Track 11. Personal Learning Environments


If something has exceptionally changed in education, it is the ecologies in which people learn that are now full of emerging resources and technologies that scatter learning experiences across institutional and personal contexts. Personal Learning Environments (PLE), embody the ecologies in which people learn, how the elements of those ecologies interact to transform the learning activity, what this means for the practice of teaching and learning, and how people take advantage of the possibilities to learn they already have.

The PLE disrupting educational character in connecting formal, non-formal and informal learning experiences has been one of the most promising aspects of this topic. By integrating those experiences, PLEs potentially would make lifelong learning or continuous learning an achievable goal. More specifically, PLEs enable everyday citizens to leverage technology to build and pursue meaningful, adaptive, and flexible education pathways to accommodate their learning, work, and life goals and become successful agents and curators of their own learning over their lifetime.

But this track does not expect to explore PLE as a new topic, on the contrary, this aims to take a look at the role PLE are playing nowadays (after more than 10 years from the first PLE Conference edition), especially in the current challenging circumstances, and explore emergent practices for living, learning and working in relation to PLEs and the new understandings and underlying needs that arise around these practices in our contemporary society. Participants are invited to submit their ideas, research and/or practice under the topics listed below.


  • PLE theoretical frameworks
  • PLE as the Networked Learning personal context
  • PLE in early childhood and the family
  • PLEs for managing life transitions
  • PLE, new literacies, Identity, Ownership and Agency
  • PLE and Open Education
  • PLE and Self-regulated Learning
  • Sociomaterial nature of PLE
  • PLE and PLN (Personal Learning Networks)
  • PLE in formal contexts (Schools, Vocational, Higher Education)
  • PLE in Lifelong Learning
  • The social PLE
  • PLE and assessment
  • Data and PLE
  • Personal Vs. Personalized Learning Environments (conflicts, synergies and confluences)
  • PLE in the postdigital Society
  • Personal learning and the creative economy
  • Future challenges for thinking about PLE

Track Scientific Committee

Nada Dabbagh (George Mason University, USA) – Chair
Graham Attwell (Pontydysgu, UK) – Chair
Linda CastaƱeda (Universidad de Murcia, Spain) – Chair
Ricardo Torres-Kompen (Universitat Ramon Llull, Spain)
Gemma Tur (Universitat de les Illes Balears, Spain)
Carlos Santos (Universidade de Aveiro, Portugal)
Patricia Bassani (Universidade Feevale, Brazil)
Koen Depryck (Vrije Universiteit Brussel, Belgium)
Victoria Marin (Universitat de Lleida, Spain)
Luis Pedro (Universidade de Aveiro, Portugal)
Alexander Mikroyanidis (Open University, UK)
Leo Havermann (Open Education Working Group, University College London, UK)