{"id":2090,"date":"2023-01-09T07:10:27","date_gmt":"2023-01-09T06:10:27","guid":{"rendered":"https:\/\/www.lindacastaneda.com\/?p=2090"},"modified":"2023-01-02T12:18:58","modified_gmt":"2023-01-02T11:18:58","slug":"ple2023specialissue","status":"publish","type":"post","link":"https:\/\/www.lindacastaneda.com\/en\/mushware\/ple2023specialissue\/","title":{"rendered":"Personal Learning Environments: Challenging the networked ecosystems with people agency"},"content":{"rendered":"

Just over a year ago, we held a symposium in which we analysed where we were on issues related to Personal Learning Environments (PLE), yes, we were not talking about personalisation, nor about adaptive learning, but about PLE, that elusive concept that we have been talking about for over 15 years but which, being little or nothing linked to productive or remunerated issues, has a “discreet” predicament. We talked about that symposium in the entry: LET’S TALK ABOUT PLE IN TEEM 2021<\/strong><\/a> of the TEEM2021 congress and we were able to write a summary article about the session we held at that congress, “Personal\u00a0Learning Environments as a Framework for Flexible Learning: Exploring Consensus, Asking Questions and Tracing Challenges<\/a>“<\/strong> (yes, it is just in Spanish but I’m sure the DEEP_L translation would help you to read it if you want ;-)), where the organisers of the Symposium (Graham Attwell, Nada Dabbagh and myself) collected the conversations of that time and explained where we were as far as PLE was concerned.<\/p>\n

As a result of that symposium, we launched a special issue for the RED magazine “Revista de Educaci\u00f3n a Distancia” (Vol. 23 N\u00fam. 71 (2023) https:\/\/doi.org\/10.6018\/red<\/a>) ,<\/strong> which we titled like this post and which was published on January 1st, with the new year, and of which I leave you the list of contents below:<\/p>\n

\n

Articles<\/h2>\n