Forging new pathways of research and innovation in open and distance learning

Forging new pathways of research and innovation in open and distance learning:
Reaching from the roots
Proceedings of the 9 th European Distance and E-Learning Network Research Workshop, 2016
Oldenburg, 4-6 October, 2016
ISBN 978-615-5511-12-7
PERSONAL LEARNING ENVIRONMENTS:
MOVING BEYOND EPORTFOLIO SCRAPBOOKS
Norman D. Vaughan, Tanya Stogre, Rachel Cool, Kristen MacIsaac,
Mount Royal University, Canada
Introduction
The purpose of this research study was to investigate how teacher candidates (TCs) in a
Canadian Bachelor of Education (B.Ed.) program were creating a personal learning
environment (PLE) to document their achievement of the knowledge, skills, and attributes
(KSA’s) related to the Alberta Education Interim Teaching Certification by digitally
connecting their personal, classroom, and field-based learning experiences (Figure 1).
Figure 1. Digital integration of personal, classroom, and field-based learning experiences
All teacher candidates (TCs) in this program design, develop, and maintain a personal
learning environment (PLE) throughout the four years of the program. The purpose of this
PLE is for students to document and articulate professional growth and development related
to the B.Ed. program competencies: planning, facilitation, assessment, environment, and
professional roles and responsibilities. This is the space for TCs to develop and communicate
self-understanding and create learning goals and strategies that will allow them to be most
successful in their future teaching practice (Johnsen, 2012).
301