerge from their beta testing phase. Rather than focusing on the individual characteristics or details of the technology itself, this case study uses a new learning design framework (the Digital Artefacts for Learner Engagement framework: DiAL-e) to chart the affordances and uses which educators might find valuable. The tool has been used as the basis of an on-line pilot project for the Joint Information Service Committee in the UK (JISC) in which academics from further and higher education have been learning how to harness the potential of digital artefacts and Web 2.0 tools to enhance teaching and student le...

This paper builds on research directions from 'activity theory'and 'learning design'to provide 'facilitation'for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation ...

In this first chapter, the concept of Personal Learning Environment (PLE) will be explained. This can be done by analyzing the context in which this concept arose, as well as how it has evolved over time and a comprehensive definition will be proposed. Finally, the concept of PLE will be related to some key ideas about teaching and learning in the 21 st century. 1. THE PERSONAL LEARNING ENVIRONMENT The idea that everyone has a personal environment in which they learn is inherent to the fact that people learn throughout all their lives and in every single moment. Whatever the epoch we analyze, people have always had a network of social connections and basic sources from which they could learn. That 'network' has always been determined by the sources of reliable knowledge they had and from which they were supposed to learn. Thus, the learning environment was first restricted to tribes and families, later the teacher was included, with the appearance and proliferation of books these were also included and, finally, when school appeared, almost all its elements were focused on it.

The exploitation of computers in language teaching/learning begins in the ‘70s and continues
uninterruptedly until today. Τhis time period can be divided into different phases, characterized by
different approaches concerning the use –and role- of computers, the learning theories on which the
corresponding software applications were based on and of course, the pedagogical and linguistic
goals. The emergence and popularization of the internet has led to the creation of a generation of
eLearning applications and language e-courses for which, at least in higher education, LMS has been
the main distribution pillar. Nowadays, LMSs are widely used in universities around the world to
provide online courses in every specific knowledge area. However, in the last few years, there is a
transition iin progress from the previously isolated learning process that LMSs offer to a model of
interconnected, free and informal learning. Thanks to web 2.0 services and tools, users can now
produce content, communicate, collaborate and use a variety of sources, while at the same time
teachers can apply more creative approaches and practices in class. In this new context, LMSs have
started to appear rather outdated, as they cannot fully support this new pedagogical philosophy, the
new learning-centered model that increasingly characterizes higher education practice. Extensive
research is under progress in order to conceive and develop a new generation of digital learning
environments that aims either to expand the capabilities of LMS or to replace them completely. As far
as Higher Education is concerned, these next generation learning environments must evolve from a
strictly structured environment such as an LMS, to an ecosystem based on open standards, made up
of a variety of interconnected pedagogical applications and services, more suitable for and adaptable
to support emerging instructional practices. These New Generation Digital Learning Environments
(NGDLEs) should also allow access to institution-centric courses, as well as to free-range learning
experiences, combine open content and educational apps and support more personalized and flexible
learning experiences into an interconnected community of learners and instructors. NGDLEs are
among the technologies that are expected to have a direct impact on FLT in the following years. This
paper presents the concept and the current reality of NGDLEs as shaped by the research so far, and
examines the ways in which NGDLEs could stimulate the learning / teaching of a foreign language.

A mis hermanos v Agradecimientos Quisiera, en primer lugar, agradecer a mis profesores y compañeros de estudio de la UNED, por ofrecerme un espacio de comunicación idóneo acerca de nuestra especialidad, por disponer enriquecedoras experiencias de trabajo y por ofrecerme tantas amistades a lo largo de este Máster. Asimismo, agradezco de manera muy especial al Dr. Esteban Vázquez Cano, quien me brindó la orientación y los consejos necesarios para constituir un trabajo en el que la racionalidad científica, el rigor académico y la curiosidad intelectual están presentes.

Since the 1990s the European educational historiography has increasingly focused on the study of the school material culture through the ethnographic dimension in which it manifests itself and, more concretely, through objects, images, texts and oral sources that describe its real educational practices in a historical perspective. Today, the historian of education is called not only to describe the technical and material development of school consumer goods, but also to explore the economic processes which where associated with the increase of mass schooling. The transformation of school production, from traditional into an industrial one has made it possible, in the late Nineteenth and early Twentieth century, the production of what the A. defines "tools of mass education", i.e. those teaching aids, writing instruments and various stationery, which were properly serialized in order to facilitate the approval and standardization of teaching methods as well as of learning processes.

The fast development in computer and various mobile devices have bought changes to our living environment. Pressing a button to open the door of flat when we are in office is no longer purely imagination in cartoons or films. More importantly, home automation as such provides us an alternative solution to reduce the usage of energy, save costs and conven-ience. This paper reviews the advantages of home automation smart home in Hong Kong and Australia from industry perspective with the help of content analysis.

This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs)
into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted.
The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the
importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data
included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a
relation between teachers’ perceived importance of technology and reported levels of integration. Results revealed
relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological
rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and
influences associated with higher levels of integration and use. The findings advance understanding of the extent to
which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably
increasing integration consistent with expanding definitions of literacy.

Como professora de Português para estrangeiros, nem sempre é possível recorrer aos livros didáticos ou à gramática para ensinar certos temas aos alunos, porque simplesmente não foram contemplados ou aparecem de maneira muito breve. Um deles é o uso do Aumentativo e do Diminutivo, quando as palavras expressam outros significados que não apenas o tamanho em suas duas formas: analítica -o substantivo é modificado por adjetivo que indica a sua proporção, como cadeira grande, mesa pequena; ou sintética -o substantivo se modifica por adição de sufixo. Sabemos que isso acontece devido ao tópico ser amplamente lexical (língua falada ou familiar), apenas em parte aperfeiçoável por regras. Então, como deve ser a abordagem em sala de aula? Para responder a essa pergunta precisamos analisar alguns fatos. O primeiro deles é que para nós brasileiros a comunicação flui naturalmente, uma vez que somos capazes de reconhecer os códigos. Nós nos guiamos pelas pausas, entonações, mecanismos enunciativos e também o uso de comunicação não verbal como gestos, olhares e a distância corporal. Todos esses elementos nos dão as pistas para uma correta contextualização, mesmo que por vezes, ainda fiquemos em dúvida quanto ao teor da mensagem.

En el presente trabajo se plantean las principales líneas que han definido el concepto de Entorno Personal de Aprendizaje, las basadas en el desarrollo de software y las que los conceptualizan como una forma de aprender en internet, para luego dar paso a una definición y una postura por parte del autor. Se mencionan las principales teorías del aprendizaje desde las cuales se han abordado estos entornos como el Aprendizaje Autodirigido, el conectivismo y los Cursos Masivos Abiertos en Línea (MOOCs) y el Aprendizaje Autorregulado, así como los elementos más sobresalientes que se han propuesto para su estudio. Posteriormente se mencionan las metodologías más utilizadas actualmente, mismas que van desde análisis de discurso en foros en línea, blogs, chats, hasta análisis cuantitativos en redes sociales y el análisis del aprendizaje o learning analytics. Al término del trabajo se mencionan algunas preguntas importantes que se toman como ejes para la fase empírica de esta investigación relacionadas con las características de los aprendices para poder desarrollar y utilizar de manera efectiva un Entorno Personal de Aprendizaje.

PLE es el acrónimo en  inglés de “personal learning environment” y traduce entorno personal de aprendizaje. Este es un concepto reciente que trata de explicar una aproximación al aprendizaje continuo que está siendo condicionado por las tecnologías de la información y la comunicación.

Toda actividad que generamos en el internet ya sea una publicación de fotos, videos, comentarios que realizamos positivos o negativos o incluso sin publicar nada pero otra persona invoca nuestro nombre, esto ya forma parte de
nuestra identidad digital. Por ello es importante que nuestros estudiantes sean conscientes de la importancia de este tema y que sepan cómo gestionar adecuadamente esta identidad digital que puede repercutir en nuestro mundo real y virtual; y en consecuencia en nuestra personalidad.

El objetivo de esta artículo es dar a conocer los fundamentos necesarios que se relacionan con la identidad digital, cómo gestionarla adecuadamente y brindar las diversas herramientas para tal fin.

This paper describes the diffusion of Moodle within Cherokee County Schools.  The diffusion is evaluated using the Bass Model and the RIPPLES model in order to evaluate relative success or failure.  The Bass Model of Diffusion was calculated utilizing forecasting by analogy in order to analyze the adoption rates in a county high school.  The adoption of Moodle was then analyzed using the RIPPLES model to understand why the adoption rates were below the projected Bass model adoption figures.

Criação de recursos de aprendizagem, distribuídos num LMP Pág-ii -PALAVRAS CHAVE Recursos de aprendizagem, LMP, Construtivismo, TIC, Internet, Objectos de aprendizagem, SCORM, E-learning. Criação de recursos de aprendizagem, distribuídos num LMP Pág-iii -

In this paper the collaboration phenomenon is dealt with, together with a presentation of the main trials that took place in Kalamata, Messenia between 1945 and 1953. The prosecution procedure was a main theme of the post-war period and was presented in the local press, as well as the most important Athenian newspapers. The purging and condemnation of the collaborators, betrayers and black marketers was strictly demanded. The first hearing of such affairs in Kalamata was in September 1945. At the beginning the verdicts were more strict with heavy sentences, especially  when judging in absentia, but gradually we note a tendency to let off many collaborators, as they tried to justify their acts and present them as sort of defense of the country against the “communist” danger threatening it."

İnsan için çoğunlukla kullanılan "düşünen canlı" tanımı, öğrenme öğesini kapsamadığı için eksik kalmaktadır. Bu tanımı "insan, öğrenen, öğrendiğini geliştiren ve kendisinden sonra gelen nesillere aktarabilen canlıdır" şeklinde değiştirebiliriz. İnsanı diğer canlılardan ayıran özellik yalnızca öğrenmesi değil, öğrendiğini geliştirmesi ve sonraki kuşaklara da aktarabilmesidir.

The release of Moodle 2 brought with it a challenge which most Moodle administrators and teachers had not encountered before, that is, the integration of a content repository with the course management system.

This paper is a look into some the repositories solutions available for Moodle 2, their features and the type of integration functionality.

Firstly it looks at the key issue in repository usage with Moodle 2:
- the dilemma of Copying or Linking from repositories
Then it address repositories themselves
- repositories in general
- the specific repositories available for Moodle
- their features
- the level integration available with Moodle
Lastly, it look at two topics around repository usage, namely:
- the Moodle 2 Private Files repository for users
- the Processes for adding files to Moodle comparing 1.9 and 2.0

A competência pragmática, como parte integrante das competências que integram o conhecimento duma língua, interessa cada vez mais a investigadores, professores e alunos no contexto do ensino-aprendizagem de uma Língua Estrangeira. No entanto, o seu ensino e desenvolvimento ainda não estão suficientemente implementados no caso do Português Língua Estrangeira, como demonstrado, principalmente, pela análise de materiais didáticos ou, em parte, pelos documentos orientadores que guiam a estruturação de currículos e aulas. O presente projeto de investigação-ação procurou formas e resultados de uma experiência de ensino-aprendizagem e desenvolvimento da competência pragmática em PLE. O trabalho foi realizado com alunos dos níveis A1 a B2, em contexto não-imersivo, na Johannes Gutenberg-Universität de Mainz, ao longo dum ano letivo, e foi experimentado através do recurso a atividades comunicativas, tanto a nível da compreensão como da produção, do recurso a materiais autênticos, e do recurso ao contacto com falantes nativos como fornecedores de exemplos autênticos de uso da língua. Visou-se, não só, abordar a pragmática da comunicação oral, mas também da escrita. //
Pragmatic competence, as part of several components that make up the knowledge of a language, is of increasing interest to researchers, teachers and learners on the context of the teaching and learning of a foreign language. However, its teaching and development are not yet, or not sufficiently, implemented when it comes to the case of Portuguese as a foreign language, as it has been shown, mainly, by teaching materials or, partly, by the guiding documents that help in the planning of curricula and classes. This action-oriented research project has looked for ways of teaching, learning and developing pragmatic competence in a foreign language, as well for its results. The work was carried out with students from levels A1 to B2, in a non-immersion context, in the Johannes Gutenberg-Universität in Mainz, throughout a whole academic year. Experiences were made through the use of communicative activities, both at the level of understanding and production, through the use of authentic materials, and through the contact with native speakers as providers of authentic examples of language use. We tried not only to work on the pragmatics of oral communication, but also on the pragmatics of written communication.

This paper outlines and analyzes milestones in the history of the Internet. As technology advances, it presents new societal and ethical challenges. The early Internet was devised and implemented in American research units, universities, and telecommunication companies that had vision and interest in cutting-edge research.
The Internet then entered into the commercial phase (1984-1989). It was facilitated by the upgrading of backbone links, the writing of new software programs, and the growing number of interconnected international networks. The author examines the massive expansion of the Internet into a global network during the 1990s when business and personal computers with different operating systems joined the universal network. The instant and growing success of social networking-sites that enable Netusers to share information, photos, private journals, hobbies, and personal as well as commercial interests with networks of mutual friends and colleagues is discussed

Anotácia: Článok sa venuje kritickej reflexii súčasnej podobe e-learnignu (1.0) a na základe nových teoretických koncepcií (konektivizmus, heutagogika, kybergogika) načrtáva očakávaný vývoj e-learningu a s tým spojené aj smerovanie vzdelávacích technológií. Annotation: The article deals with the critically reflection of the current form of e-Learning (1.0), points out its deveplopment opportunities of new theoretical concepts (connectivism, heutagogy, cybergogy) in the perspectives of e-learning and learning technologies.

É frequente mencionar-se a lusofonia para captar estudantes para o estudo da língua portuguesa. Quando as instituições académicas o fazem, procuram mostrar a importância do português no mundo, a presença nos cinco continentes e o número consequente de falantes. Estes argumentos colocam o professor de PLE face a uma circunstância para a qual ele não foi devidamente preparado: ensinar a língua e a cultura da lusofonia, isto é, não só ensinar a língua e a cultura de um país, mas de oito países completamente diferentes.
Evocar a lusofonia como objeto de ensino acarreta inúmeras dificuldades para o professor que tem de compreender e ensinar um conceito tão amplo como o pode ser a lusofonia e abrir a porta da sala de aula a uma realidade que implica uma carga ideológica que ultrapassa o ensino da língua estrangeira.
Não se pretende com este trabalho definir o que é a lusofonia ou entrar no debate sobre a sua real existência e possível concretização no mundo da língua portuguesa. Pelo contrário, parte- se do princípio que a lusofonia faz parte, efetivamente, dos encantos da língua portuguesa e que um futuro falante da mesma terá muito a ganhar quanto mais conseguir compreender e dominar as particularidades intrínsecas deste universo.
Este trabalho explorará algumas razões para o estudo da lusofonia na sala de aula, procurando refletir sobre o papel do professor de PLE desde a sua formação académica até às estratégias de ensino da lusofonia. Nele serão analisadas as principais dificuldades encontradas pelo professor de PLE no que concerne à desconstrução de preconceitos e estereótipos – os seus e os dos aprendentes -, assim como à valorização individual das culturas dos diferentes países lusófonos, defendendo-se que o estudo das culturas lusófonas numa perspectiva ampla e contemporânea permite pensar o futuro da língua portuguesa e do seu ensino.

This paper explores the roots and presents some forms of phenomenology starting with the origin of Husserl’s phenomenology and his notion of going back to things as they are in order to seek their essences. The paper then looks at the different perspectives, starting with the empirical phenomenology: its disciplinary linkage to psychology, its focus on the phenomenon itself, and the analysis of the structural in order to discern how structures speak. Existential phenomenology, on the other hand, sees human experiences of the world as being worth studying, where we are not only epistemological spectators in the world but are also ontologically embedded in it. Finally, Hermeneutic phenomenology acknowledges that humans have prejudices and their preconceptions from their experiences are nearly impossible to ignore. Understanding is achieved through dialogue. The hermeneutic circle refers to the interplays between our self-understanding and our understanding of the world, and entails an existential task with which each of us is confronted. The paper then focuses on the authors’ experiences during our PhD research. The paper highlights some differences in research approaches, aligned to different subtle perspectives, which offers the researcher flexibility. The aim for this paper has been to engage the networked learning community in discussing the suitability of choosing phenomenology as a research methodology. A snapshot in the exploration of the researchers decisions to use phenomenology for Technology Enhanced/Networked Learning research is presented and their reflections on their progress to discern the differences between the choices we made in developing our respective research designs. Some of the reasons behind our decisions, with the purpose of entering into dialogue with the Technology Enhanced/Networked Learning community, are presented.

Personal Learning Environment and the Learning of Mathematics – possibility or reality?
Caroline Kuhn H.
Bath Spa University, England

Personalisation in education is an innovative approach to learning; learning is mediated by tools (Vygostsky, 1978) –digital technologies and the Internet being the current trend. However, personalisation has different meanings and interpretations within the educational research community, which is what makes it difficult to define. (Fiedler and Väja 2013; Buchen et al. 2011)
Concepts are the building blocks of human cognition and an important component of our innate capacity of reasoning. In some cases new concepts both shape and lead to social innovation, which are often simple and well defined.
When it comes to the study of well-defined and stable concepts —lets say mathematical concepts— the task –although intellectually demanding is neither ambiguous nor polyvalent. When we try to conceptualize complex and organic processes that are perhaps a product of spontaneous human actions embedded in everyday activities, the task becomes more multifaceted, intricate and debated. If we are trying to conceptualize a natural phenomenon, a shared concern among humanity —let’s say global warming— the task becomes even harder. Engeström (2013) refers to the latter as “concept formation in the wild, in and between societal activities”.
I believe that is the case more in education than in other disciplines and areas of human knowledge activity; even more when, what we are trying to define, lies in the unstable intersection between education, the Internet and the digital tools given the affordances that they offer. Technology, especially due to its evolution at its present rate, is a complex space to delve into.
This paper is about one of those complex and disputed concepts that live in the educational ecosystem:  ‘Personal Learning Environment’ (PLE) and its application and manifestations in Mathematics Education. Although PLE is an expansive concept (Engeström, 2013) that is, it is under construction and generates an on-going discussion, there are some things we can say more definitely about it. I am going to explore different approaches to concept formation as evident in mathematics education.
I will therefore describe significant features a PLE should have as being creative and experiential; open and reflective and; connective and social amongst others. I will also survey the existing PLEs in online mathematics education. I will expose how I intend to design a mathematics course that will use history of mathematics as a cultural context and how this will promote the use of personal learning environments as a means to learn mathematics for young students.  The questions my talk will expose arise as part of my own struggle looking for theoretical anchors to define this complex and unstable construct –PLE, and its role in Mathematics Education.

eFOCUS 2|2009 27 trendy | architektúra vzdelávania Vzdelávanie dnes nie je len otázkou odovzdania určitej teoretickej bázy poznatkov a vytvorenia priestoru na ich praktickú aplikáciu. Úlohou je aplikovať proces, ktorý okrem spomenutého zakotví v študujúcom princípy a spôsoby, umožňujúce udržiavať krok v neustále sa meniacom prostredí. Frekvencia a nepredvídateľnosť mnohých zmien si vyžaduje priebežne aktualizovať nadobudnutú úroveň znalostí, pričom tempo zmien determinuje aj nevyhnutnosť ich rýchleho a efektívneho nadobudnutia. Inovácie a kľúčová úloha znalostí v rozvoji podnikov aj ekonomík sú už dlhší čas známou paradigmou. Práve preto hľadanie spôsobov posilňovania konkurencieschopnosti cez dimenziu znalostí a celoživotné vzdelávanie tvorí významnú súčasť viacerých politických cieľov, strategických priorít a akčných plánov na úrovni štátov a vlád. Z nich je poznať cieľavedomé úsilie využívať informačno-komunikačné technológie na rozvoj ekono-miky, spoločnosti a na skvalitnenie života občanov. Formuje sa tak nová, digitálna a znalostná ekonomika. Napĺňanie výziev strategických zámerov a implementačných plánov nie je vždy úplne jednoduché. Najmä ak praktické aspekty všeobecne formulovaných cieľov nedávajú jasný návod vzdelávacím inštitúciám ako by mali aktualizovať svoje zabehnuté procesy a zrealizovať tak výzvy pre efektívne napĺňanie svojho poslania v novom prostredí. Tento článok sa venuje pohľadu na priebeh a hlavné prínosy konkrétneho projektu zameraného na vývoj a pilotné implemen-tovanie e-Learningového systému v podmienkach slovenského vysokoškolského vzdelávania. Zámerom je ukázať, že e-Learning nechce byť len trendovým pojmom, ale reálnym prostriedkom na zvyšovania efektivity a účinnosti vzdelávania, čím súčasne dopomáha budovaniu znalostnej spoločnosti.

En este capítulo se presenta una descripción de las oportunidades formativas que implica actuar, pensar y aprender en los espacios en red, la relación entre competencia digital y el concepto de formación a lo largo de la vida como retos formativos en la universidad actual, la caracterización de los PLEs como indicador de desarrollo profesional y rasgo de la competencia digital. Además de la descripción y algunos datos preliminares de una investigación nacional, el proyecto CAPPLE y, finalmente, los retos que desde el trabajo empírico pueden mejorar el desarrollo de la competencia digital como reto en la formación universitaria.

Diversas são as áreas gramaticais que se sabem ser de maior dificuldade quando se fala da aquisição do português como língua segunda (L2) ou língua estrangeira (LE). A descrição da sufixação derivacional em português mostra bem a complexidade que pode estar associada a este processo. A partir da análise das produções dos aprendentes de português L2/LE com base no COPLE2, verificou-se que este é um tópico relativamente ao qual se observam algumas dificuldades. Na verdade, são diversos os desvios perpetrados pelos aprendentes, independentemente da sua língua materna. O presente artigo, que visa apresentar e analisar alguns dados relativos à ocorrência de nomes formados por sufixação, tem a seguinte estrutura: na secção 2, procede-se à descrição do processo de sufixação nominal em português; na secção 3, define-se o fenómeno de transferência lexical e os fatores que influenciam essa transferência; na secção seguinte, apresenta-se o corpus COPLE2; na secção 5, efetua-se a análise dos dados relativos às produções dos alunos com inglês, espanhol, italiano e francês como línguas maternas e expõe-se uma análise contrastiva interlíngua. Conclui-se o trabalho com algumas considerações finais, em que se evidenciam algumas particularidades que têm em conta a proximidade tipológica entre línguas.

The main purpose of this research is to evaluate the effects of a constructivist instructional design on a group of students and their teacher. The sample consisted of 26 students and one teacher. The research was conducted at Istanbul Technical University, School of Foreign Languages, English Preparatory Program. The instructional design based on the constructivist learning principles that is developed by the teachers together with the class teacher was applied to the sample group. The data were gathered using quantitative data collection techniques, analyzed and interpreted. The findings emphasize that, in general, constructivist instructional design has a positive effect both on the students and the teacher. On the other hand, because most schools in Turkey have an exam-oriented system, constructivist ins tructional design does not appeal to some students.