Creating-entrepreneurial-mindset

Personal learning environments of polish academic participantsOnce familiar with the strategies how to construct PLE for investigation of a particularlearning task, learners are equipped with necessary knowledge and practical skillshow to do it in future beyond the classroom walls, and can apply the previous frameworkto investigate any other learning problem, this time independently. This way, theeducational establishments can prepare future graduates for after-university lifelonglearning (Attwell 2007; Couros 2010; Drexler 2010 a).3. The interview concerning creating and using PLEs by Polishacademic participants: description.Inspired by the numerous advantages Personal Learning Environment offers learners,I wanted to investigate if Polish academic participants realize its benefits and use itin their formal and/or informal learning and work. The general goal of my pilot studywas to discover how students and academic teachers construct, maintain, and use theirPLEs: a) to analyze how students and teachers collect and implement in their formal/informal learning and academic work Internet resources (OER or others); b) to analyzehow students and teachers use Internet for professional communication; c) to analyzehow students and teachers contribute to creation of online digital content and share itwith co-students/ co-teachers.Respondents. The pilot study involved a total of 18 respondents (11 students (61%)and 7 academic teachers (39%)) who voluntarily agreed to participate in the interviewsurvey.The student-respondents were enrolled in various subject areas of formal educationalprogrammers: 5 students (45%) studied Engineering, 3 students (27%) studied Medicine,2 students (18%) were enrolled in the Education Studies, and 1 – in Law Studies(9%). The vast majority of the student-respondents studied at the day department anddid not work (8 people, 73%); 2 student-respondents (18%) studied at the extra-muraldepartment and were additionally employed part-time; 1 student-respondent (9%) studiedon the individual education plan and was additionally employed full-time. 7 student-respondents(64%) were the 1st-year students; 2 student-respondents (18%) wereon their final year of Bachelor's or equivalent programme; 2 student-respondents (18%)were on their final year of Master's programme. All came from the Polish educationalsystem.The prevailing majority of the teacher-respondents were the academic teachers ofForeign Languages (5 people, 72%); 1 was the academic teacher of Chemistry (14%);and 1 – of Engineering (14%). All were employed full-time in higher educational establishments,with 5 respondents being in profession from 10 to 20 years (72%); and 2respondents being in profession from 5 to 10 years (28%). 5 teacher-respondents heldMaster's Degree or equivalent (72%) with 3 of them being additionally on PhD programmers(43% from the total of teacher-respondents); 2 teacher-respondents held66