This document discusses a study on the evolution of final year pedagogy students' personal learning environments (PLEs) at Universitat de les Illes Balears. Semi-structured interviews were conducted with 18 students to map their PLEs before and after taking a course on designing virtual learning environments. The maps showed that students' PLEs became more complex over time, incorporating more tools, functions, and mobile access. Enrollment in the course likely contributed to the increased sophistication of the students' PLEs and prepared them for future professional needs.

1. Evolu&on
of
the
construc&on
of
Personal
Learning
Environments
for
students
of
pedagogy
Bárbara
de
Benito
Alexandra
Lizana
Jesús
Salinas
Universitat
de
les
Illes
Balears

2. Universitat
de
les
Illes
Balears

3.
Introduc&on
The
present
a
study
deals
with
the
adapta&on
and
evolu&on
of
last
year
pedagogy
students’
PLE,
as
part
of
a
study
to
incorporate
ins&tu&onal
VLE
in
new
environments
(social
networks,
e-­‐
porLolio,
…)
Universitat
de
les
Illes
Balears

4. Func&ons
Func&ons
considered
in
the
knowledge
management
process
We
use
these
func&ons
as
reference
elements
to
iden&fy
the
func&ons
that
carry
out
the
applica&on
in
students’
PLEs
Universitat
de
les
Illes
Balears

5. Representa&on
of
PLE’
func&ons
in
a
concept
map
Universitat
de
les
Illes
Balears

6. Aims
of
the
study
The
main
objec&ve
Get
to
know
the
organiza&on
of
final
year
students’
PLEs.
• Represent
students'
PLEs
using
concept
maps
• Analyze
how
students’
PLEs
evolve
• Find
out
which
parts
of
the
PLEs
evolve
aWer
taking
the
course
in
which
the
study
has
been
applied.
Universitat
de
les
Illes
Balears

7. Method
A
descrip&ve
methodology
was
employed,
using
semi-­‐structured
interviews.
Subjects:
– Final
year
Pedagogy
students
at
the
UIB
– A
popula&on
of
73
students
– A
sample
of
18
students
was
chosen
who
voluntarily
agreed
to
par&cipate
– A
total
of
13
interviews
were
carried
out
Data
collec&on
procedure:
– Data
collec&on
was
carried
out
through
two
interviews
– Lasted
about
25-­‐30
minutes
– The
representa&on
of
PLEs
in
concept
maps
Universitat
de
les
Illes
Balears

8. Taking
part
in
the
interview…
The
interviewer
DIGITAL
SCREEN
The
The
student
mapper
Universitat
de
les
Illes
Balears

9. First
interview
Universitat
de
les
Illes
Balears

10. Second
interview
Universitat
de
les
Illes
Balears

11. 1st
interview
results:
Student
1
Universitat
de
les
Illes
Balears

12. 2nd
interview
results:
Student
1
Universitat
de
les
Illes
Balears

13. 2nd
interview
results:
Student
2
Universitat
de
les
Illes
Balears

14. 2nd
interview
results:
Student
3
Universitat
de
les
Illes
Balears

15. The
enrollment
in
a
course
related
with
design,
development
and
management
of
virtual
learning
environments
has
contributed
to
more
complex
PLEs
Complex
PLE
2nd
interview
Good
background
for
future
-­‐Tools
professional
-­‐Func&ons
development
-­‐Mobile
with
internet
1st
interview
access.
-­‐Google
-­‐Picassa
-­‐Spo&fy
-­‐Memory
s&ck
-­‐External
disk
-­‐Phone
for
calls
-­‐Dropbox
-­‐Dreamweaver
-­‐Databases
-­‐Photoshop
-­‐Blog
-­‐email
Universitat
de
les
Illes
Balears

16. Conclusions
and
reflec&ons
Students’
PLEs
have
evolved
considerably
over
these
6
months.
This
is
likely
due
to:
ü The
personal
experience
and
development.
ü The
enrollment
in
a
course
has
contributed
to
more
complex
PLEs.
ü The
concerns
raised
in
the
first
interview,
have
contributed
to
this
greater
complexity.
As
far
as
the
specific
results
are
concerned,
we
would
like
to
point
out:
ü The
emergence
and
spread
of
some
of
the
func&ons.
ü The
incorpora&on
of
mobile
devices
into
the
PLE.
ü The
development
of
some
func&ons
that
are
important
for
future
professional
development.
Universitat
de
les
Illes
Balears

17. alexandra.lizana@uib.es
hgp://gte.uib.es/pape/gte/
Universitat
de
les
Illes
Balears