July 2007 Volume 10 Number 3 - Educational Technology & Society

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Perhaps this should be re-christened g-learning (for group-learning or Google-learning). It is, however, important that we understand the dynamics of social software and are aware of its potential weaknesses. A self-organizing environment is not necessarily an effective learning environment. Out of control, the wisdom of crowds can too easily become the stupidity of mobs, or be hijacked by those with other agendas. The ongoing challenge for developers and users of social software in e-learning is therefore to build systems and processes in which the structures that develop are capable of being pedagogically sound and supportive of learning communities. The ten principles described in this paper offer a starting point for discussion and experimentation, but they are undoubtedly a stepping stone towards a more refined, richer understanding of ways that environments may be built that encourage learning to occur, not through the intentional acts of individuals, but through the combined intelligence of the group. A far fuller discussion of the issues and ideas discussed in this paper may be found in (Dron, 2007). Websites and systems discussed in this paper CoFIND: http://www.cofind.net Del.icio.us: http://del.icio.us Digg: http://www.digg.com Dwellings: http://dwellings.cofind.net Elgg: http://elgg.net Facebook: http://www.facebook.com Flickr: http://www.flickr.com Google: http://www.google.com JIME: http://www-jime.open.ac.uk/ MySpace: http://www.myspace.com Ning: http://www.ning.com Piczo: http://piczo.com PLoS One: http://www.plosone.org/home.action Slashdot: http://Slashdot.org Wikipedia: http://www.wikipedia.org WikiProfessional: http://www.wikiprofessional.info YouTube: http://www.youtube.com References Ackerman, M. S. (1994). Answer Garden: A Tool for Growing Organizational Memory. Unpublished PhD, Massachussetts Institute of Technology. Allen, C. (2004). Tracing the evolution of social software, Retrieved June 7, 2007, from, http://www.lifewithalacrity.com/2004/10/tracing_the_evo.html. Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of Distance Education (pp. 129-146). New Jersey: Lawrence Erlbaum Associates. Anderson, T. (2006). Social Software Applications in Formal Online Education. Paper presented at the The 6 th IEEE International Conference on Advanced Learning Technologies, July 5-7, 2006, Kerkrade, The Netherlands. Barker, P. (2005). Potential Uses for Weblogs in Electronic Course Delivery. Paper presented at the E-Learn 2005, October 24-28, 2005, Vancouver, Canada. Boder, A. (1992). The process of knowledge reification in human-human interaction. Journal of Computer Assisted Learning, 8, 177-185. 69
Bonabeau, E., Dorigo, M., & Theraulaz, G. (1999). Swarm Intelligence: From Natural to Artificial Systems, New York: Oxford University Press. Brand, S. (1997). How buildings learn, London: Phoenix Illustrated. Brin, S., & Page, L. (2000). The Anatomy of a Large-Scale Hypertextual Web Search Engine. Retrieved June 7, 2007, from, http://www-db.stanford.edu/pub/papers/google.pdf. Brockett, R. G., & Hiemstra, R. (1991). A conceptual framework for understanding self-direction in adult learning. In R. G. Brockett & R. Hiemstra (Eds.), Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice, New York & London: Routledge, Retrieved June 7, 2007, from, http://home.twcny.rr.com/hiemstra/sdilch2.html. Brusilovsky, P., Chavan, G., & Farzan, R. (2004). Social Adaptive Navigation Support for Open Corpus Electronic Textbooks. Paper presented at the AH 2004, August 23-26, Eindhoven, The Netherlands. Calvin, W. H. (1997). The Six Essentials? Minimal Requirements for the Darwinian Bootstrapping of Quality. Journal of Memetics, 1, Retrieved June 7, 2007, from, http://williamcalvin.com/1990s/1997JMemetics.htm. Candy, P. C. (1991). Self-direction for Lifelong Learning: A comprehensive Guide to Theory and Practice, San Francisco: Jossey Bass. Chen, Y.-J. (2000). Transactional Distance in World Wide Web Learning Environments. Innovations in Education and Teaching International, 38(2), 327-338. Davis, J. R., & Huttenlocher, D. P. (1995). Shared Annotation for Cooperative Learning. Paper presented at the International Conference on Computer Support for Collaborative Learning, October 17-20, 1995, Bloomington, IN, USA. Dennett, D. (1995). Darwin's Dangerous Idea, Harmondsworth: Penguin. Downes, S. (2004). Educational Blogging. Educause Review, 39(5), 14-26. Dron, J. (2003). The Blog and the Borg: a Collective Approach to E-Learning. Paper presented at the E-Learn 2003, November 7-11, 2003, Phoenix, Arizona. Dron, J. (2006). The Teacher, the Learner and the Collective Mind. AI & Society, 21 (1-2), 200-216. Dron, J. (2007). Control and Constraint in E-Learning: Choosing When to Choose, Hershey, PA: Idea Group. Dron, J., Mitchell, R., Boyne, C., & Siviter, P. (2000). CoFIND: steps towards a self-organising learning environment. Paper presented at the WebNet 2000, October 30-November 4, 2000, San Antonio, Texas, USA. Dron, J., Mitchell, R., Siviter, P., & Boyne, C. (1999). CoFIND- an experiment in n-dimensional collaborative filtering. Paper presented at the WebNet 99, October 24-30, 1999, Honolulu, Hawaii. Dron, J., Seidel, C., & Litten, G. (2004). Transactional distance in a blended learning environment. ALT-J, 12(2), 163-174. Garrison, D. R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning, 1(1), Retrieved June 7, 2007, from, http://www.irrodl.org/index.php/irrodl/article/viewFile/2/22. Garrison, D. R., & Baynton, M. (1987). Beyond Independence in Distance Education: The Concept of Control. American Journal of Distance Education, 1(3), 3-15. 70
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July 2007 Volume 10 Number 3
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Advertisements Educational Technolo
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Distinguishing between games and si
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“sometimes” is less demanding t
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Figure 2. From generic skill to lea
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The large window on the left presen
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define competencies of individual a
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competency is composed of a single
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Generic Skills Classes 1 2 3 Receiv
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Figure 6. Extension of the competen
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Competency scale By combining the g
Page 23 and 24: activities, and resources present i
Page 25 and 26: Conclusion The importance given to
Page 27 and 28: Ainsworth, S. (2007). Using a Singl
Page 29 and 30: different instruction. For example,
Page 31 and 32: Author-focused studies Studies 1 an
Page 33 and 34: egression showed that students were
Page 35 and 36: REDEEM is now a senior citizen in t
Page 37 and 38: Chieu, V. M. (2007). An Operational
Page 39 and 40: When students discuss with peers, t
Page 41 and 42: COFALE as a learning environment an
Page 43 and 44: COFALE supports a set of predefined
Page 45 and 46: Tom is asked to prepare a list of g
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Page 49 and 50: as an easy-to-use technological mea
Page 51 and 52: Spiro, R. J., & Jehng, J. C. (1990)
Page 53 and 54: learning settings. However, such a
Page 55 and 56: introduced in the LOCO-Cite ontolog
Page 57 and 58: ‘virtual subsection’) of the LO
Page 59 and 60: Accordingly, TANGRAM provides stude
Page 61 and 62: learning environment is to define t
Page 63 and 64: Acknowledgment This work is support
Page 65 and 66: Dron, J. (2007). Designing the Unde
Page 67 and 68: wikis and blogs (or at least, colle
Page 69 and 70: The darker side of social software
Page 71 and 72: for the beetles, whose guts act as
Page 73: The principle of sociability The pr
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Page 79 and 80: We perceive adaptivity and personal
Page 81 and 82: Mixed-method evaluation approach tr
Page 83 and 84: Garden of Knowledge - with a commun
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Page 87 and 88: Law, E. L.-C., & Hvannberg, E. T. (
Page 89 and 90: Wang, T. I., Tsai, K. H., Lee, M. C
Page 91 and 92: 2.3 Recommendation Model Survey In
Page 93 and 94: Figure 1. The portion of the concep
Page 95 and 96: STEP4: Associated with concepts in
Page 97 and 98: A modified TF-IDF approach is used
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Page 101 and 102: 4.2.2 Correlation-based algorithm I
Page 103 and 104: content feedback, it can be intuiti
Page 105 and 106: 66% improvement in average, and, wh
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Page 109 and 110: index.aspx. ADL-2 (2001). Advanced
Page 111 and 112: Wolpers, M., Najjar, J., Verbert, K
Page 113 and 114: activity is taking place. For examp
Page 115 and 116: Figure 2: The CAM schema elements (
Page 117 and 118: • Context: the context element ca
Page 119 and 120: 4.1 Generation of Attention Metadat
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Braun, S., & Schmidt, A. (2006). Do
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El-Bishouty, M. M., Ogata, H., & Ya
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collaboration (Ogata, et al., 1999)
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In case of LOI value is equal or cl
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Also, the learner can click on an e
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System Evaluation An experiment was
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In the fifth phase, 89% of the stud
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Fischer, G., & Konomi, S. (2005). I
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application for specific needs, whi
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(4) Multimedia: The truth is that e
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Program Company Price OS 6 eZediaMX
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Program Text editor Text import for
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Program Sound Formats Image Formats
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Program Image Painting Export Scrip
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Program Effects Needs player 5 Easy
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Program WYSIWYG Design Interactivit
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the grades awarded to the programs
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Grade Image formats Sound formats V
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Figure 3. Adequacy of image formats
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Animating objects, pictures, etc.,
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Educational overview Having taken m
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In summary, the final outcome is th
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Developing the Interactivity Survey
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technique. be treated as a desired
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55. A lecture in which student lear
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specific conclusions that researche
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Discussion and conclusion Although
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Juwah, C. (2003). Using peer assess
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Publish results Set a few goals for
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familiarity with computer terms, ex
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provide a framework for the integra
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tool themselves, and then gauge its
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associated with the effective use o
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portrayed as even more time-consumi
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Clarke, B. (2001). Corporate curric
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Neal, E. (1998). Using technology i
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Yearwood, J., & Stranieri, A. (2007
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entertaining (Neuhauser 1993). The
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in being addressed with the sequent
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The GAAM represents reasoning to a
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Other situations have more serious
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Figure 6. NARRATE phase screen afte
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The narration at Step 10 informs th
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very large degree of free-will has
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Rumelhart, D. E. (1975). Notes on a
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The School of Business at Universit
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Authentic assessment and OBOW exams
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iii. The assessment asks the studen
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world problems in relation to the s
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Herrington, J., & Herrington, A. (1
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services required by most clients i
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Wisdom. J. P., White, N., Goldsmith
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Work outside the U.S. has also prom
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of the Telecommunication Act, and t
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Parent-advocate respondents also re
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school administrators may be persua
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of legal requirements for accessibl
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Thus, while we have reason to belie
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underlying structure of the two pri
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still not familiar with its use; in
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Table 3: An Analysis of Different V
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of males. Secondly, as far as age w
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Conclusion This study examined the
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Sandholtz, J. H., Ringstaff, C., &
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The design and validation of a text
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Predetermined goal of a game The pr
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A true, precise and valid model “
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Bain, C., & Newton, C. (2003). Art
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Prensky, M. (2005). Adopt and Adapt
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opportunities based on studying dif
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The game -called Chase the Cheese-
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another token. Other tokens further
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The system is organized in differen
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“to produce a single product or p
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(e.g., cheese) or loses the game (a
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collaboration is not an easy task.
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Collazos, C., Ortega, M., Bravo, C.
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Soller, A., & Lesgold, A. (2000). K
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Is the usual hierarchical organizat
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The final step 7 in the procedure i
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This methodology is summarised in F
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‘IsBasisOf’, ‘HasConstraint
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The presented results are a reflect
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‘HasExample’, and ‘HasFurther
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DCMI (2003). DCMI Metadata Terms, R
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Literature review Astronomy educati
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Systems of type I provide different
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night. To prevent students from get
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Figures 2-5 display screenshots of
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Results of the study reveal the imp
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vertical axis leads to the disappea
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Dede, C., Salzman, M., Loftin, R. B
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Trumper, R. (2000). University stud
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ased on pre-defined adaptation rule
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Therefore, the higher-level items o
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common prefix with the existing pa
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later should be omitted (presented
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5.1 The Average Length of each Sequ
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Recall 6. Discussion 0.8 0.7 0.6 0.
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easily take lessons in a good learn
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Laborda, J. G., & Royo, T. M. (2007
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Chapter 8, Online reference tools,
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Kenyon, D. M., & Malabonga, V. (200
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and concise manner (e.g. Weeding =
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stream are chapters 7 and 8 which f
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