Integrating Personal Learning Environment with LMS Moodle

Paper is devoted to possible Personal Learning Environment (PLE) and LMS integration models suitable for Tomsk State University (TSU). Authors compare different approaches to define PLE. PLE considered to be described as self-organizing environment utilized by students and teachers in order to achieve their educational goals. Additional feature of PLE stressed by authors is the ability of reconstruction - users can adapt web based tools to their present tasks. Paper provides PLE tools classification consisting of six types. Paper covers a variety of PLE models such as Integrated PLE, The Flexible Learning Model and The Open Learning Network, as well as new services developed for grade collection among different sources, such as “Harvesting Gradebook” and “Loosely Coupled Gradebook”. Authors distinguish two strategies of PLE and LMS integration. First strategy is LMS-centered: it considers LMS Moodle as a major element of universities virtual environment. Second strategy is heterogeneous: it treats LMS as one of the equal elements among others. For an accurate choice of the integration model and the strategy authors examined TSU virtual learning environment and distinguished such features as multi-level structure, uncomplete integration and different sources of user authorisation. All TSU VLE elements could be divided into three groups: services keeping personal data (corporate accounts, e-portfolio), communication tools (messager, departments websites, email servers) and tools providing learning (LMS Moodle, e-schedule, e-library). Authors propose strategy of PLE and VLE integration based on the Open Learning Network model which imply combination of cloud-based open services and existing elements of university VLE. LMS Moodle has to be the universal node that keeps grades and links to the outside students works. Implementation of this model means multi-step actions: studying PLE used by students and teachers, choosing particular PLE elements to integrate, developing integration methods, training staff and students, results monitoring and performing required corrections. In 2016 authors conducted a research aimed at finding PLE elements common for students and teachers. Such elements are: google drive, video hostings, webinar, presentation hostings, social networks and some others. MOOCs (massive open online courses) as well as natural PLE element integration with LMS were considered limited because of various technical issues. For a successful application of the new tools for educational purposes specialists from Institute of Distance Education have developed teacher’s manuals and two training courses “Improving your course in Moodle” and “Models and technologies of Integrated Learning”. Further integration monitoring will enable a relevant management of the merging university VLE and PLE.

Keywords

Authors

References