Creating-entrepreneurial-mindset

Personal learning environments of polish academic participantser control and learner's independence (Drexler 2010 a). PLE unites both virtual learningspaces and physical ones; digital resources and paper-based content (Buchem &Perez-Sanagustin 2013). Gradually, the student gets used to moving around the bothlearning settings, taking advantages of each of them.There is unanimity among scholars as for the fact this is the self-directed learnerwho stands in the center of the PLE (Attwell 2007; Buchem & Perez-Sanagustin 2013;Couros 2010; Drexler 2010 a, b; Siemens 2005; Wilson et al. 2007). The user of thePLE is its owner, and he/ she makes the decision which components to include into thenetwork, which knowledge bases to visit, which social networks to join, and whichcontexts to give the priority. The learner selects and organizes appropriate resources,manages contexts, chooses and adopts the services and tools which suit particulartasks, and estimates if certain content meets his/ her learning objective (Wilson et al.2007). Therefore PLE is unique with every learner, and it is adaptable to his/ her educationalneeds, preferences, and style of learning. Self-direction in learning is realizedby student managing his/ her time and work load while realizing the particular learningtask, and the decision how deep to go to investigate it. Much self-organization, abilityto set clear learning goals and achieve them, consistency in learning strategies is alsorequired. Students take more control over their learning, but at the same time moreresponsibility as well. In general, to be successful the learner must be mature enough.PLEs emerge from various and robust platforms. The function of the technology isto provide a framework for the learners’ effective use and aggregation of different Internetor computer services and applications in a single virtual space (Attwell 2007).PLEs can emerge on the basis of Learning Management Systems, (or Virtual LearningEnvironments, as they are known in the UK), on social software applications (blogs,wikis, social networks), or on personal Web pages including the RSS, e-mail, personalblog, note taking programme and calendar, social bookmarks and any other relevantcontent (Attwell 2007; Drexler 2010 a). Incorporated technology is viewed as a partnerfor learning rather than a repository of resources (Drexler 2010 b, p.12).Not only students, but also teachers can leverage from the technology potential fortheir professional growth. In his article, Alec Couros (2010, p. 124) introduces a diagramof a networked teacher which he considers to be also a PLE diagram. The networkedteacher consumes and produces content through the combination of digital andphysical channels: print and digital resources, social bookmarking, colleagues, familyand local communities, online communities and digital forums, blogs, wikis, videoconferences, chats and IRC, microblogging, social networking services, digital photosharing.Wendy Drexler (2010, p. 372) adapted Couros' diagram in regard to a networkedstudent, grouping all the educational resources a student can use for learning into 4major categories of contacts, synchronous communication, information management,and Really Simple Syndication (RSS), each realized by means of diverse tools adaptedfor learning. Among such tools the following can be mentioned: language tools (online64