E Learning And Web2.0

Web-Based Resources for Peer Support – Opportunities and Challenges

by Ole Smørdal

Co-authored with Anne Moen and Idunn Sem
Stud Health Technol Inform. 2009;150:302-6.

Social software and Web 2.0 provides new opportunities for participation and collaborative knowledge construction in... more Social software and Web 2.0 provides new opportunities for participation and collaborative knowledge construction in peer support and self- care to live well despite transient or permanent health problems. Opportunities include many to many interactions to share and accumulate knowledge and experiences from several perspectives. We are conducting a study to create a collaborative environment for peer support and knowledge construction related to a rare condition. The study draws from participatory design and agile approach to development; extensively using design workshops and iterative prototyping. Several workshops led to systematize perspectives of different participant groups, and provided feedback about functionalities illustrated in different mock-ups and prototypes. Here we report experiences, and focus on feedback from participants leading to special considerations in design of the web-based environment.

HTC Wildfire S Cases for Next Generation are here finally

by Loveneet S

Keywords:HTC Wildfire S covers, HTC Wildfire S cases UK, best HTC Wildfire S cases,HTC Wildfire S Cases,

Looking for HTC Wildfire S cover or case?at the most affordable prices in UK we offer you with wide variety of best... more Looking for HTC Wildfire S cover or case?at the most affordable prices in UK we offer you with wide variety of best HTC Wildfire S cases UK Cover your HTC Wildfire S with our selection of HTC Wildfire S cases and covers. One Stop online store for all your HTC Wildfire S Cases, Wildfire S Cases including Belt Clips, Fashion Cases, Hard Cases .

Design and Evaluation of Web-Based Learning Environments Using Information Foraging Models

by Nikolaos Tselios

Tselios, N., Katsanos, C., Kahrimanis, G., & Avouris, N. (2007). Design and Evaluation of Web-based Learning Environments using Information Foraging Models. In Pahl, C. (ed.), Architecture Solutions for E-Learning Systems, pp. 320-339, Hershey, PA, USA: Information Science Reference.

In this chapter methods and tools for effective design and evaluation of web-based learning environments are... more In this chapter methods and tools for effective design and evaluation of web-based learning environments are presented. The main aspect addressed by this proposal is that of increasing findability of information in large web sites of learning information content by applying methods and tools based on the information foraging model. It is argued that through this approach, issues of learning content structure and usability may be also addressed. In particular, we propose four different ways to have information foraging theory informing the design. Directives, to ensure proper learning content structuring and cues with strong scent, tools based on LSA to automate the design and evaluation process, methods to construct archetypal learner’s profiles from user data and added functions to realise collaborative information filtering and personal information patch creation, thus allowing learners to organize their reference materials in a meaningful and constructive way.

Exploring the role of social software in higher education.

by Robert Fitzgerald

Ryan, Y. & Fitzgerald, R.N.  (2009). Exploring the role of social software in higher education. Handbook of Research on Social Software and Developing Community Ontologies (pp159-173). Stylianos Hatzipanagos and Steven Warburton (Eds), IGI Global, Information Science Reference, Hershey: New York. ISBN: 978-1-60566-208-4.

This chapter considers the potential of social software to support learning in higher education. It outlines a current... more This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching Council (ALTC) (http://www.altc.edu. au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

A Pedagogical Approach for Collaborative Ontologies Building

by Elvis Mazzoni

The collaborative ontology is a research domain linked to concepts of "extended cognitive context" and... more The collaborative ontology is a research domain linked to concepts of "extended cognitive context" and knowledge building in co-participation. The result of a survey about the main ontology engineering methodologies and ontology authoring tools, not only witnesses the fact that collaborative ontology authoring fortifies the process of ontology engineering, but also indicates that the collaborative ontology development and harmonization  is not well supported by any of the existing ontology authoring tools or environments.  These tools do not  use a relevant pedagogical collaborative frame, as a collaborative writing approach for shaping the design features of cooperative building. Also the process of ontology building does not take into account what we can call  “rich tagging”, that is the extraction of ontologies maturing through text produced and shared at a networking layer. In this proposition we present a cscl driven “ontology design model”. In this model, the ontology building process is maintained and validated by the encounter of 1) top-down level, where the collaborative writing scripts directs the development of authoring tools for the collaborative ontologies design and 2) bottom-up level, where the collective learning spaces such as forums and wikies, revisited by a semantic structure, are functional to the ontology extraction and validation in the learning experience.

A STUDY ON THE CURRENT STATUS OF THE UTILIZATION OF WEB 2.0 TECHNOLOGY AMONG POPULAR THAI WEBSITES

by Atchara Rueangprathum

Social Networking Technology, NetGen Learners, and Emerging Technology: Democratic Claims and the Mythology of Equality

by Alan Foley

SMEBS-Complete web2.0guide for SME's.pdf

by Loveneet S

"Co-authored with...loveneetsingh

Exporting Overseas Key for SME Growth Small Business
Complete web2.0guide for SME's.pdf  1. Clearly... more Exporting Overseas Key for SME Growth Small Business
Complete web2.0guide for SME's.pdf  1. Clearly describe the accountability of each staff engaged with your B2B.

Recommendations for Teaching In a Distributed Learning Environment: The Students' Perspective

by Geraldine Lefoe

The evolution of e-Learning 2.0

by Alexandros Soumplis

The term e-Learning 2.0 has been introduced right after the appearance of the term Web 2.0, to describe the... more 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

Smart Phones Give You Wings. Outstanding Paper - Ascilte 2009

by Roger Bateman

Integrating Mobile Web 2.0 within Tertiary Education.

by Roger Bateman

Co-authored with Thom Cochrane and Isaac Flitta.

Based on three years of innovative pedagogical development and guided by a participatory action research methodology,... more Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly ‘nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc... Feedback from students and lecturers has been extremely positive, and the course is being used as a model of implementing mobile web 2.0 throughout the institution.

The Encyclopedic Concept in the Web Era

by Athanasios Sideris

Blogging to learn: a report on two blog projects

by Michael Stout

co-authored with Adam Murray. Published in JALT 2007 Conference Proceedings

This paper reports on two blog projects conducted in Japan – one at a high school and the other at a university. It is... more This paper reports on two blog projects conducted in Japan – one at a high school and the other at a university. It is intended for teachers who are interested in incorporating blogs into their classes but have not done so yet. Each project is described and observations are made. The projects are also compared and found to have similar outcomes. These outcomes were not entirely successful but are still enlightening and encouraging. In the end this paper seeks to persuade more teachers to use blogs in their classes.

Turkish University Students’ Technology Use Profiles and Their Thoughts about Distance Education

by Bahar Baran

This study presents the results of a survey implemented to investigate Turkish university students’ technology use... more This study presents the results of a survey implemented to investigate Turkish university students’ technology use profile and their thoughts about distance education. The sample of the study is 6504 students from four universities in Turkey. The results of the study are reported in five main sections: 1) demographic information of the students, 2) students’ Internet and computer-use opportunities, 3) students’ computer skills, 4) studying styles of the students, and 5) thoughts concerning Internet-based distance education. The results of this study show that 38% of the students have home computer with an Internet connection, and 64%, 53%, and 30% of the students connect to the Internet for communication, newsgroups, and web searches, respectively. In addition, the findings show that the students prefer to access the Internet from either Internet cafes or their homes. Blended learning is the most favorite learning environment among these students.

Facebook as a formal instructional environment

by Bahar Baran

THE INCREASING NEED OF VALIDATION OF NON-FORMAL AND INFORMAL LEARNING. THE CASE OF THE COMMUNITY OF PRACTICE “WEBM.ORG”

by Giuliana Guazzaroni

Co-authored with Sabrina Leone, Laura Carletti and Tommaso Leo

The development of the knowledge society and of active citizenship have posed individuals and institutions face to... more The development of the knowledge society and of active citizenship have posed individuals and institutions face to theneed for remediation of roles and methodologies in teaching and learning to allow the individual to become theprotagonist and the aware author of his/her lifelong learning (LLL). E-learning, enhanced by social networking tools of web 2.0, supports the collaborative construction of knowledge,success key factor in a networked and distributed environment. Formal and non-formal learning, on one side, andinformal learning, on the other, are more and more intersected; in fact, a growing use of informal networks is takingplace in professional environments to acquire knowledge and competences. Against this dynamic evolution of learningenvironments, however, through the European Union (EU) the system of validation of competencies acquired by nonformaland informal learning appears incomplete, fragmentary and inadequate.Starting from the case study of the community of practice (CoP) “WEBM.org”, this article aims to analyse and discussthe impact of this normative lack about the validation of non-formal and informal learning in Italy.

Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

by Giuliana Guazzaroni

Learning Objects and Learning Services in the Semantic Web

by Takis Hartonas

co-authored with E. Gana, in Proc ICALT 2008.
(PeRLA Research Project, ARCHIMEDES II)

With the development of the web and the intense research for a semantic web, the need arises for standardized and... more With the development of the web and the intense research for a semantic web, the need arises for standardized and rigorous semantic specification both of Services on the semantic web and of the objects and processes that these Services offer to a potential client. In this report, our focus is with Learning Services, i.e. Web Services whose purpose is to offer educational
services to clients. Such services are the owners of Learning Objects, which they deliver for use to their clients. Though the need for standardizing learning objects has become apparent, there is no substantial contribution towards a reference architecture for Learning Objects. We introduce here the CROP architecture, based on the notions of Concept, Resource, Order and Product.

Adaptivity for Knowledge Content in the Semantic Web

by Takis Hartonas

co-authored with E. Gana, in Proc. KGCM'08
(PeRLA Research Project, ARCHIMEDES II)

The focus of this report is the adaptivity issue for Learning Objects owned by Learning (Web) Services. We address... more The focus of this report is the adaptivity issue for Learning Objects owned by Learning (Web) Services. We address this issue based on the Concept, Resource, Order, Product (CROP) Reference Architecture that we briefly review here. Based on the essentially recursive notion of a learning object in our CROP architecture, we propose that adaptivity of learning objects is best viewed as a property of the network of learning services and the learning objects they own, i.e. as an emergent property of learning service communication and collaboration. For such a communication and collaboration to be successful with respect to an adaptive response goal, we propose that
(besides adopting a standard reference architecture for learning objects) a global model of learning styles needs to be agreed upon. We contribute in this direction by presenting a basis for a global model of learning styles, by elaborating a systematic classification of the learning styles dimensions proposed in various models, uncovering relationships of concept identity or
subsumption and distinguishing between base and definable concepts.