The 3P Learning Model
Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which...
Gespeichert in:
| Veröffentlicht in: | Educational technology & society 2010-10, Vol.13 (4), p.74-85 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 85 |
|---|---|
| container_issue | 4 |
| container_start_page | 74 |
| container_title | Educational technology & society |
| container_volume | 13 |
| creator | Chatti, Mohamed Amine Jarke, Matthias Specht, Marcus |
| description | Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements:Personalization,Participation, and Knowledge-Pull. We then present thesocial software supported learning frameworkas a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies. |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_1287031913</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A248570833</galeid><ericid>EJ909934</ericid><jstor_id>jeductechsoci.13.4.74</jstor_id><sourcerecordid>A248570833</sourcerecordid><originalsourceid>FETCH-LOGICAL-e340t-88e377a723b6a07e6e7b60547cfb7a78ae85390d660edc081399df188ac381c53</originalsourceid><addsrcrecordid>eNptjc1LAzEQxRdRsFaP3jwUPCmsJDvZJHsspWqlfoD1HNLsbJul3dRkF_S_N7KiFGQOM7z3e28OkgFlwFOWZ9lhvKngKXAmjpOTEGpCMsI4GSTnizWO4GU0R-0b26xGj67EzWlyVOlNwLOfPUzebqeLyX06f76bTcbzFIGRNpUSQQgtMlhyTQRyFEtOciZMtYyy1ChzKEjJOcHSEEmhKMqKSqkNSGpyGCaXfe_Ou_cOQ6tq1_kmvlQ0k4IALSj8USu9QWWbyrVem60NRo0zJnNBJHxTN_9QcUrcWuMarGzU9wJXe4HItPjRrnQXgpq9Pu2zFz2L3hq183ar_aeaPhSkKIBF-7q369A6_-vXWHamRbMOzlhFQTElGHwBSct2TQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1287031913</pqid></control><display><type>article</type><title>The 3P Learning Model</title><source>DOAJ Directory of Open Access Journals</source><source>JSTOR Archive Collection A-Z Listing</source><source>EZB-FREE-00999 freely available EZB journals</source><source>EBSCOhost Education Source</source><creator>Chatti, Mohamed Amine ; Jarke, Matthias ; Specht, Marcus</creator><creatorcontrib>Chatti, Mohamed Amine ; Jarke, Matthias ; Specht, Marcus</creatorcontrib><description>Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements:Personalization,Participation, and Knowledge-Pull. We then present thesocial software supported learning frameworkas a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology & Society</publisher><subject>Academic achievement ; Community structure ; Computer Software ; Educational environment ; Educational software ; Educational Technology ; Experiential learning ; Failure analysis ; Full Length Articles ; Instructional design ; Knowledge Management ; Learning ; Learning experiences ; Learning Processes ; Machine learning ; Management ; Social aspects ; Social Environment ; Social learning ; Social learning theory ; Social networks ; Software ; Synecology ; Technology Uses in Education</subject><ispartof>Educational technology & society, 2010-10, Vol.13 (4), p.74-85</ispartof><rights>Copyright 2010 by International Forum of Educational Technology & Society (IFETS)</rights><rights>COPYRIGHT 2010 International Forum of Educational Technology & Society</rights><rights>2010. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/jeductechsoci.13.4.74$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/jeductechsoci.13.4.74$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,58016,58249</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ909934$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chatti, Mohamed Amine</creatorcontrib><creatorcontrib>Jarke, Matthias</creatorcontrib><creatorcontrib>Specht, Marcus</creatorcontrib><title>The 3P Learning Model</title><title>Educational technology & society</title><description>Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements:Personalization,Participation, and Knowledge-Pull. We then present thesocial software supported learning frameworkas a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies.</description><subject>Academic achievement</subject><subject>Community structure</subject><subject>Computer Software</subject><subject>Educational environment</subject><subject>Educational software</subject><subject>Educational Technology</subject><subject>Experiential learning</subject><subject>Failure analysis</subject><subject>Full Length Articles</subject><subject>Instructional design</subject><subject>Knowledge Management</subject><subject>Learning</subject><subject>Learning experiences</subject><subject>Learning Processes</subject><subject>Machine learning</subject><subject>Management</subject><subject>Social aspects</subject><subject>Social Environment</subject><subject>Social learning</subject><subject>Social learning theory</subject><subject>Social networks</subject><subject>Software</subject><subject>Synecology</subject><subject>Technology Uses in Education</subject><issn>1176-3647</issn><issn>1436-4522</issn><issn>1436-4522</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptjc1LAzEQxRdRsFaP3jwUPCmsJDvZJHsspWqlfoD1HNLsbJul3dRkF_S_N7KiFGQOM7z3e28OkgFlwFOWZ9lhvKngKXAmjpOTEGpCMsI4GSTnizWO4GU0R-0b26xGj67EzWlyVOlNwLOfPUzebqeLyX06f76bTcbzFIGRNpUSQQgtMlhyTQRyFEtOciZMtYyy1ChzKEjJOcHSEEmhKMqKSqkNSGpyGCaXfe_Ou_cOQ6tq1_kmvlQ0k4IALSj8USu9QWWbyrVem60NRo0zJnNBJHxTN_9QcUrcWuMarGzU9wJXe4HItPjRrnQXgpq9Pu2zFz2L3hq183ar_aeaPhSkKIBF-7q369A6_-vXWHamRbMOzlhFQTElGHwBSct2TQ</recordid><startdate>20101001</startdate><enddate>20101001</enddate><creator>Chatti, Mohamed Amine</creator><creator>Jarke, Matthias</creator><creator>Specht, Marcus</creator><general>International Forum of Educational Technology & Society</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8AL</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ARAPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>JQ2</scope><scope>K7-</scope><scope>M0N</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>P5Z</scope><scope>P62</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20101001</creationdate><title>The 3P Learning Model</title><author>Chatti, Mohamed Amine ; Jarke, Matthias ; Specht, Marcus</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e340t-88e377a723b6a07e6e7b60547cfb7a78ae85390d660edc081399df188ac381c53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic achievement</topic><topic>Community structure</topic><topic>Computer Software</topic><topic>Educational environment</topic><topic>Educational software</topic><topic>Educational Technology</topic><topic>Experiential learning</topic><topic>Failure analysis</topic><topic>Full Length Articles</topic><topic>Instructional design</topic><topic>Knowledge Management</topic><topic>Learning</topic><topic>Learning experiences</topic><topic>Learning Processes</topic><topic>Machine learning</topic><topic>Management</topic><topic>Social aspects</topic><topic>Social Environment</topic><topic>Social learning</topic><topic>Social learning theory</topic><topic>Social networks</topic><topic>Software</topic><topic>Synecology</topic><topic>Technology Uses in Education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chatti, Mohamed Amine</creatorcontrib><creatorcontrib>Jarke, Matthias</creatorcontrib><creatorcontrib>Specht, Marcus</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Computing Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection (ProQuest)</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Computer Science Collection</collection><collection>Computer Science Database</collection><collection>Computing Database</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Educational technology & society</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chatti, Mohamed Amine</au><au>Jarke, Matthias</au><au>Specht, Marcus</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ909934</ericid><atitle>The 3P Learning Model</atitle><jtitle>Educational technology & society</jtitle><date>2010-10-01</date><risdate>2010</risdate><volume>13</volume><issue>4</issue><spage>74</spage><epage>85</epage><pages>74-85</pages><issn>1176-3647</issn><issn>1436-4522</issn><eissn>1436-4522</eissn><abstract>Recognizing the failures of traditional Technology Enhanced Learning (TEL) initiatives to achieve performance improvement, we need to rethink how we design new TEL models that can respond to the learning requirements of the 21st century and mirror the characteristics of knowledge and learning which are fundamentally personal, social, distributed, ubiquitous, flexible, dynamic, and complex in nature. In this paper, we discuss the3P learning model; a vision of learning characterized by the convergence of lifelong, informal, and personalized learning within a social context. The 3P learning model encompasses three core elements:Personalization,Participation, and Knowledge-Pull. We then present thesocial software supported learning frameworkas a framework that illustrates the 3P learning model in action, based on Web 2.0 concepts and social software technologies.</abstract><cop>Palmerston North</cop><pub>International Forum of Educational Technology & Society</pub><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1176-3647 |
| ispartof | Educational technology & society, 2010-10, Vol.13 (4), p.74-85 |
| issn | 1176-3647 1436-4522 1436-4522 |
| language | eng |
| recordid | cdi_proquest_journals_1287031913 |
| source | DOAJ Directory of Open Access Journals; JSTOR Archive Collection A-Z Listing; EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | Academic achievement Community structure Computer Software Educational environment Educational software Educational Technology Experiential learning Failure analysis Full Length Articles Instructional design Knowledge Management Learning Learning experiences Learning Processes Machine learning Management Social aspects Social Environment Social learning Social learning theory Social networks Software Synecology Technology Uses in Education |
| title | The 3P Learning Model |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-08T08%3A48%3A20IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%203P%20Learning%20Model&rft.jtitle=Educational%20technology%20&%20society&rft.au=Chatti,%20Mohamed%20Amine&rft.date=2010-10-01&rft.volume=13&rft.issue=4&rft.spage=74&rft.epage=85&rft.pages=74-85&rft.issn=1176-3647&rft.eissn=1436-4522&rft_id=info:doi/&rft_dat=%3Cgale_proqu%3EA248570833%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1287031913&rft_id=info:pmid/&rft_galeid=A248570833&rft_ericid=EJ909934&rft_jstor_id=jeductechsoci.13.4.74&rfr_iscdi=true |