Adoption of a personal learning environment & network (PLE&N) to support peer- based lifelong learning

M.L.N. Tsui, Yue Hong Eric Tsui, E.W.K. See-To

Research output: Unpublished conference presentation (presented paper, abstract, poster)Conference presentation (not published in journal/proceeding/book)Academic research


The 21st century is the knowledge and digital era. The issues of changing conditions and information overload challenge people’s abilities to learn. Moreover learning is becoming more learner-centric and network-based, and the traditional way of learning may not be effective enough to keep up with the pace of emerging knowledge. Learners need to develop their personal learning systems (personal learning environment & network, PLE&N in short) to integrate and foster learning activities. This paper discusses the use of a virtual PLE&N to support learning and describes its benefits.||Learners have different learning competencies, preferences and objectives. To respond to this diversity, learning should be personalised. On the other hand, there is an increasing trend that people learn from trusted networks, as knowledge is distributed across connections. To meet the contemporary challenges and learning trends, a PLE&N is established. Changes in technology provide a variety of tools for people to develop their own learning systems. Many of these tools are Web 2.0 tools, including discussion forums, file/video sharing, RSS feeds and social networks. Learners can also use these tools to build up networks for co-learning and locating expertise. In general, a PLE&N serves as a platform fostering self-regulated and network-based learning, resulting in problem solving, collaboration and innovation.||This paper describes a case study of how a group of students establishes and uses a PLE&N to facilitate learning in a Hong Kong university. It is hoped that insights provided would be helpful for teachers and students to adopt technology-enhanced learning to meet the contemporary challenges.
Original languageEnglish
Publication statusPublished - 2013


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