Personal Learning Environments

The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines...

El aprendizaje debe ser un proceso continuo en nuestra vida. Esto quiere decir que debemos tener muy en cuenta el aprendizaje informal y no formal, ya que éstos son los que nos permiten desarrollar el proceso de aprendizaje a lo largo de la vida. Para ello, debemos buscar espacios que favorezcan ese aprendizaje y sean focos de conocimiento. Internet es, ante todo, un espacio de comunicación; pero, además de las oportunidades de comunicación que ofrece, debemos mirarlo desde el prisma del aprendizaje. La comunicación insta a compartir información, a compartir las producciones; en definitiva, a compartir y crear conocimiento. La comunicación ha dado el salto a lo virtual y nos brinda la oportunidad de utilizar recursos, fuentes de información, realizar contactos… Todo ello conforma nuestro PLE o Personal Learning Environment [Entorno Personal de Aprendizaje]. Teniendo en cuenta la gran importancia que ha tomado Internet y la nueva comunicación, no podemos sino subrayar su valor y reivindicar su lugar en la educación formal.

Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the various reasons for this exodus, research often points to the nonsocial and isolating culture of the teaching profession and the lack of Web 2.0 technologies—namely social networking—used to support professional and personal growth for new teachers in the digital age. This qualitative study explored the benefits of Web 2.0 technologies on a new generation of millennial teachers who gather in communities of practice (CoPs) for professional development (PD), as part of an online teacher induction program. The 11 chosen participants comprise new teachers as mentees and their veteran teacher mentors. After observations of online discussions and a series of follow-up phone interviews with the participants, the study used a netnography methodology to identify and test for connective capital gains attained through the educational theory of connectivism. Two basic findings were uncovered: (a) the need to use technology not only for teaching, but more ubiquitously as an essential tool in ongoing professional development, including communicating, collaborating, and learning with other professionals; and (b) the need for time and proper resources to help new teachers use technology effectively. Recommendations call for increasing CoP engagement and changes in school work structures.

The term e-Learning 2.0 has been introduced right after the appearance of the term Web 2.0, to describe the transformation of e-Learning systems along with the Web 2.0 growth. Even though Web 2.0 is already established this is not the case for e-Learning 2.0. The term e-Learning 2.0 is the result of the blending between e-Learning and Web 2.0 concept and ideas. This paper records the evolution of Web 2.0 and its influence to traditional e-Learning. There is also a survey relating to numerous e-Learning tools and in which extent they fit to e-Learning 2.0. As a final point this paper concludes that the existing tools are not adequate and there is still way to unleash the full potential of e-Learning 2.0

From the late 20th century on, CALL (Computer Assisted Language Learning) methodologies have given people who want to learn autonomously the opportunity to do it through the usage of PLE (Personal Learning Environments). Students who lack the time or the funds to join face-to-face lessons, or just need extra help in their courses, have found the tools that will help them in their learning process. These CALL tools are employed mostly in the learning of widely spoken languages such as English, Spanish or French. However, there are also tools that provide courses in different languages such as minority ones (Basque, Welsh), invented ones (Esperanto) or dead ones. This thesis, as mentioned, focuses more specifically on the latter case, in the Old and Middle English

Networked learning theory and the related literature express the importance of access to resources or content, but there is no singular way of discussing these information management processes. On the web, the rise in information abundance has seen the terms curation, digital curation, content curation, and social curation gain in popularity to describe how individual users manage their information intake, processing and sharing. This paper attempts to distinguish between these overlapping terms and argues that the term social curation could describe the information management processes required of networked educators and learners. In addition it proposes a terminology for phases of the social curation process, which may aid networked learners and educators in the adoption and scaffolding of social curation processes for learning. This paper further explores the distinctive opportunities social curation offers for online identity expression and construction for circumventing known issues such as collapsed contexts and role conflict that occur in other social media sites.

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students' personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students' motivation. Amongst the various factors-tools, methods or strategies-that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

This article focuses on the creation of instructional materials that serve as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors we interviewed report increased growth in proficiency and accuracy in linguistic and cultural learning, as experienced in their courses through their formative and summative assessments, as well as the realization of most pedagogical goals related to language acquisition in a rich format. In light of the needs for teacher education adapted to new technologies, the paper highlights the difficulties of pedagogy for autonomy.

The way adults pursue their education through life is changing as the technology around us relentlessly continues to enhance our quality of life and further enhances every aspect of the different tasks we set out to perform. This exploratory paper looks into how every adult can embody a comprehensive set of academic services, platforms and systems to assist every individual in the educational goals that one sets. A combination of three distinct technologies are presented together with how they not only come together but complement each other around a person in what is usually referred to as a personal area network. The network in this case incorporates an intelligent personal learning environment providing personalised content, intelligent wearables closer to the user to provide additional contextual customisation, and a surrounding ambient intelligent environment to close a trio of technologies around every individual. Each of the three research domains will be presented to uncover how each contributes to the personal network that embodies what one usually expects from an educational institution. Three distinct prototype systems have been developed, tested and deployed within a functional system that will be presented in this paper.

En este capítulo se hace una aproximación al desarrollo profesional docente entendido, más que como un proceso de adquisición de información, como un proceso de aprendizaje socio-cultural basado en la participación y en la reflexión práctica. En esta línea, se explora cómo dicho proceso se ha enriquecido con la existencia y utilización de las TIC, y cómo la creación y gestión de entornos personales de aprendizaje (PLE) ha supuesto un vía de ampliación de dicho proceso de desarrollo profesional que además ha propiciado la interacción y comunicación con otros colegas. Con base en el análisis previo y en la experiencia acumulada en la investigación, en la segunda parte de este capítulo se hace una propuesta práctica para la creación, gestión y/o enriquecimiento del propio PLE tomando como foco el desarrollo profesional docente.

Resumo: A noção (ou noções) de Personal Learning Environment (Ambiente Pessoal de Aprendizagem) representa, de certa forma, o convergir de muitos dos aspectos que marcam as mudanças sociais e culturais provocadas pelo desenvolvimento tecnológico, nomeadamente com a Web 2.0, e que acabam por ter, inevitavelmente, um forte impacto na educação e na concepção da aprendizagem. Contudo, embora existam aspectos consensuais em torno da noção de PLE, regista-se uma diversidade de perspectivas e enfoques que tornam difícil chegar a uma única definição estável e que albergue toda essa diversidade. Procuramos, neste artigo, dar conta dessa variedade de abordagens, centrando-nos nas perspectivas mais relevantes nesta área. Começamos por referir as origens e fundamentos deste conceito; damos, em seguida, conta de algumas das definições avançadas e das características atribuídas aos PLEs; discutimos, depois, a sua relação com os ambientes virtuais institucionais, geralmente designados VLEs (Virtual Learning Environments); e, por fim, descrevemos algumas tentativas importantes de operacionalização prática de um personal learning environment.. Palavras-chave: Aprendizagem online, e-learning, e-learning 2.0, personal learning environment, web 2.0.

Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

A presente investigação foi desenvolvida no âmbito da dissertação realizada no Mestrado em Multimédia (perfil educação) da FEUP. A dissertação e a plataforma Weedu realçam a importância da interação entre diferentes métodos e contextos de aprendizagem, destacando a combinação entre os contextos em rede e presencial e as modalidades de aprendizagem informal e formal. O principal objetivo do Weedu é permitir ao aluno autonomizar-se em relação ao professor nas tarefas de recolha e seleção dos materiais de estudo. Para avaliar a aceitabilidade da plataforma e a sua integração com as aulas presenciais, procedeu-se à realização de um estudo de impacto junto de 21 alunos, com a aplicação de questionários após navegação na plataforma. De salientar que a maioria dos alunos revelou que o Weedu contribuiria para uma maior motivação e mobilização para as tarefas de estudo sendo uma ferramenta útil no apoio à atividade escolar.

This research was developed within the dissertation held in the Master of Multimedia (education profile) of FEUP. This theoretical work, as well as Weedu platform, aimed to highlight the importance of interaction between different methods and learning environments. So, this project shows the advantages of blending the network and classroom contexts and formal and informal learning. The main objective is the students become autonomous in relation to teacher, by collecting and selecting their study materials by their own. To analyze the acceptability of Weedu and its integration with the classes, we proceeded to an impact study with 21 students. After some time to browsing the platform, students completed questionnaires. It should be noted that most of students revealed that Weedu would contribute to greater motivation and mobilization to study and was considered as a useful tool to support school activities.

La comunidad científica está asistiendo a la creación e implementación de nuevos espacios personalizados de enseñanza a través de internet. Las universidades no deben mantenerse al margen y experimentar con este tipo de iniciativas en la que estos entornos se revelan como innovadores, constructivistas, globalizadores y dinamizadores.

A través de este documento, se explica la puesta en funcionamiento, desarrollo y evaluación de una acción formativa organizada por el Instituto de Ciencias de la Educación de la Universidad de Sevilla y dirigida a docentes universitarios de diversas titulaciones. El objetivo principal era explicar lo que son los Entornos Personales de Aprendizaje (PLE) y a diseñarlos mediante la herramienta Symbaloo con la finalidad de incorporarlos a su metodología de enseñanza.

The scientific community is watching the creation and implementation of new teaching custom spaces through internet. Universities should not stand by and experience with this type of initiative in which environments reveal themselves as innovative, constructivist, globalizing and facilitators.

Through this document, explain the commissioning, development and evaluation of a training organized by the Institute of Educational Sciences of the University of Seville and aimed at teachers college in various degrees. The main objective was to explain what Personal Learning Environments (PLE) are and design them using Symbaloo in order to incorporate them into their teaching methodology.

This article focuses on the creation of instructional materials that serve as a personal environment for learning a less-commonly-taught language. The study aims to raise awareness of ways in which digital personal learning environments can be used in tandem with more formal learning strategies. The study explores self-regulated language learning within personal environments created for intermediate and advanced Turkish. We reviewed the conceptual background for the approach as well as the project-based learning strategies scaffolded in the online thematic materials. Through a 3-year longitudinal inquiry and semi-structured interviews with eight instructors who implemented the approach in four universities, the authors analyze the impact of personalized learning in developing deeper levels of language apprenticeship. The instructors we interviewed report increased growth in proficiency and accuracy in linguistic and cultural learning, as experienced in their courses through their fo...

This article focuses on personal environment for learning a language deeply. The study aims to raise awareness of ways in which digital Personal Learning Environments (PLE) can be used in tandem with more formal learning strategies for blended learning. How can teachers go by the results of motivation research, and provide incentives for self-directed learning and self-determination? In PLEs, students can build projects through literacy-based thematic units, indexing language modalities to each other. The instructor merely scaffold possibilities, making the landscape as flexible as possible for the students to choose, select, and frame contents of and on their own. Instructional organizers in forward planning rather than outcomes encourage individualized, peer-oriented, and small group project-based learning, focusing on cultural content and social action.

ABSTRACT This article focuses on personal environment for learning a language deeply. The study aims to raise awareness of ways in which digital Personal Learning Environments (PLE) can be used in tandem with more formal learning strategies for blended learning. How can teachers go by the results of motivation research, and provide incentives for self-directed learning and self-determination? In PLEs, students can build projects through literacy-based thematic units, indexing language modalities to each other. The instructor merely scaffold possibilities, making the landscape as flexible as possible for the students to choose, select, and frame contents of and on their own. Instructional organizers in forward planning rather than outcomes encourage individualized, peer-oriented, and small group project-based learning, focusing on cultural content and social action. You can find this article online here: http://iojet.org/index.php/IOJET/article/view/32

Abstract
The purpose of this paper is to examine the ramifications of networked learning as it relates to the learners' agency in the presence of a new learning environment. Not only has learning become transformed through the use of social ICTs, the learner is now placed at the very centre of the act of learning, to the point where it is possible to question the continued role of teachers or indeed of learning institutions in general. The question of learner autonomy has been the object of empirical research from the 1970's to the present. This paper argues that there is a need for further research that takes into account the features of personal learning environments, namely learner control, self-directed learning, the distribution of power in networked-based communication systems, and some intrinsic characteristics of web-based learning that require an increased awareness on the part of the learners. One goal of this paper is to contribute to a framework for conducting such research.

Deep learning is sustainable and requires a different style of teaching. Some researchers have started working on the transfer from a deep conception of learning towards a Deep Approach to language teaching and learning (Tochon & Hanson, 2003; Tochon, Ökten, Karaman & Druc, 2008; Tochon, 2014). Deep education requires self-sustainable learning. Learning has to matter for deep understanding to happen; the deep learning system must spread across disciplinary domains; deep learning is energizing and doesn’t burn out teachers, it doesn’t harm the environment; quality is linked to variety rather than standardized forms of expression; deep teaching honors the past and develops wisdom for the future. These elements are key to active participation, capacity building and accountability within learning communities. This article provides the storyline of an experience in the creation of online resources within a Deep Approach to Turkish language and culture; it illustrates processes that could be used to create similar resources for Vietnamese.

Poco a poco todas las universidades del país estamos volviendo a las clases presenciales. Sin embargo, este regreso se realiza en una situación educativa distinta porque varias cosas han cambiado debido a la pandemia por COVID-19. Por ejemplo, después de dos años de haber mantenido clases de manera remota y con dispositivos conectados a internet, ahora el uso del pizarrón, de las hojas de papel, los horarios rígidos y la presencialidad provocarán sensaciones contradictorias. Por un lado, hemos valorado la conveniencia de la virtualidad, pero también hemos identificado que necesitamos orientaciones y ayuda para el autoaprendizaje.
Por eso, es importante que la comunidad universitaria regrese a clases presenciales combinando las ventajas de la tecnología digital y las ventajas de los encuentros cara a cara. Una de las herramientas digitales que ayuda en este desafío son las aplicaciones Web2.0 educativas. Por su definición en inglés, también son llamadas Apps. Estas herramientas son gratuitas, sencillas de usar y sirven para crear ejercicios didácticos de los contenidos que vemos en clase. Cuando estos ejercicios se realizan en equipo, cumplen con varios objetivos educativos, como la colaboración, el pensamiento lógico y la aplicación significativa del conocimiento.
Existen muchas opciones de aplicaciones web educativas en internet. Sin embargo, destaca learningApps.org porque es una aplicación Web2.0 creada para apoyar los procesos de enseñanza y aprendizaje con pequeños módulos interactivos. Puedes visitar y usar este proyecto en: https://learningapps.org Sus módulos se pueden utilizar como material de enseñanza, pero tambien sirven eficientemente para el autoaprendizaje. El objetivo de learningApps.org es reunir módulos reutilizables y ponerlos a disposición de todas las personas de manera gratuita. Por esta razón, los módulos, o sea, las Apps, se presentan como un amplio menú que pueden ser usadas en distintas asignaturas. 
Ahora que estamos volviendo a clases presenciales, haz un regreso bien Applicado. Atrévete a crear aplicaciones de los temas que ves en tus clases, entrega tareas digitales, originales e innovadoras, practica y diviértete combinando de una manera personal las ventajas de la tecnología digital y la cálidad satisfacción de los encuentros cara a cara.

In this paper we aim to explore the potentiality of a Personal Learning Environment (PLE) as an aid to an academic staff in the context of their daily work. Personal Learning Environments may be the key to the possibility of personalizing a learning atmosphere within campus walls giving more autonomous possibilities to learners and to academics. Taking into consideration the advanced of technologies and the integration and interoperability of academic, administrative and learning technologies, we intend to conceptualize and simulate a personal environment that will help academics to organize their daily activities. We have entitled this model a Personal Academic Environment (PAE). A PAE is a webtop application that allows users to customize their work area with all the academic information that is important even if from the outside of the confines of the university.

The main aim of learning English as an international language is to effectively communicate with people from other cultures Yan and Chen (1). Communication in English has been the major challenge of most university students throughout the history of Spanish higher education. Therefore, there is still a lot to be done in effective EFL teaching. As a matter of fact, Spanish undergraduate students still struggle to be proficient in English when they have to take specific subjects in English Gómez, Solaz and San José (2), this being one of the major concerns in students' teaching quality evaluations. In this sense, distance learning universities can benefit from technology enhanced language learning (TELL) in order to promote a learner-centred approach. Since flexible learning is learner-centred, TELL allows foreign languages students adapt their learning to their needs Gordon (3). Based on the students' learning experience, they may have more difficulty on one productive skill (speaking or writing) than on a receptive one (listening or reading). This drawback can be solved by providing flexible learning to students, where they can choose how, when and where to access learning materials as part of their teaching and learning process. Besides, TELL also enhances flexible assessment so distance learning universities can provide and added-value to students foreign language learning (3). Thus, in this approach to flexible learning from a higher education perspective, we analyze how Spanish distance learning universities can benefit from TELL to bridge the gap on Spanish EFL learners communicative skills. We will provide examples based on the students experience in two Spanish distance learning universities: one public (UNED), with a blended learning approach, and one private (Isabel I de Castilla), with an online approach, to show how a personalized learning process could significantly enhance EFL students' communicative skills. We will make a proposal for a case study on PLEs (Personal Learning Environments) to be implemented in the next academic course.

El entorno 2.0 ha planteado nuevos retos y oportunidades a
los docentes tanto desde el punto de vista de la enseñanza, como de la
propia capacitación profesional. Las comunidades de aprendizaje
surgidas en torno al uso de las nuevas tecnologías conectan docentes
que comparten nuevas ideas y metodologías, lo que contribuye a su
desarrollo profesional (Ash, 2008), a construir conocimiento de forma
conjunta (Bolívar, Fernández y Molina, 2004), a resolver retos educativos
en el aula (Vallín, 2012) y a un mayor uso de las Tecnologías de la
Relación Información y Comunicación, TRIC, (Marta-Lazo y Gabelas,
2013). Twitter como espacio colaborativo y “Relacional” crea redes
informales de trabajo para el docente que se convierte en algunos
casos en mentor o facilitador del conocimiento de otros docentes, que
pasan a ser coaprendices (Castañeda y Adell, 2013; Grosseck y
Holotescu, 2010; Meirinhos y Osório, 2009). Este artículo aborda mediante
la etnografía virtual el uso de Twitter por el docente desde un puto de
vista más novedoso: como herramienta de capacitación y mejora
profesional en la construcción de su entorno personal de aprendizaje.
Como principales resultados se muestra que los docentes consideran Twitter una herramienta valiosa para mejorar su entorno personal de
aprendizaje y una fuente para compartir contenido, reciclarse,
inspirarse, descubrir, reflexionar, compartir y relacionarse con un
“claustro virtual”. A partir de los usos y estrategias investigadas se ha
elaborado un decálogo de buenas prácticas para optimizar la
participación en Twitter de los docentes.

The field of librarianship is ever expanding and changing, from exploding Internet and media technologies, to ever diverse patron groups with increasingly complex information needs.
Library professionals need to be as savvy as the clients they serve, and the most productive and effective way for librarians to keep up with these changes is to seek out professional
development opportunities. Librarians owe it to their clients and to themselves as competent professionals, to remain abreast of trends and developments in the field.
This paper seeks to address the changing landscape of the library profession, including the changing nature of library and information science education, and to exemplify the
importance and necessity of continuing professional development for librarians, the newest manifestation of which is online professional development through Web 2.0 tools and social media technologies. Specifically, using such technologies enables library professionals to develop an online personal learning network (PLN); PLNs are beneficial because they are so customizable to an individual’s work and research interests and time constraints, and they facilitate global learning and collaboration opportunities that may not otherwise be feasible. In times of financial difficulty, more traditional professional development opportunities requiring travel
and funding are often prohibitive; PLNs enable continuous and affordable professional development opportunities that will benefit librarians and their institutions.

Resumo: A noção (ou noções) de Personal Learning Environment (Ambiente Pessoal de Aprendizagem) representa, de certa forma, o convergir de muitos dos aspectos que marcam as mudanças sociais e culturais provocadas pelo desenvolvimento tecnológico, nomeadamente com a Web 2.0, e que acabam por ter, inevitavelmente, um forte impacto na educação e na concepção da aprendizagem. Contudo, embora existam aspectos consensuais em torno da noção de PLE, regista-se uma diversidade de perspectivas e enfoques que tornam difícil chegar a uma única definição estável e que albergue toda essa diversidade. Procuramos, neste artigo, dar conta dessa variedade de abordagens, centrando-nos nas perspectivas mais relevantes nesta área. Começamos por referir as origens e fundamentos deste conceito; damos, em seguida, conta de algumas das definições avançadas e das características atribuídas aos PLEs; discutimos, depois, a sua relação com os ambientes virtuais institucionais, geralmente designados VLEs (Virtua...

This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and innovating the knowledge
creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic approach, and the Grounded Theory Methodology. Using the Contextual Design approach, we developed several models of the context (work models) and got a bird's-eye view of the way the communicational acts and the dynamic acts flow in the classroom. The results showed that it was
important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3
categories in order to understand better the flow of communication in the classroom.