Volume Two - Academic Conferences

Sónia Sousa et al.
that they can more easily share information or provide feedback in environment perceived as trustful
and secure.
An environment where users not only feel supported by others when engaging in their learning
activities (Du and Wagner, 2005) but an environment where they have more control, for example, with
whom they share an assignment comment or grade.
A LePress user that way can choose with whom they share their personal information, like resources,
assignments, their assessment workflow or personal feedback send by the teacher, which is only
partially the case in the current version of this PLE tool.
4. Closing remarks
Everyday, and often without any reflection, we place our trust in people and in services those people
provide. For the most part, the trust we place in others and in the actions of others are taken
unreflective. However, there are occasions that trust bond is weakened and in which we have to give
more thought to evaluating the risk of some trust assignment. In these occasions people's perceptions
and behaviors could be influenced by the nature of the relationship outcome.
Conclusions lead to believe that without a strategic driven analysis, and without considering it
appropriate factors, with it's suitable combinations of situation and time, is difficult to proceed in a
deep and further analysis in how those factors can support different learning and working life
contexts.
For designing LePress course environment, the most important and promising is student’s preference
of use learning resources available on the public Web and readiness of students to use for distributed
PLE tools like LePress.
As well, results point out that trust is an important factor in the learning process. An online learning
environment should facilitate the learner in determining the quality of the relationship. Learners’
attitudes are influenced by their perception of others. Perceiving if other person behavior helps them
to be more willing to share, especially if they are friendly, transparent and honest.
References
Attwell, G. (2008) “The Social Impact of Personal Learning Environments”. In : Connected Minds, Emerging
Cultures: Cybercultures in Online Learning. Information Age Publishing, Incorporated.
Bachrach M. and Gambetta D. (2001) “Trust as Type Detection,” in Trust and deception in virtual societies, C.
Castelfranchi, Ed. Kluwer Academic Publishers, pp. 1–22.
Dasgupta P. (2000) “Trust as a commodity,” in Trust: Making and Breaking Cooperative Relations, D. Gameta
and B. Blackwell, Eds. Oxford: electronic edition, Department of Sociology, University of Oxford, pp. 49–
72[Online]. Available: http://www.sociology.ox.ac.uk/papers/ dasgupta49-72.pdf
Du H. and Wagner C. (2005) “Learning with Weblogs: An Empirical Investigation”. In : 38th Hawaii International
Conference on System Sciences (HICSS), pp.7b-7b.
Gambetta D. (1998) “Trust making and breaking cooperative relations,” in Can we trust trust?, D. Gambetta, Ed.
Basil Blackwell, pp. 213–237.
March, T. (2007): Revisiting WebQuests in a Web 2 World. How developments in technology and pedagogy
combine to scaffold personal learning, Interactive Educational Multimedia (Band 15)
McAllister D. J. (1995) “Affect and cognition-based trust as foundations for interpersonal cooperation in
organizations,” The Academy of Management Journal, vol. 38, no. 1, pp. 24–59.
Putnam. E. (2007) “Diversity and community in the twenty-first century. The 2006 Johan Skytte prize lecture.
Scandinavian Political Studies.” Available at http://www.utoronto.ca/ethnicstudies/Putnam.pdf.
Tschannen-Moran M. (2001) “Collaboration and the need for trust,” Journal of Educational Administration, vol.
39, no. 4, pp. 308–331.
Tomberg, V., Laanpere, M. and Lamas, D. (2010). Learning Flow Management and Semantic Data Exchange
between Blog-based Personal Learning Environments. G. Leitner, M. Hitz, and A. Holzinger (Eds.). HCI in
Work & Learning, Life & Leisure - USAB 2010 (340 - 352). Berlin: Springer Verlag
Weaver A. C. and Morrison B. B. (2008) “Social networking,” IEEE Computer, vol. 41, no. 2, pp. 97–100.
1011