SlideShare ist ein Scribd-Unternehmen logo
1 von 35
Psychological Ownership and PLEs:
            Do possession and control really matter?




                                      http://data.whicdn.com/images/4809831/tumblr_lb5zer6mle1qd2tsxo1_500_thumb.jpg




                                                   Prof. Dr. Ilona Buchem
                        Digital Media Studies, Beuth University of Applied Sciences Berlin, Germany
                                   PLE Conference 2012, 12.07.2012, Aveiro (Portugal)


Sunday, July 15, 2012
What ownership and control have to do with
                Personal Learning Environments?




                                      http://3.bp.blogspot.com/-fVp9oiEsSIU/T2_TTN2FB5I/AAAAAAAACsA/hikr9gHRvQw/s1600/barefootbooks3.jpg




      Ownership and control emerged as core concepts in the analysis of over 100
    publications on Personal Learning environments based on the grounded theory:
       Buchem, Ilona, Attwell, Graham & Torres, Ricardo (2011). Understanding Personal Learning
     Environments:Literature review and synthesis through the Activity Theory lens. Proceedings of the
                  The PLE Conference 2011, 10th – 12th July 2011, Southampton, UK.

Sunday, July 15, 2012
Ownership and control as core categories
                           emerging from grounded theory




     Buchem, Ilona, Attwell, Graham & Torres, Ricardo (2011). Understanding Personal Learning Environments: Literature review and
          synthesis through the Activity Theory lens. pp. 1-33. Proceedings of the The PLE Conference 2011, Southampton, UK.


Sunday, July 15, 2012
Does a learning environment
            become our PLE
     when we feel we own and control it?


                                What does it mean to
                        own and control a learning environment?

  Is there a theory, a scientific model we can use to
conduct research on ownership in relation to PLEs?
Sunday, July 15, 2012
The theory of
               psychological ownership
                1.Pierce, J. L., Kostova, T., Dirks, K. (2001). Toward a theory of psychological
                  ownership in organizations. Academy of Management Review, 26, p. 298–310.
                2.Pierce, J. L., Kostova, T., Dirks, K. T. (2003). The state of psychological
                  ownership: integrating and extending a century of research. Review of General
                  Psychology, 7, p. 84– 107.
                3.Van Dyne, L., Pierce, J.L. (2004). Psychological ownership and feelings of
                  possession: three field studies predicting employee attitudes and organizational
                  citizenship behavior. Journal of Organizational Behavior, 25(4), p. 439-459.




Sunday, July 15, 2012
Psychological ownership
             Psychological ownership means that a
             person develops possessive feelings for
             a target.
             Targets encompass a range of “objects
             of psychological attachment”, such as an
             organization, a set of tools, design or
             ideas.
             Ownership relates to a psychological
             sense of possession and control. It is a
             cognitive-effective state: “It is mine!”



Sunday, July 15, 2012
Can we incorporate the concept of psychological
  ownership from the organisational to educational context?

                          It is my
                        organisation!




                                            It is my learning
                                              environment!
                             commitment
                             satisfaction
                             self-esteem
                             performance
                             citizenship


Sunday, July 15, 2012
Theory of psychological ownership
                  Sense of responsibility
                  Sense of identity
                  Sense of accountability
                  Sense of self-efficacy
                                            http://www.frontporchrepublic.com/wp-content/uploads/2009/09/home-ownership.jpg




                  Sense of belongingness


Sunday, July 15, 2012
Sense of responsibility
             When we feel we own
             something, we feel responsible
             for protecting it and defending
             our rights.
             When we protect our
             possessions, we tend to make
             improvements, control or limit
             access by others.
             When we feel responsible for a
             target, we invest ourselves into it
             through energy, time and
             concern.

Sunday, July 15, 2012
Sense of identity
               We establish, maintain and
               reproduce self-identity through
               interactions with tangible and
               intangible targets, e.g. “this is my
               profession”.
               There are certain possession
               rituals, e.g. displaying and
               personalizing own possessions.
               These rituals transform the
               culturally prescribed meaning of
               targets to self-identity.


Sunday, July 15, 2012
Sense of accountability
                        When we feel we own
                        something, we expect from
                        ourselves to be accountable for
                        these targets.
                        We also expect that others
                        hold us accountable for the
                        target.
                        We feel accountable for what
                        happens to and with targets,
                        especially when we perceive
                        the targets as extension of the
                        self.                             http://www.hrea.org/erc/Library/First_Steps/image4.gif




Sunday, July 15, 2012
Sense of self-efficacy

                Sense of self-efficacy relates to
               the belief in own competencies
               enabling successful performance
               in a specific task (Bandura, 1997).
                When we feel we own
               something, our self-efficacy may
               become stronger, e.g. we believe
               we can control/modify the target.




Sunday, July 15, 2012
Sense of belongingness

                        Belongingness is a fundamental
                        human need to belong, e.g. need
                        for a home.
                        When we feel we own
                        something, we feel attached to
                        it, e.g. to places, objects, people.
                        “Having a place” is one of the
                        strongest socio-emotional
                        needs.                                 http://www.zazzle.de/i_liebe_gehoren_t_shirt-235692423549328379




Sunday, July 15, 2012
Questions of the study
              1. How well can we measure psychological ownership related
                 to such learning environments as ePortfolios, with items
                 derived from the organizational context?
              2. How is psychological ownership related to perceived control
                 over the elements of a learning environment?
              3. Is psychological ownership related to how students develop
                 and use their ePortfolios? Is ePortfolio practice related to the
                 quality of learning?



Sunday, July 15, 2012
Conceptual model of the study
                    Used in the study on psychological ownership related to ePortfolios




                           The Antecedents-Consequences-Model (ACM) of the study




Sunday, July 15, 2012
Hypotheses
                  •     Hypothesis 1: Design of ePortfolio will be related to
                        students’ perception of control over the LE.

                  •     Hypothesis 2: Students’ perception of control will be
                        related to the feeling of ownership of LE.

                  •     Hypothesis 3: Psychological ownership will be positively
                        related to ePortfolio practice.

                  •     Hypothesis 4: ePortfolio practice will be related to the
                        quality of learning.

                  •     Hypothesis 5: The perception of ePortfolios as PLEs will
                        be related to perceived ownership of the LE*.

           *LE = Learning Environment, PLE = Personal Learning Environment


Sunday, July 15, 2012
Method of the study
         •       Online survey in February 2012

         •       Students from Beuth University
                 of Applied Sciences in Berlin
                 and Augsburg University

         •       Bachelor and master students
                 in three different courses with
                 integrated ePortfolio work
                 (based on Mahara, WordPress).



Sunday, July 15, 2012
Study sample
                                       50 students




Sunday, July 15, 2012
Results

Sunday, July 15, 2012
• Question 1: How well can we measure
              psychological ownership of a learning
              environment (e.g. ePortfolio), with items
              derived from the organizational context?




Sunday, July 15, 2012
Psychological ownership




        α = .94 ::: high internal consistency of the scale indicates that
        the proposed instrument can measure psychological ownership
        of learning environments well.


Sunday, July 15, 2012
• Hypothesis 1: Design of ePortfolio will be
                related to students’ perception of control
                over the learning environment, such that
                learner-centered ePortfolio design will be
                positively related to perceived control over
                the learning environment.




Sunday, July 15, 2012
Perceived control




      m = 2.01 ::: high level of perceived control indicates that
      learner-centered design of ePortfolios found its reflection in
      students’ perception of control.
Sunday, July 15, 2012
• Hypothesis 2: Students’ perception of
                 control will be positively related to the
                 concept of psychological ownership, such as
                 the more students feel in control of their
                 ePortfolios, the stronger the feeling of
                 ownership of their ePortfolio.




Sunday, July 15, 2012
Perceived control:
       tangible vs. intangible targets




Sunday, July 15, 2012
Control of tangible/intangible
             targets and ownership
                              Correlation
                 Control of                 Ownership of     Significant
             intangible targets              ePortfolio      r = .642


                              Correlation
                 Control of                 Ownership of
                                                           Not significant!
               tangible targets              ePortfolio


         The more students feel in control of intangible elements of
         ePortfolios, the stronger the feeling of ownership.

Sunday, July 15, 2012
Does control of technology influence
     the feeling of being an “owner”?



          Model 1: Predictors: Control over tangible and intangible ePortfolio elements
          Model 1I: Predictor: Control over intangible ePortfolio elements
          Dependent variable: Ownership of ePortfolio


         Control over intangible ePortfolio elements is a much better
         predictor of ownership then control over tangible elements
         (such as technology).

Sunday, July 15, 2012
• Hypothesis 3: Psychological ownership will
              be positively related to ePortfolio practice,
              such that the stronger the feeling of
              ownership, the more time, energy and effort
              is invested into ePortfolio practice.




Sunday, July 15, 2012
ePortfolio practice




      m = 3.05 > middle values for ePortfolio practice
Sunday, July 15, 2012
Does feeling an “owner” influence
                  ePortfolio practice?


         Model 1: Predictor: Ownership of ePortfolio, Dependent variable: ePortfolio practice


                   Psychological ownership is a very good predictor of
                           ePortfolio practice (71% variance).

            Especially sense of responsibility, sense of self-identity and sense of
           accountability are strong predictors of how much time is invested in
                                  creating own ePortfolios.

Sunday, July 15, 2012
• Hypothesis 4: ePortfolio practice will be
                 positively related to the quality of
                 learning, such that the more time, energy
                 and effort was invested, the higher the
                 interest for the subject matter and
                 intrinsic motivation to learn.




Sunday, July 15, 2012
ePortfolio practice and learning?




          ePortfolio practice is strongly related to the increase of
          interest in subject matter, and the perceived value of
          ePortfolio to present own competencies and demonstrate
          learning own learning outcomes.

Sunday, July 15, 2012
• Hypothesis 5: The perception of
                    ePortfolios as PLEs will be positively
                    related to perceived psychological
                    ownership, such as the stronger the
                    feeling of ownership, the more likely it is
                    that the ePortfolio will be perceived as a
                    Personal Learning Environment.




Sunday, July 15, 2012
•       Results of this study indicate that being able to determine
                  ePortfolio technology alone does not contribute much to
                  students’ perception of ePortfolio as “my own” learning
                  environment or Personal Learning Environment.

          •       It can be hypothesized further that in order for such
                  learning environments as ePortfolios to be perceived as
                  Personal Learning Environments, users have to feel in
                  control of such intangible elements as content, planning,
                  personal data and access rights.

          •       What seems to be more important for people to feel an
                  “owner” of a learning environment may be able to take
                  decisions about the way technologies are used for learning
                  rather than to be able to determine the choice of
                  technology itself.

Sunday, July 15, 2012
Thank you!
                        Buchem, Ilona (2012). Psychological Ownership and Personal Learning
                        Environments: Do possession and control really matter? Paper
                        presented at the PLE Conference 2012 in Aveiro, Portugal. 12.07.2012.




Sunday, July 15, 2012

Weitere ähnliche Inhalte

Was ist angesagt?

Humanistic psychology carl rogers november 2011
Humanistic psychology   carl rogers november 2011Humanistic psychology   carl rogers november 2011
Humanistic psychology carl rogers november 2011pworth01
 
Addictive Personality
Addictive PersonalityAddictive Personality
Addictive Personalityahanusek
 
Emotional intelligence
Emotional intelligenceEmotional intelligence
Emotional intelligenceDineep Thomas
 
Dependencia Emocional
Dependencia EmocionalDependencia Emocional
Dependencia Emocionalfehove
 
Construcción de la identidad en la adolecencia
Construcción de la identidad en la adolecenciaConstrucción de la identidad en la adolecencia
Construcción de la identidad en la adolecenciarecursosdigitalesdelaula
 
DEPENDENCIA EMOCIONAL
DEPENDENCIA EMOCIONALDEPENDENCIA EMOCIONAL
DEPENDENCIA EMOCIONALLiliam Garay
 
Exponormalidad y-anormalidad-160913222815
Exponormalidad y-anormalidad-160913222815Exponormalidad y-anormalidad-160913222815
Exponormalidad y-anormalidad-160913222815davidgonzalez0429
 
Guia referencial - Inteligencia emocional en la empresa
Guia referencial  - Inteligencia emocional en la empresaGuia referencial  - Inteligencia emocional en la empresa
Guia referencial - Inteligencia emocional en la empresaFadeaway Candioti Pacheco
 
Importance of attitude
Importance of attitudeImportance of attitude
Importance of attitudeARSHIYA KHAN
 
7.Personalidad
7.Personalidad7.Personalidad
7.PersonalidadNanyst
 
Adulto joven presentacion
Adulto joven presentacionAdulto joven presentacion
Adulto joven presentacionMARIAJTF
 
Freud’s defense mechanisms
Freud’s defense mechanismsFreud’s defense mechanisms
Freud’s defense mechanismsRomecia Harris
 

Was ist angesagt? (20)

Codependencia
CodependenciaCodependencia
Codependencia
 
Daniel goleman
Daniel golemanDaniel goleman
Daniel goleman
 
Humanistic psychology carl rogers november 2011
Humanistic psychology   carl rogers november 2011Humanistic psychology   carl rogers november 2011
Humanistic psychology carl rogers november 2011
 
Addictive Personality
Addictive PersonalityAddictive Personality
Addictive Personality
 
Emotional intelligence
Emotional intelligenceEmotional intelligence
Emotional intelligence
 
IntroduccióN A Las RaíCes Del PsicoanáLisis
IntroduccióN A Las RaíCes Del PsicoanáLisisIntroduccióN A Las RaíCes Del PsicoanáLisis
IntroduccióN A Las RaíCes Del PsicoanáLisis
 
Dependencia Emocional
Dependencia EmocionalDependencia Emocional
Dependencia Emocional
 
Carl Rogers 1
Carl Rogers 1Carl Rogers 1
Carl Rogers 1
 
Construcción de la identidad en la adolecencia
Construcción de la identidad en la adolecenciaConstrucción de la identidad en la adolecencia
Construcción de la identidad en la adolecencia
 
DEPENDENCIA EMOCIONAL
DEPENDENCIA EMOCIONALDEPENDENCIA EMOCIONAL
DEPENDENCIA EMOCIONAL
 
Exponormalidad y-anormalidad-160913222815
Exponormalidad y-anormalidad-160913222815Exponormalidad y-anormalidad-160913222815
Exponormalidad y-anormalidad-160913222815
 
Resiliencia
ResilienciaResiliencia
Resiliencia
 
Guia referencial - Inteligencia emocional en la empresa
Guia referencial  - Inteligencia emocional en la empresaGuia referencial  - Inteligencia emocional en la empresa
Guia referencial - Inteligencia emocional en la empresa
 
Importance of attitude
Importance of attitudeImportance of attitude
Importance of attitude
 
7.Personalidad
7.Personalidad7.Personalidad
7.Personalidad
 
Negative Emotions at Work
Negative Emotions at WorkNegative Emotions at Work
Negative Emotions at Work
 
Etapas de la juventud
Etapas de la juventudEtapas de la juventud
Etapas de la juventud
 
7 Stages Of Marriage
7 Stages Of  Marriage7 Stages Of  Marriage
7 Stages Of Marriage
 
Adulto joven presentacion
Adulto joven presentacionAdulto joven presentacion
Adulto joven presentacion
 
Freud’s defense mechanisms
Freud’s defense mechanismsFreud’s defense mechanisms
Freud’s defense mechanisms
 

Andere mochten auch

Aprendizaje permanente y entornos personales de aprendizaje (PLEs)
Aprendizaje permanente y entornos personales de aprendizaje (PLEs)Aprendizaje permanente y entornos personales de aprendizaje (PLEs)
Aprendizaje permanente y entornos personales de aprendizaje (PLEs)Jordi Adell
 
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Malinka Ivanova
 
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...Linda Castañeda
 
Building a shared Personal Learning Environment with SAPO Campus
Building a shared Personal Learning Environment with SAPO CampusBuilding a shared Personal Learning Environment with SAPO Campus
Building a shared Personal Learning Environment with SAPO CampusCarlos Santos
 
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
 
Personal Learning Environments as Enablers for Connectivist MOOCs
Personal Learning Environments as Enablers for Connectivist MOOCsPersonal Learning Environments as Enablers for Connectivist MOOCs
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
 
Análisis de la película Educación Prohibida
Análisis de la película Educación ProhibidaAnálisis de la película Educación Prohibida
Análisis de la película Educación Prohibidagabrielalalaleo
 
Kreativní práce s informacemi
Kreativní práce s informacemiKreativní práce s informacemi
Kreativní práce s informacemiCEINVE
 
Developing Work based Personal Learning Environments in Small and Medium Ente...
Developing Work based Personal Learning Environments in Small and Medium Ente...Developing Work based Personal Learning Environments in Small and Medium Ente...
Developing Work based Personal Learning Environments in Small and Medium Ente...GrahamAttwell
 
Transforming Stress Into High Performance
Transforming Stress Into High PerformanceTransforming Stress Into High Performance
Transforming Stress Into High PerformanceWorking Resources
 
PSYA2 - Stress
PSYA2 - StressPSYA2 - Stress
PSYA2 - StressNicky Burt
 
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei Vincoli
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei VincoliOfficina delle Operations AD-net Giovedì 30 settembre - Teoria dei Vincoli
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei VincoliAdvance Operations Management School srl
 
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...CKBGShare
 
Action Learning It 2009
Action Learning It 2009Action Learning It 2009
Action Learning It 2009Andrea_Ceriani
 
Presentazione Massimo Bandinelli
Presentazione Massimo BandinelliPresentazione Massimo Bandinelli
Presentazione Massimo Bandinelliguestc8ff9d
 
Presentazione Formazione Consegnato[1]
Presentazione Formazione Consegnato[1]Presentazione Formazione Consegnato[1]
Presentazione Formazione Consegnato[1]Gianna Salvitti
 

Andere mochten auch (20)

Aprendizaje permanente y entornos personales de aprendizaje (PLEs)
Aprendizaje permanente y entornos personales de aprendizaje (PLEs)Aprendizaje permanente y entornos personales de aprendizaje (PLEs)
Aprendizaje permanente y entornos personales de aprendizaje (PLEs)
 
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...
 
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...
Future Teachers Looking for their PLEs: the Personalized Learning Process Beh...
 
Building a shared Personal Learning Environment with SAPO Campus
Building a shared Personal Learning Environment with SAPO CampusBuilding a shared Personal Learning Environment with SAPO Campus
Building a shared Personal Learning Environment with SAPO Campus
 
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...
 
Personal Learning Environments as Enablers for Connectivist MOOCs
Personal Learning Environments as Enablers for Connectivist MOOCsPersonal Learning Environments as Enablers for Connectivist MOOCs
Personal Learning Environments as Enablers for Connectivist MOOCs
 
2012 nov df_ple
2012 nov df_ple2012 nov df_ple
2012 nov df_ple
 
Análisis de la película Educación Prohibida
Análisis de la película Educación ProhibidaAnálisis de la película Educación Prohibida
Análisis de la película Educación Prohibida
 
Kreativní práce s informacemi
Kreativní práce s informacemiKreativní práce s informacemi
Kreativní práce s informacemi
 
Stress AQA
Stress AQAStress AQA
Stress AQA
 
Sense of ownership
Sense of ownership Sense of ownership
Sense of ownership
 
Developing Work based Personal Learning Environments in Small and Medium Ente...
Developing Work based Personal Learning Environments in Small and Medium Ente...Developing Work based Personal Learning Environments in Small and Medium Ente...
Developing Work based Personal Learning Environments in Small and Medium Ente...
 
Transforming Stress Into High Performance
Transforming Stress Into High PerformanceTransforming Stress Into High Performance
Transforming Stress Into High Performance
 
Mobile Learning Adoption from Informal into Formal: An Extended TAM Model to ...
Mobile Learning Adoption from Informal into Formal: An Extended TAM Model to ...Mobile Learning Adoption from Informal into Formal: An Extended TAM Model to ...
Mobile Learning Adoption from Informal into Formal: An Extended TAM Model to ...
 
PSYA2 - Stress
PSYA2 - StressPSYA2 - Stress
PSYA2 - Stress
 
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei Vincoli
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei VincoliOfficina delle Operations AD-net Giovedì 30 settembre - Teoria dei Vincoli
Officina delle Operations AD-net Giovedì 30 settembre - Teoria dei Vincoli
 
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...
ConvegnoCKBG2014 - D'Aprile - L’apprendimento sostenibile organizzativo: Un m...
 
Action Learning It 2009
Action Learning It 2009Action Learning It 2009
Action Learning It 2009
 
Presentazione Massimo Bandinelli
Presentazione Massimo BandinelliPresentazione Massimo Bandinelli
Presentazione Massimo Bandinelli
 
Presentazione Formazione Consegnato[1]
Presentazione Formazione Consegnato[1]Presentazione Formazione Consegnato[1]
Presentazione Formazione Consegnato[1]
 

Ähnlich wie Personal Learning Environments and Psychological Ownership

Lecture 5 att+identity
Lecture 5 att+identityLecture 5 att+identity
Lecture 5 att+identitysegool
 
A STUDY ON EMPLOYEE ATTITUDE
A STUDY ON EMPLOYEE ATTITUDE A STUDY ON EMPLOYEE ATTITUDE
A STUDY ON EMPLOYEE ATTITUDE Bhaktha Ragavan
 
Personal Learning Environments and the Personalisation of Learning
Personal Learning Environments and the Personalisation of LearningPersonal Learning Environments and the Personalisation of Learning
Personal Learning Environments and the Personalisation of LearningIlona Buchem
 
The importance of the individual mind for learning processes
The importance of the individual mind for learning processesThe importance of the individual mind for learning processes
The importance of the individual mind for learning processesLisa Rosa
 
MM Bagali....... Research PhD, Personality Development...... Career Planning;...
MM Bagali....... Research PhD, Personality Development...... Career Planning;...MM Bagali....... Research PhD, Personality Development...... Career Planning;...
MM Bagali....... Research PhD, Personality Development...... Career Planning;...dr m m bagali, phd in hr
 
charla 6 de sept.pptx
charla 6 de sept.pptxcharla 6 de sept.pptx
charla 6 de sept.pptxjezreelvega1
 
Intrinsic Motivation.docx
Intrinsic Motivation.docxIntrinsic Motivation.docx
Intrinsic Motivation.docxKruySangea
 
Motivation in Adult Learning
Motivation in Adult LearningMotivation in Adult Learning
Motivation in Adult Learningcoachjoeryan
 
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...Comparison of behavioural%2c cognitive and social cognitive approaches to lea...
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...Gohar Sultana
 
Naila kf 4520210097 tugas is 4
Naila kf 4520210097 tugas is 4Naila kf 4520210097 tugas is 4
Naila kf 4520210097 tugas is 4NailaKhalida
 
6seconds Case for schools
6seconds Case for schools6seconds Case for schools
6seconds Case for schoolsJenni Wright
 
Focus on the languge learner, Motivation.ppt
Focus on the languge learner, Motivation.pptFocus on the languge learner, Motivation.ppt
Focus on the languge learner, Motivation.pptMahmoudAlDali
 
Comparison of behavioral, cognitive & social cognitive approaches to lear...
Comparison of behavioral, cognitive & social cognitive approaches to lear...Comparison of behavioral, cognitive & social cognitive approaches to lear...
Comparison of behavioral, cognitive & social cognitive approaches to lear...Gohar Sultana
 
Organizational Behavior - Session 2
Organizational Behavior - Session 2Organizational Behavior - Session 2
Organizational Behavior - Session 2lelinh.tlu
 

Ähnlich wie Personal Learning Environments and Psychological Ownership (20)

Lecture 5 att+identity
Lecture 5 att+identityLecture 5 att+identity
Lecture 5 att+identity
 
A STUDY ON EMPLOYEE ATTITUDE
A STUDY ON EMPLOYEE ATTITUDE A STUDY ON EMPLOYEE ATTITUDE
A STUDY ON EMPLOYEE ATTITUDE
 
Personal Learning Environments and the Personalisation of Learning
Personal Learning Environments and the Personalisation of LearningPersonal Learning Environments and the Personalisation of Learning
Personal Learning Environments and the Personalisation of Learning
 
The importance of the individual mind for learning processes
The importance of the individual mind for learning processesThe importance of the individual mind for learning processes
The importance of the individual mind for learning processes
 
5e ch07
5e ch075e ch07
5e ch07
 
MM Bagali....... Research PhD, Personality Development...... Career Planning;...
MM Bagali....... Research PhD, Personality Development...... Career Planning;...MM Bagali....... Research PhD, Personality Development...... Career Planning;...
MM Bagali....... Research PhD, Personality Development...... Career Planning;...
 
charla 6 de sept.pptx
charla 6 de sept.pptxcharla 6 de sept.pptx
charla 6 de sept.pptx
 
Intrinsic Motivation.docx
Intrinsic Motivation.docxIntrinsic Motivation.docx
Intrinsic Motivation.docx
 
Motivation
MotivationMotivation
Motivation
 
Motivation in Adult Learning
Motivation in Adult LearningMotivation in Adult Learning
Motivation in Adult Learning
 
Assessment in the Affective Domain
Assessment in the Affective DomainAssessment in the Affective Domain
Assessment in the Affective Domain
 
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...Comparison of behavioural%2c cognitive and social cognitive approaches to lea...
Comparison of behavioural%2c cognitive and social cognitive approaches to lea...
 
Life skills and Self-Development
Life skills and Self-DevelopmentLife skills and Self-Development
Life skills and Self-Development
 
Naila kf 4520210097 tugas is 4
Naila kf 4520210097 tugas is 4Naila kf 4520210097 tugas is 4
Naila kf 4520210097 tugas is 4
 
6seconds Case for schools
6seconds Case for schools6seconds Case for schools
6seconds Case for schools
 
Focus on the languge learner, Motivation.ppt
Focus on the languge learner, Motivation.pptFocus on the languge learner, Motivation.ppt
Focus on the languge learner, Motivation.ppt
 
Comparison of behavioral, cognitive & social cognitive approaches to lear...
Comparison of behavioral, cognitive & social cognitive approaches to lear...Comparison of behavioral, cognitive & social cognitive approaches to lear...
Comparison of behavioral, cognitive & social cognitive approaches to lear...
 
Ons
OnsOns
Ons
 
Organizational Behavior - Session 2
Organizational Behavior - Session 2Organizational Behavior - Session 2
Organizational Behavior - Session 2
 
ADO.pptx
ADO.pptxADO.pptx
ADO.pptx
 

Mehr von Ilona Buchem

Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher EducationErasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher EducationIlona Buchem
 
European Commission Webinar on Open Badges
European Commission Webinar on Open BadgesEuropean Commission Webinar on Open Badges
European Commission Webinar on Open BadgesIlona Buchem
 
Designing OpenVM Learning Hub
Designing OpenVM Learning Hub Designing OpenVM Learning Hub
Designing OpenVM Learning Hub Ilona Buchem
 
Open Badges for Open Education
Open Badges for Open EducationOpen Badges for Open Education
Open Badges for Open EducationIlona Buchem
 
Open Badges and ESCO Alignment
Open Badges and ESCO AlignmentOpen Badges and ESCO Alignment
Open Badges and ESCO AlignmentIlona Buchem
 
Open Badges in Open Virtual Mobility Projekt, DeLFI2018
Open Badges in Open Virtual Mobility Projekt, DeLFI2018 Open Badges in Open Virtual Mobility Projekt, DeLFI2018
Open Badges in Open Virtual Mobility Projekt, DeLFI2018 Ilona Buchem
 
Designing the Virtual Mobility Learning Hub for Higher Education in Europe
Designing the Virtual Mobility Learning Hub for Higher Education in EuropeDesigning the Virtual Mobility Learning Hub for Higher Education in Europe
Designing the Virtual Mobility Learning Hub for Higher Education in EuropeIlona Buchem
 
Digitale Bildungsnachweise
Digitale BildungsnachweiseDigitale Bildungsnachweise
Digitale BildungsnachweiseIlona Buchem
 
Open Badges at Internet Week Denmark
Open Badges at Internet Week DenmarkOpen Badges at Internet Week Denmark
Open Badges at Internet Week DenmarkIlona Buchem
 
Open Badges at Open Education Week 2018
Open Badges at Open Education Week 2018Open Badges at Open Education Week 2018
Open Badges at Open Education Week 2018Ilona Buchem
 
Skills without borders: Open Badges Summit 2017, London 2017
Skills without borders: Open Badges Summit 2017, London 2017Skills without borders: Open Badges Summit 2017, London 2017
Skills without borders: Open Badges Summit 2017, London 2017Ilona Buchem
 
Social Media Skills for Professional Online Reputation of Migrant job-Seekers
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Social Media Skills for Professional Online Reputation of Migrant job-Seekers
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Ilona Buchem
 
Addressing Diversity with Open Badges
Addressing Diversity with Open BadgesAddressing Diversity with Open Badges
Addressing Diversity with Open BadgesIlona Buchem
 
Open Badges for Open Education
Open Badges for Open EducationOpen Badges for Open Education
Open Badges for Open EducationIlona Buchem
 
Open Bades Action Lab
Open Bades Action Lab Open Bades Action Lab
Open Bades Action Lab Ilona Buchem
 
Open Badges - Rethinking Educational Credentials
Open Badges - Rethinking Educational CredentialsOpen Badges - Rethinking Educational Credentials
Open Badges - Rethinking Educational CredentialsIlona Buchem
 
Distributed Assessment with Open Badges
Distributed Assessment with Open BadgesDistributed Assessment with Open Badges
Distributed Assessment with Open BadgesIlona Buchem
 
Open Badges – Open Credentials for All Skills
Open Badges – Open Credentials for All SkillsOpen Badges – Open Credentials for All Skills
Open Badges – Open Credentials for All SkillsIlona Buchem
 
Digitale Strategie - die Rolle von Digitalisierungsbeauftragten
Digitale Strategie - die Rolle von DigitalisierungsbeauftragtenDigitale Strategie - die Rolle von Digitalisierungsbeauftragten
Digitale Strategie - die Rolle von DigitalisierungsbeauftragtenIlona Buchem
 
Open Badges for Soft Digital Skills
Open Badges for Soft Digital SkillsOpen Badges for Soft Digital Skills
Open Badges for Soft Digital SkillsIlona Buchem
 

Mehr von Ilona Buchem (20)

Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher EducationErasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education
 
European Commission Webinar on Open Badges
European Commission Webinar on Open BadgesEuropean Commission Webinar on Open Badges
European Commission Webinar on Open Badges
 
Designing OpenVM Learning Hub
Designing OpenVM Learning Hub Designing OpenVM Learning Hub
Designing OpenVM Learning Hub
 
Open Badges for Open Education
Open Badges for Open EducationOpen Badges for Open Education
Open Badges for Open Education
 
Open Badges and ESCO Alignment
Open Badges and ESCO AlignmentOpen Badges and ESCO Alignment
Open Badges and ESCO Alignment
 
Open Badges in Open Virtual Mobility Projekt, DeLFI2018
Open Badges in Open Virtual Mobility Projekt, DeLFI2018 Open Badges in Open Virtual Mobility Projekt, DeLFI2018
Open Badges in Open Virtual Mobility Projekt, DeLFI2018
 
Designing the Virtual Mobility Learning Hub for Higher Education in Europe
Designing the Virtual Mobility Learning Hub for Higher Education in EuropeDesigning the Virtual Mobility Learning Hub for Higher Education in Europe
Designing the Virtual Mobility Learning Hub for Higher Education in Europe
 
Digitale Bildungsnachweise
Digitale BildungsnachweiseDigitale Bildungsnachweise
Digitale Bildungsnachweise
 
Open Badges at Internet Week Denmark
Open Badges at Internet Week DenmarkOpen Badges at Internet Week Denmark
Open Badges at Internet Week Denmark
 
Open Badges at Open Education Week 2018
Open Badges at Open Education Week 2018Open Badges at Open Education Week 2018
Open Badges at Open Education Week 2018
 
Skills without borders: Open Badges Summit 2017, London 2017
Skills without borders: Open Badges Summit 2017, London 2017Skills without borders: Open Badges Summit 2017, London 2017
Skills without borders: Open Badges Summit 2017, London 2017
 
Social Media Skills for Professional Online Reputation of Migrant job-Seekers
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Social Media Skills for Professional Online Reputation of Migrant job-Seekers
Social Media Skills for Professional Online Reputation of Migrant job-Seekers
 
Addressing Diversity with Open Badges
Addressing Diversity with Open BadgesAddressing Diversity with Open Badges
Addressing Diversity with Open Badges
 
Open Badges for Open Education
Open Badges for Open EducationOpen Badges for Open Education
Open Badges for Open Education
 
Open Bades Action Lab
Open Bades Action Lab Open Bades Action Lab
Open Bades Action Lab
 
Open Badges - Rethinking Educational Credentials
Open Badges - Rethinking Educational CredentialsOpen Badges - Rethinking Educational Credentials
Open Badges - Rethinking Educational Credentials
 
Distributed Assessment with Open Badges
Distributed Assessment with Open BadgesDistributed Assessment with Open Badges
Distributed Assessment with Open Badges
 
Open Badges – Open Credentials for All Skills
Open Badges – Open Credentials for All SkillsOpen Badges – Open Credentials for All Skills
Open Badges – Open Credentials for All Skills
 
Digitale Strategie - die Rolle von Digitalisierungsbeauftragten
Digitale Strategie - die Rolle von DigitalisierungsbeauftragtenDigitale Strategie - die Rolle von Digitalisierungsbeauftragten
Digitale Strategie - die Rolle von Digitalisierungsbeauftragten
 
Open Badges for Soft Digital Skills
Open Badges for Soft Digital SkillsOpen Badges for Soft Digital Skills
Open Badges for Soft Digital Skills
 

Kürzlich hochgeladen

2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxPurva Nikam
 
How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustSavipriya Raghavendra
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashasashalaycock03
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTDR. SNEHA NAIR
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 

Kürzlich hochgeladen (20)

2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptx
 
How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17How to Create a Toggle Button in Odoo 17
How to Create a Toggle Button in Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sasha
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 

Personal Learning Environments and Psychological Ownership

  • 1. Psychological Ownership and PLEs: Do possession and control really matter? http://data.whicdn.com/images/4809831/tumblr_lb5zer6mle1qd2tsxo1_500_thumb.jpg Prof. Dr. Ilona Buchem Digital Media Studies, Beuth University of Applied Sciences Berlin, Germany PLE Conference 2012, 12.07.2012, Aveiro (Portugal) Sunday, July 15, 2012
  • 2. What ownership and control have to do with Personal Learning Environments? http://3.bp.blogspot.com/-fVp9oiEsSIU/T2_TTN2FB5I/AAAAAAAACsA/hikr9gHRvQw/s1600/barefootbooks3.jpg Ownership and control emerged as core concepts in the analysis of over 100 publications on Personal Learning environments based on the grounded theory: Buchem, Ilona, Attwell, Graham & Torres, Ricardo (2011). Understanding Personal Learning Environments:Literature review and synthesis through the Activity Theory lens. Proceedings of the The PLE Conference 2011, 10th – 12th July 2011, Southampton, UK. Sunday, July 15, 2012
  • 3. Ownership and control as core categories emerging from grounded theory Buchem, Ilona, Attwell, Graham & Torres, Ricardo (2011). Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. pp. 1-33. Proceedings of the The PLE Conference 2011, Southampton, UK. Sunday, July 15, 2012
  • 4. Does a learning environment become our PLE when we feel we own and control it? What does it mean to own and control a learning environment? Is there a theory, a scientific model we can use to conduct research on ownership in relation to PLEs? Sunday, July 15, 2012
  • 5. The theory of psychological ownership 1.Pierce, J. L., Kostova, T., Dirks, K. (2001). Toward a theory of psychological ownership in organizations. Academy of Management Review, 26, p. 298–310. 2.Pierce, J. L., Kostova, T., Dirks, K. T. (2003). The state of psychological ownership: integrating and extending a century of research. Review of General Psychology, 7, p. 84– 107. 3.Van Dyne, L., Pierce, J.L. (2004). Psychological ownership and feelings of possession: three field studies predicting employee attitudes and organizational citizenship behavior. Journal of Organizational Behavior, 25(4), p. 439-459. Sunday, July 15, 2012
  • 6. Psychological ownership Psychological ownership means that a person develops possessive feelings for a target. Targets encompass a range of “objects of psychological attachment”, such as an organization, a set of tools, design or ideas. Ownership relates to a psychological sense of possession and control. It is a cognitive-effective state: “It is mine!” Sunday, July 15, 2012
  • 7. Can we incorporate the concept of psychological ownership from the organisational to educational context? It is my organisation! It is my learning environment! commitment satisfaction self-esteem performance citizenship Sunday, July 15, 2012
  • 8. Theory of psychological ownership Sense of responsibility Sense of identity Sense of accountability Sense of self-efficacy http://www.frontporchrepublic.com/wp-content/uploads/2009/09/home-ownership.jpg Sense of belongingness Sunday, July 15, 2012
  • 9. Sense of responsibility When we feel we own something, we feel responsible for protecting it and defending our rights. When we protect our possessions, we tend to make improvements, control or limit access by others. When we feel responsible for a target, we invest ourselves into it through energy, time and concern. Sunday, July 15, 2012
  • 10. Sense of identity We establish, maintain and reproduce self-identity through interactions with tangible and intangible targets, e.g. “this is my profession”. There are certain possession rituals, e.g. displaying and personalizing own possessions. These rituals transform the culturally prescribed meaning of targets to self-identity. Sunday, July 15, 2012
  • 11. Sense of accountability When we feel we own something, we expect from ourselves to be accountable for these targets. We also expect that others hold us accountable for the target. We feel accountable for what happens to and with targets, especially when we perceive the targets as extension of the self. http://www.hrea.org/erc/Library/First_Steps/image4.gif Sunday, July 15, 2012
  • 12. Sense of self-efficacy Sense of self-efficacy relates to the belief in own competencies enabling successful performance in a specific task (Bandura, 1997). When we feel we own something, our self-efficacy may become stronger, e.g. we believe we can control/modify the target. Sunday, July 15, 2012
  • 13. Sense of belongingness Belongingness is a fundamental human need to belong, e.g. need for a home. When we feel we own something, we feel attached to it, e.g. to places, objects, people. “Having a place” is one of the strongest socio-emotional needs. http://www.zazzle.de/i_liebe_gehoren_t_shirt-235692423549328379 Sunday, July 15, 2012
  • 14. Questions of the study 1. How well can we measure psychological ownership related to such learning environments as ePortfolios, with items derived from the organizational context? 2. How is psychological ownership related to perceived control over the elements of a learning environment? 3. Is psychological ownership related to how students develop and use their ePortfolios? Is ePortfolio practice related to the quality of learning? Sunday, July 15, 2012
  • 15. Conceptual model of the study Used in the study on psychological ownership related to ePortfolios The Antecedents-Consequences-Model (ACM) of the study Sunday, July 15, 2012
  • 16. Hypotheses • Hypothesis 1: Design of ePortfolio will be related to students’ perception of control over the LE. • Hypothesis 2: Students’ perception of control will be related to the feeling of ownership of LE. • Hypothesis 3: Psychological ownership will be positively related to ePortfolio practice. • Hypothesis 4: ePortfolio practice will be related to the quality of learning. • Hypothesis 5: The perception of ePortfolios as PLEs will be related to perceived ownership of the LE*. *LE = Learning Environment, PLE = Personal Learning Environment Sunday, July 15, 2012
  • 17. Method of the study • Online survey in February 2012 • Students from Beuth University of Applied Sciences in Berlin and Augsburg University • Bachelor and master students in three different courses with integrated ePortfolio work (based on Mahara, WordPress). Sunday, July 15, 2012
  • 18. Study sample 50 students Sunday, July 15, 2012
  • 20. • Question 1: How well can we measure psychological ownership of a learning environment (e.g. ePortfolio), with items derived from the organizational context? Sunday, July 15, 2012
  • 21. Psychological ownership α = .94 ::: high internal consistency of the scale indicates that the proposed instrument can measure psychological ownership of learning environments well. Sunday, July 15, 2012
  • 22. • Hypothesis 1: Design of ePortfolio will be related to students’ perception of control over the learning environment, such that learner-centered ePortfolio design will be positively related to perceived control over the learning environment. Sunday, July 15, 2012
  • 23. Perceived control m = 2.01 ::: high level of perceived control indicates that learner-centered design of ePortfolios found its reflection in students’ perception of control. Sunday, July 15, 2012
  • 24. • Hypothesis 2: Students’ perception of control will be positively related to the concept of psychological ownership, such as the more students feel in control of their ePortfolios, the stronger the feeling of ownership of their ePortfolio. Sunday, July 15, 2012
  • 25. Perceived control: tangible vs. intangible targets Sunday, July 15, 2012
  • 26. Control of tangible/intangible targets and ownership Correlation Control of Ownership of Significant intangible targets ePortfolio r = .642 Correlation Control of Ownership of Not significant! tangible targets ePortfolio The more students feel in control of intangible elements of ePortfolios, the stronger the feeling of ownership. Sunday, July 15, 2012
  • 27. Does control of technology influence the feeling of being an “owner”? Model 1: Predictors: Control over tangible and intangible ePortfolio elements Model 1I: Predictor: Control over intangible ePortfolio elements Dependent variable: Ownership of ePortfolio Control over intangible ePortfolio elements is a much better predictor of ownership then control over tangible elements (such as technology). Sunday, July 15, 2012
  • 28. • Hypothesis 3: Psychological ownership will be positively related to ePortfolio practice, such that the stronger the feeling of ownership, the more time, energy and effort is invested into ePortfolio practice. Sunday, July 15, 2012
  • 29. ePortfolio practice m = 3.05 > middle values for ePortfolio practice Sunday, July 15, 2012
  • 30. Does feeling an “owner” influence ePortfolio practice? Model 1: Predictor: Ownership of ePortfolio, Dependent variable: ePortfolio practice Psychological ownership is a very good predictor of ePortfolio practice (71% variance). Especially sense of responsibility, sense of self-identity and sense of accountability are strong predictors of how much time is invested in creating own ePortfolios. Sunday, July 15, 2012
  • 31. • Hypothesis 4: ePortfolio practice will be positively related to the quality of learning, such that the more time, energy and effort was invested, the higher the interest for the subject matter and intrinsic motivation to learn. Sunday, July 15, 2012
  • 32. ePortfolio practice and learning? ePortfolio practice is strongly related to the increase of interest in subject matter, and the perceived value of ePortfolio to present own competencies and demonstrate learning own learning outcomes. Sunday, July 15, 2012
  • 33. • Hypothesis 5: The perception of ePortfolios as PLEs will be positively related to perceived psychological ownership, such as the stronger the feeling of ownership, the more likely it is that the ePortfolio will be perceived as a Personal Learning Environment. Sunday, July 15, 2012
  • 34. Results of this study indicate that being able to determine ePortfolio technology alone does not contribute much to students’ perception of ePortfolio as “my own” learning environment or Personal Learning Environment. • It can be hypothesized further that in order for such learning environments as ePortfolios to be perceived as Personal Learning Environments, users have to feel in control of such intangible elements as content, planning, personal data and access rights. • What seems to be more important for people to feel an “owner” of a learning environment may be able to take decisions about the way technologies are used for learning rather than to be able to determine the choice of technology itself. Sunday, July 15, 2012
  • 35. Thank you! Buchem, Ilona (2012). Psychological Ownership and Personal Learning Environments: Do possession and control really matter? Paper presented at the PLE Conference 2012 in Aveiro, Portugal. 12.07.2012. Sunday, July 15, 2012