This document summarizes a study on integrating virtual learning environments and e-portfolios to provide students with more control over their learning. The study found that: 1) Students felt the e-portfolio was useful for organizing academic work and gave them flexibility in their learning process, but was not as suitable for personal data. 2) The e-portfolio facilitated group work and collaboration, though it was not seen as enhancing social interaction as much. 3) Over the course of the project, students increasingly customized their views in the environment, but overall customization remained limited.

1. THE PLE CONFERENCE 2011 A Case of anInstitutional PLE: IntegratingVLEs and E-Portfolios forStudents Jesús Salinas, Victoria Marín and Catalina Escandell Grupo de Tecnología Educativa Universitat de les Illes Balears

3. Itsaimistoovercometherigidityof LMS byintegratingotherenvironments and to use student-centrededucationalstrategies.Picture by Jeffrey Beall: http://www.flickr.com/photos/denverjeffrey/2561885967/

4. Background

5. Conceptualization (I) Whatdo weunderstandbyPLEs? Tools (reading, reflecting&sharing) + Communities+Services=Individual EducationalPlatform Usedbystudentstomanagetheirownlearningprocess Picture byDavid Hopkins: http://www.dontwasteyourtime.co.uk/web-2-0/ple-personal-learning-environment-whats-yours-like/

9. Doesthissystem of workingwiththecontentmattergivethem more control overtheirownlearningprocess?

10. Does the e-portfolio offer more flexibility in the learning process?

11. Does the e-portfolio facilitate group work and collaboration?

13. Customization of theenvironment:

14. Handling and use of views and dashboards: customization of theenvironment

16. Ages: 22-35

17. Mostwomen

18. Medium-to-highpreviousfamiliaritywith

19. Procedurestogather data:

20. Observation and monitoringevolution of Maharaactivity

21. Studentquestionnaire

24. Observingand MonitoringtheEvolution of theActivity

25. StudentQuestionnaires

27. Frequency of options Collections: barelyused. Groupsviews: importantincrease.

28. Student questionnaires (I) E-portfolio facilitatesgroupwork E-portfolio facilitatessocial interaction Picture by Tom Woodward: http://www.flickr.com/photos/bionicteaching/3099664790/ Picture byUniversity of Nottingham: http://www.flickr.com/photos/uonottingham/5489240124/ Interestingtool and methodforboostinggroupwork in thiscontext They had continued using familiar ways to interact not included into the dashboard

29. Studentquestionnaires (II) E-portfolio as a data organizer

30. Studentquestionnaires (II) E-portfolio as a data organizer Suitableforacademicwork Notveryappropriatefororganizing personal data Picture byadesigna: http://www.flickr.com/photos/adesigna/3923138328/

31. Student questionnaires (III) E-portfolio givesstudents more control overthelearningprocess Studentsagreewiththemethod'sflexibility and itsadaptabilitytotheirownlearningprocess

33. They consider that the configured iPLE is suitable for academic work, but not very appropriate for organizing personal data.

34. They regard this way of working as giving them more control over their own learning process.

35. The e-portfolio facilitates group work and collaboration. However, it is not perceived in the same way when it comes to its possible role as a tool in social interaction.