Rich and personal agendas: organizational learning from co-creation of an institutional personal learning environment

Abstract

Universities are increasingly seeking to establish individual identities which set them apart from fellow institutions promoting their values educational strengths and standing. In recent years putting students at the centre of learning has become an increasingly prominent theme. Furthermore an increasing role is being played by technology as an integral part of the infrastructure to support learning, contributing to the personal skillset acquired by graduates during their academic career. It is understandable therefore that not only would educationalists begin to move the learning technologies debate forward from eLearning to Technology Enhanced Learning but to also shift the focus from the role of virtual learning environments to that of personal learning environments. Such a debate reflects and values a perspective which considers enhancing the educational experience by looking at ‘what the student does’ rather than focusing of ‘what the student is’ or ‘what the teacher does’. This paper presents and analyses the way in which one institution has set about creating and supporting an infrastructure for an institutional personal learning environments and identifies some of the organizational learning which has arisen from this process.

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Identifiers

ORCID for Su White: orcid.org/0000-0001-9588-5275

ORCID for Hugh C. Davis: orcid.org/0000-0002-1182-1459

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