Help:ICOOL 2007 e-learning 2.0 talk: Difference between revisions

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** [[Rich internet application]]s (e.g. [[AJAX]]-based)
** [[Rich internet application]]s (e.g. [[AJAX]]-based)
** Content aggregation with [[RSS]], [[Tagging]] (Folksonomies),  
** Content aggregation with [[RSS]], [[Tagging]] (Folksonomies),  
** [[Mashup]] technology like [[webtop]]s.
* [[social software]] like:
* [[social software]] like:
** Sharing of links and feeds ([[social bookmarking]], [[social navigation]], etc.)
** Sharing of links and feeds ([[social bookmarking]], [[social navigation]], etc.)
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** Research tools like [[reference manager]]s, [[citation index]]es.
** Research tools like [[reference manager]]s, [[citation index]]es.
** Social networking
** Social networking
* Sharable applications
* Sharable applications
** Organization and planning ([[groupware]], calendars, task managers,  personal oganizers, homework and teacher tools
** Organization and planning ([[groupware]], calendars, task managers,  personal oganizers, homework and teacher tools
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** Light-weight [[LMS]]s (e.g. Haiku).
** Light-weight [[LMS]]s (e.g. Haiku).
** [[Virtual office]] (aka "office 2.0" like Zoho, Google).
** [[Virtual office]] (aka "office 2.0" like Zoho, Google).
* [[ubiquitous computing]] and the [[Internet of things]]
 
* [[Mashup]] technology like [[webtop]]s.
* [[Ubiquitous computing]] and the [[Internet of things]]


; Use cases (some [[instructional design model]]s, [[pedagogical scenario]]s)
; Use cases (some [[instructional design model]]s, [[pedagogical scenario]]s)
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** [[Community of learning]]
** [[Community of learning]]
** [[knowledge-building community]]
** [[knowledge-building community]]
* Learner-controlled environments
* Learner-controlled environments
** [[Personal learning environment]]s and aggregation of these into flexible learner and teacher empowering environments.
** [[Personal learning environment]]s and aggregation of these into flexible learner and teacher empowering environments.
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** [[Digital storytelling]]
** [[Digital storytelling]]
** [[Writing-to-learn]] (e.g. with a wiki)
** [[Writing-to-learn]] (e.g. with a wiki)
* [[Project-oriented learning|Project-oriented teaching]]
* [[Project-oriented learning|Project-oriented teaching]]
** e.g. light-weight [[C3MS project-based learning model]]s built with with webtops, web widgets, office 2.0 tools etc.)
** e.g. light-weight [[C3MS project-based learning model]]s built with with webtops, web widgets, office 2.0 tools etc.)
* Second generation [[e-learning]] frameworks
* Second generation [[e-learning]] frameworks
** heavy [[service-oriented architecture]]s like the [[e-framework]] Model that is a combination of Rehak's [[web service|learning services stack]] and ideas from social software.
** heavy [[service-oriented architecture]]s like the [[e-framework]] Model that is a combination of Rehak's [[web service|learning services stack]] and ideas from social software.
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=== Talk Contents ===
=== Talk Contents ===


* The [[C3MS project-based learning model]] revisited. See also my [http://tecfa.unige.ch/proj/seed/catalog/docs/icool03-talk-schneider.pdf ICOOL 2003] talk.
* Webtops can be small scale [[personal learning environment]]s. A teacher can encourage students to build a sort of private information portal, You can build start pages for your students. These start pages may include widgets to search information, information feeds, etc. plus links to other on-line services used in class, e.g. a mediawiki.
 
* Students can build [[learning e-portfolio]] or project-related "themed" pages, i.e. a form of [[digital storytelling]].


* The potential of [[Webtop]]s for education
* With Webtops one can build environments that can be used to drive [[Pedagogic_activity| activity-based]] and [[project-oriented learning|project-oriented]] teaching. It's an alternative to teaching with a [[C3MS]] and that in the long run should have more potential. In the short run you gain from not having to install your portal (which has become an increasing hassle because of all the inherent security problems PHP applications seem to have).
See the [[C3MS project-based learning model]] revisited. See also my [http://tecfa.unige.ch/proj/seed/catalog/docs/icool03-talk-schneider.pdf ICOOL 2003] talk.


* [[Pageflakes]] demo (if I can get Internet access).
* [[Pageflakes]] demo (if I can get Internet access).
* Problems: What is missing ? How can such environments integrate with other tools ?


* The future: Towards educational WebOs'  ?
* The future: Towards educational WebOs'  ?


[[Category: Courses and workshops]]
[[Category: Courses and workshops]]

Revision as of 11:44, 7 June 2007

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e-learning 2.0 talks

This is part 2 of my Icool2007 contributions, i.e. a resource page for my keynote talk and a second talk in the same area. Part 1 is a ICOOL 2007 workshop on educational modeling languages.

Speaker: Daniel K. Schneider, TECFA, University of Geneva

Venue

ICOOL 2007
3rd International Conference on Open and Online Learning
Pedagogical Scripting for Open and Distance Learning (ODL)
11-14 June 2007, Hotel Equatorial, Penang, Malaysia
Organised by the VCILT, University of Mauritius in partnership with the School of Distance Education, Universiti Sains Malaysia

Keynote: E-learning 2.0 - Social Computing in the Future of Learning Technologies

Abstract

E-learning 2.0 can be defined in terms of "learning as a network phenomenon". This includes shared user-generated contents (eg. Wikipedia), use of social networks, presence in virtual on-line communities, mashups of information feeds and other "web 2.0" services and finally personal learning environments.

Todays dominant learning technology - at least in the "institutional" discourse - are so-called learning management systems (LMS). LMSs are a combination of CBT (70's) and computer-mediated communication (80'), i.e. organized sequences of standardized contents (if possible) plus on-line tutoring within closed environments. Currently, research and development in e-learning focuses a lot on so-called activity-based designs, e.g. the idea is to integrate IMS Learning Design or CSCL scenarios. On the other hand, today's strongest grassroots movement can be labelled "e-learning 2.0" in reference to "web 2.0" and it focuses on user empowerment and knowledge building communities.

Talk contents

Why e-learning 2.0 ?

E-learning 2.0 refers to web 2.0. It's a somewhat stupid slogan, but there is a trend:

  • The nature of the Internet, andof the people using the Internet has begun to change. There are many free on-line services (list of web 2.0 applications) and some of them are inherently social.
  • The social software formula: (tools + services + aggregation)^scale
  • Technology that is under the control of the teacher empowerment / Teacher empowerment
  • Improved user experience (based on AJAX)
  • Flexibility: E-learning has the potential to become far more personal, social and flexible, i.e. integrate needs of (almost) all stakeholders.
The technology
  • Sharable applications
    • Organization and planning (groupware, calendars, task managers, personal oganizers, homework and teacher tools
    • Content Production tools (Multimedia editing, presentation, graphing)
    • concept maping), Argumentation
    • Light-weight LMSs (e.g. Haiku).
    • Virtual office (aka "office 2.0" like Zoho, Google).
Use cases (some instructional design models, pedagogical scenarios)

E-learning 2.0 - Orchestration of light-weight pedagogical scenarios with webtops

Abstract

Mashup applications allow to combine contents and services from two or more sources. There are two kinds. Webtops allow to to create personal and/or shared environments that aggregate various information feeds, simple tools or interfaces to various web 2.0 applications from other providers. Programmers may also create mash-up web widgets, e.g. application artifacts resulting from the assembly of other web 2.0 services. In this case Web Mashup = API [1] + API [2] + API [N].

Both variants are of interest to teachers:

  • A teacher can easily create a light-weight teaching and learning environment with a webtop, using existing applications
  • Teachers can try to lobby programmers or even webtop provides to provide more widgets of interest to education.

Talk Contents

  • Webtops can be small scale personal learning environments. A teacher can encourage students to build a sort of private information portal, You can build start pages for your students. These start pages may include widgets to search information, information feeds, etc. plus links to other on-line services used in class, e.g. a mediawiki.
  • With Webtops one can build environments that can be used to drive activity-based and project-oriented teaching. It's an alternative to teaching with a C3MS and that in the long run should have more potential. In the short run you gain from not having to install your portal (which has become an increasing hassle because of all the inherent security problems PHP applications seem to have).

See the C3MS project-based learning model revisited. See also my ICOOL 2003 talk.

  • Problems: What is missing ? How can such environments integrate with other tools ?
  • The future: Towards educational WebOs'  ?