1. Constructing Personal
Learning Environments by
Educaching in Smart Cities
Ilona Buchem
Beuth University of Applied Sciences Berlin. Luxemburger Str. 10, 13353 Berlin, Germany
buchem@beuth-hochschule.de
Mar Pérez-Sanagustín
Telematics Engineering Department, Universidad Carlos III de Madrid, Av. Universidad, 30,
E-28911 Leganés, Spain mmpsanag@it.uc3m.es
Session No. 11/1 : PLEs and smart cities : #SC01
11th July 2013, Berlin

2. Smart cities are complex organic ecosystems
supported by a technological infrastructure that is
transforming the way we engage with the city
(Woods & Bloom, 2011).
smart cities
http://www.citysdk.eu/

3. In smart city ecosystems, digital media has become the
connection of our global identities with our local
identities extending the boundaries of our urban
experiences and opening up new opportunities for
personal learning.
glocality
http://www.citysdk.eu/
”We live in
glocalities, where
the local and the
global coexists”
(Meyrowitz, 2005)

4. Personal Learning Environments (PLE) as
permeable physical and virtual spaces, which
are dynamically constructed through the
subject’s practice of movements across
physical and virtual space.
http://farm9.staticflickr.com/
personal learning environments

5. educaching involves
appropriation of tools and
resources by the learner,
who constructs own spaces
for learning by selecting,
aggregating and creating
resources, combining
elements from the physical
and virtual space.
educaching
http://media-cdn.tripadvisor.com/

6. Educaching ::: ubiquitous,
playful and exploratory
learning in outdoor settings
::: learners can discover and
dynamically construct
learning spaces.
PLEs and educaching
Educaching ::: an
approach to constructing
Personal Learning
Environments (PLE) by
connecting local and
global (glocality) and
moving across different
physical and virtual
places (spaces) ::: crossing
the boundaries of
learning contexts.
AR Flashmob: http://filmpromo.de/

7. Digital tags (QR codes),
when attached to a
particular object or
location, add a digital
layer of information that
extends and transforms
physical spaces into
digitally augmented
spaces.
etiquetAR

8. http://etiquetar.com.es

9. 5 teachers
2 Universities:
UPF & UVA
Teachers propose
their own PLE
educaching
scenario using
etiquetAR.
Evaluation
Preliminary results
● Outdoor & indoor spaces
● Tags for getting information
and adding information
● Promoting discussion, active
learning, adaptive learning

10. scenario 1
SETTINGS
CONTEXT
OBJECTIVES
RESULTS
I'd like to design and run a connectivist MOOC (cMOOC) on
learning technologies. As part of the MOOC logo there will
be a QR code generated with etiquetAR. Every week I'd
suggest a topic for discussion. Students may discuss online
but also gather physically in groups at different
locations/cities. One of those participating in the physical
meetings will print the logo of the course and use it at a
banner stuck on the wall at the meeting place (e.g. cafeteria,
pub). After the discussion one of the participants will scan
the QR code, adding the main conclusions of that meeting
as a comment to the question posed by the instructor.
That will happen in all cities where learners gather F2F.
PLE DESIGN
PLATTFORM
COMPONENTS
INTERACTIONS
There is no central platform. Contributions are distributed in
Web 2.0. We can use Foursquare and meetup for organizing
the meetings; Facebook and Twitter for further online
discussions. Students may add other tools by their own
initiative, e.g. Wordpress, Instagram.

11. How does glocality affect our PLEs?
How will future PLEs in smart cities look like?
How to design personal learning in smart cities?
discussion
http://www.kddi.com/

12. Ilona Buchem
Professor digital media & diversity
Beuth University Berlin, Germany
ibuchem.wordpress.com
thank you!
Mar Perez-Sanaugustin
Researcher at Gradient Lab UC3M
University Carlos III Madrid, Spain
mperezsanagustin.wordpress.com