This link has been bookmarked by 546 people and liked by 2 people. It was first bookmarked on 13 Aug 2006, by Ji Chang.
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22 Feb 14
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09 Sep 12
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26 Jun 11
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23 Jun 11
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In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along.
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08 Jun 11
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bits of content that could be put together or organized
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system that organizes and delivers online courses—the learning management system (LMS)
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The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions, and in many systems today, integrated into the college or university's student information system.
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"digital natives"
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absorb information quickly, in images and video as well as text, from multiple sources simultaneously.
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operate at "twitch speed," expecting instant responses and feedback.
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prefer random "on-demand" access to media, expect to be in constant communication with their friends
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are as likely to create their own media (or download someone else's) as to purchase a book or a CD
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more than just adapting for different learning styles
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these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design
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it is the placing of the control of learning itself into the hands of the learner
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more consumer/client-centered culture in today's society
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Learning is characterized not only by greater autonomy for the learner, but also a greater emphasis on active learning, with creation, communication and participation playing key roles
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Chaos is a new reality for knowledge workers
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George Siemens's Connectivism
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the learner's challenge is to recognize the patterns
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pervasive belief that information is something meant to be shared
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Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial
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And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens
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The new Internet user may not vote, but that is only because the vote is irrelevant when you govern yourself.
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Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along.
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Even more importantly, these blogs were connected to each other through the mechanism of RSS, a simple XML format that allows bloggers to send their content to a network of readers
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collaborative writing tool called the wiki
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Web 2.0 is not a technological revolution, it is a social revolution
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eb 2.0 is an attitude not a technology.
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e-learning, the closest thing to a social network is a community of practice
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a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
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All of a sudden, instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide.
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download generation
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ens when online learning software
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What happens
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What happens when online learning
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becomes more like a platform?
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becomes more like a content-authoring tool, where learning is created?
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The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head.
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The e-learning application, therefore, begins to look very much like a blogging tool
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one node in a web of content
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a personal learning center
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becomes
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where
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content is reused and remixed according to
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It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
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becomes
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ent's own needs and interests.
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personal place to create and showcase their own work
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e-portfolio
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provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information
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Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast.
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educational institutions expect to use
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set of open-source applications.
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t learning is becoming a creative activity
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mobile learnin
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Mobile learning offers not only new opportunities to create but also to connect.
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mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large
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"ubiquitous computing.
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ubiquitous computing forces the computer to live out here in the world with people
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Learning integrates into every aspect of our lives, from daily household chores to arts and culture
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Learning and living, it could be said, will eventually merg
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The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
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07 Jun 11
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Anja LorenzDownes, S. (2005): E-learning 2.0. In: eLearn 2005 (10).
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25 May 11
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23 May 11
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17 May 11
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As a consequence, the dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS). This piece of software has become almost ubiquitous in the learning environment;
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Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace
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Sometimes called "digital natives" and sometimes called "n-gen," these new users approach work, learning and play in new ways [2]
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They absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at "twitch speed," expecting instant responses and feedback. They prefer random "on-demand" access to media, expect to be in constant communication with their friends (who may be next door or around the world), and they are as likely to create their own media (or download someone else's) as to purchase a book or a CD [3]
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he e-learning application, therefore, begins to look very much like a blogging tool
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The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
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16 May 11
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28 Apr 11
Leo de CarvalhoE-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities.And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
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12 Apr 11
dgletiz"twitch speed,"
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"digital natives"
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these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design
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Chaos is a new reality for knowledge workers... Unlike constructivism, which states that learners attempt to foster understanding by meaning-making tasks, chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities
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intermediaries, such as public relations staff, journalists or professors, are not needed, they are disregarded
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the Web itself was being transformed from what was called "the Read Web" to the "Read-Write Web,
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content was created, shared, remixed, repurposed, and passed along.
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Web 2.0 is an attitude not a technology.
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less formal
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Blogging is very different from traditionally assigned learning content
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Students' blog posts are often about something from their own range of interests
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podcasting
-
download generation
-
What happens when online learning ceases to be like a medium, and becomes more like a platform?
-
The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system
-
It also begins to look like a personal portfolio tool
-
The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning"
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e-learning content is syndicated
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Where games encourage learning is through the provision of what a student needs to know in a context where it will be immediately used
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ubiquitous computing
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ubiquitous computing
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11 Apr 11
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31 Mar 11
Kristian Chartierstuff about ELGG, e-portfolios, collaboration.
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t also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
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A great amount of work is being done, for example, in educational gaming and simulations. Theorists such as Seymour Papert, James Paul Gee, Clark Aldrich, and
Marc Prensky have all touted the efficacy of games. -
Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience. And in just the same way, the science text doesn't make any sense to someone who has not done any science (though it makes a great deal of sense to an experienced scientist)"
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"workflow learning." Sam Adkins writes, workflow learning is "a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow"
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27 Mar 11
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Emma WilsonStephen Downes explains how e-learning is evolving with the World Wide Web as a whole.
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18 Mar 11
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e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
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16 Mar 11
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Today, e-learning mainly takes the form of online courses.
-
As a consequence, the dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS).
-
Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
-
The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared.
-
Consumers are talking directly to producers, and more often than not, demanding and getting new standards of accountability and transparency.
-
the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network
-
For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
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What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head.
-
In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used.
-
Learning and living, it could be said, will eventually merge. The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
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10 Mar 11
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03 Mar 11
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02 Mar 11
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01 Mar 11
Trieste AndersonArticle on Web 2.0 tools
web2.0 e-learning elearner education downes article socialsoftware
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25 Feb 11
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10 Feb 11
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October 17, 2005
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e-learning mainly takes the form of online courses
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learning management system (LMS)
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Blackboard
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Desire2Learn
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WebCT
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n-gen
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digital natives
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absorb information quickly, in images and video as well as text, from multiple sources simultaneously
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File-sharing
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information is something meant to be shared
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the Web itself was being transformed
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calling it Web 2.0
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e Web was shifting from being
-
a medium, in which information was transmitted and consumed
-
content was created, shared, remixed, repurposed, and passed alon
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mportant to recognize
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it is a social revolution
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Web 2.0 is not a technological revolution
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E-Learning 2.0
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discussing
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instead of discussing pre-assigned topics with their classmates, students
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wide range of topics with peers worldwide
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have started broadcasting
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Educators
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03 Feb 11
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02 Feb 11
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E-learning 2.0
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Stephen Downe
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Originating in the world of computer-based delivery (CBT) systems
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Today, e-learning mainly takes the form of online course
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course is the basic unit of organizatio
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dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS
-
The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions, and in many systems today, integrated into the college or university's student information system.
-
Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
-
Trends
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in many ways education has lagged behind some of these trends and is just beginning to feel their wake.
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changing nature of Internet users
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these new users approach work, learning and play in new ways
-
"digital natives
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"n-gen,"
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mages and video as well as text
-
from multiple sources simultaneously
-
They absorb information quickly
-
operate at "twitch speed,"
-
prefer random "on-demand" access
-
xpecting instant responses and feedback
-
constant communication with their friends
-
are as likely to create their own media
-
r download someone else's
-
"learner-centered"
-
student-centered
-
In learning
-
design
-
the placing of the control of learning itself into the hands of the learner
-
greater emphasis on active learning
-
participation
-
communication
-
creation
-
key roles
-
changing roles for the teacher
-
George Siemens's Connectivism.
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from forming connections
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"We derive our competence
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chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden
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Meaning-making and forming connections between specialized communities are important activities
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Douglas Rushkoff's Cyberia
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knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment
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File-sharing
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The breaking down of barriers
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pervasive belief that information is something meant to be shared
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open access to scholarly and other works
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Sharing content is not considered unethical
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Creative Commons licenses
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essential for the creation of
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hoarding of content is viewed as antisocial
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open content is viewed
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learning network
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open society
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new "big idea" of our time to disintermediate the institutional middleman
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Do we need factory universities to learn?
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enable direct relationships
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Is our health dependent on a doctor?
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Is the news what we see on TV?
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structures and organization that characterized life prior to the Internet are breaking down
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Consumers are talking directly to producers
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demanding and getting new standards of accountability and transparency
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Passive has become active
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Disinterested has become engaged.
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The new Internet user may not vote, but that is only because the vote is irrelevant when you govern yourself.
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The Web 2.0
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major parts of the World Wide Web were acquiring the properties of communications networks
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the Read Web
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the Web
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was being transformed from
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to the "Read-Write Web
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Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data
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information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along
-
people were doing with the Web was
-
having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on
-
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hese blogs were connected to each other through the mechanism of RSS, a simple XML format that allows bloggers to send their content to a network of readers (called 'subscribers').
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Creating an online community became a snap
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But it wasn't just blogging
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Others, using the free audio-recording tool Audacity, began recording their own talk and music
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became podcasting,
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For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution
-
about enabling and encouraging participation through open applications and services
-
Web 2.0 is an attitude not a technology
-
E-Learning 2.0
-
In the world of e-learning, the closest thing to a social network is a community of practice
-
a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
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"community" in online learning were artificial and often contrived "discussions"
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These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point, and while substantially better than nothing, rarely approached Wenger's theory.
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, and the support from traditional institutions almost nonexistent
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in general, the uptake has been slow
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much less formal
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written from a personal point of view, in a personal voice
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Blogging is very different from traditionally assigned learning content
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about something from their own range of interests
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network of interactions forms-much like a social network, and much like Wenger's community of practice.
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what happens when students blog
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Educators have also taken an interest in podcasting
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We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience
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What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created?
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content,
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is used rather than read
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more likely to resemble a language or a conversation rather than a book or a manual.
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structure
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more likely to be produced by students than courseware authors
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represents one node in a web of content
-
connected to other nodes and content
-
e-learning application
-
a personal learning center
-
It becomes
-
It becomes, indeed, not a single application, but a collection of interoperating applications
-
aggregated by students, using their own personal RSS reader
-
finished product being fed forward
-
remixed and repurposed with the student's own individual application in mind
-
While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
-
learning comes not from the design of learning content
-
how it is used
-
rather than the conduit for learning content.
-
exploring how learning content
-
can be used as the basis for learning activities
-
A great amount of work is being done, for example, in educational gaming and simulations
-
Papert writes, "The most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
-
Where games encourage learning is through the provision of what a student needs to know in a context where it will be immediately used
-
Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at larg
-
Mobile learning offers not only new opportunities to create but also to connect
-
In the world of learning, what this means is having learning available no matter what you are doing. Jay Cross captures this idea in the concept of "workflow learning
-
workflow learning is "a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow" and supported by "contextual collaboration with people and systems" and "design and modification achieved by modeling and simulation
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Sam Adkins
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Learning integrates into every aspect of our lives
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Learning and living, it could be said, will eventually merg
-
how to use learning to create something more, to communicate
-
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29 Jan 11
Adam CarneyArticle about building a web-based learning environment, as well as utilization of Web 2.0 tools to facilitate collaborative, creative learning environments.
web2.0 e-learning elearning education learning article downes socialsoftware
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Today, e-learning mainly takes the form of online courses.
-
As a consequence, the dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS). This piece of software has become almost ubiquitous in the learning environment; companies such as WebCT, Blackboard, and Desire2Learn have installed products at thousands of universities and colleges and are used by tens of thousands of instructors and students. The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions, and in many systems today, integrated into the college or university's student information system.
-
Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
-
They absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at "twitch speed," expecting instant responses and feedback. They prefer random "on-demand" access to media, expect to be in constant communication with their friends (who may be next door or around the world), and they are as likely to create their own media (or download someone else's) as to purchase a book or a CD [3]
-
In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
-
The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
-
In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
-
For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution.
-
Educators began to notice something different happening when they began to use tools like wikis and blogs in the classroom a couple of years ago. All of a sudden, instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide. Imagine the astonishment, for example, when, after writing a review of a circus she had viewed, a Grade 5 student received a response from one of the performers [16].
-
The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
-
It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work.
-
This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
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24 Jan 11
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20 Jan 11
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19 Jan 11
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15 Dec 10
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21 Nov 10
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08 Nov 10
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02 Nov 10
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companies such as WebCT, Blackboard, and Desire2Learn have installed products at thousands of universities and colleges and are used by tens of thousands of instructors and students
-
course divided into modules and lessons, supported with quizzes, tests and discussions
-
absorb information quickly, in images and video as well as text, from multiple sources simultaneously
-
"twitch speed," expecting instant responses and feedback.
-
placing of the control of learning itself into the hands of the learner [5].
-
greater emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher, indeed, even a collapse of the distinction between teacher and student altogether
-
structures and organization that characterized life prior to the Internet are breaking down.
-
Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along
-
instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide.
-
Why not have the option to download information about education and careers the same way you can download music?
-
e-learning application, therefore, begins to look very much like a blogging tool
-
students will have their own personal place to create and showcase their own work
-
In the world of learning, what this means is having learning available no matter what you are doing
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01 Nov 10
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31 Oct 10
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25 Oct 10
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23 Oct 10
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19 Oct 10
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07 Oct 10
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there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
-
In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.
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04 Oct 10
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03 Oct 10
Wendy AthensWeb 2.0
Stephen Downes senior researcher National Research Council Canada
instructional design when the students do all the designing -
30 Sep 10
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29 Sep 10
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28 Sep 10
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18 Sep 10
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13 Sep 10
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27 Aug 10
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24 Aug 10
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18 Aug 10
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22 Jul 10
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16 Jun 10
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16 May 10
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09 May 10
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07 May 10
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04 May 10
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30 Apr 10
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26 Apr 10
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19 Mar 10
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11 Mar 10
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07 Mar 10
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The most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning.
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This is most evidenced when learners engage not only in playing, but in the design, of games. In the gaming world this practice is widely recognized and encouraged—game "modding" allows players to make the game their own.
-
Where games encourage learning is through the provision of what a student needs to know in a context where it will be immediately used.
-
You cannot create that context ahead of time— it has to be part of the experience. And in just the same way, the science text doesn't make any sense to someone who has not done any science
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16 Feb 10
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24 Jan 10
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29 Nov 09
Andrea ChristmanReferenced in Curtis J. Bonk's, The World is Open, page. 205
web2.0 elearning e-learning education learning article trends bonk world_is_open downes delicious
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24 Oct 09
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21 Oct 09
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08 Oct 09
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23 Sep 09
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15 Sep 09
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13 Sep 09
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ubiquitous computing
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05 Sep 09
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31 Aug 09
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10 Jul 09
Silvia Andreoli"What happens when online learning ceases to be like a medium, and becomes more like a platform?"
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05 Jul 09
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04 Jun 09
Franziska EiselArticle of Stephen Downes
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07 May 09
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06 May 09
joysulimanE-learning 2.0
By Stephen Downes, National Research Council of Canada
E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something tha -
27 Apr 09
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the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along.
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having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on.
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What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
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The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
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This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
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In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.
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"a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow" and supported by "contextual collaboration with people and systems" and "design and modification achieved by modeling and simulation" [28].
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10 Apr 09
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Candace LavinArticle written by Stephen Downes, National Research Council of Canada
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07 Apr 09
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01 Apr 09
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31 Mar 09
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As a consequence, the dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS).
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In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner [5].
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"The changing demographics of the student population and the more consumer/client-centered culture in today's society have provided a climate where the use of student-centered learning is thriving" [6]. Learning is characterized not only by greater autonomy for the learner, but also a greater emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher, indeed, even a collapse of the distinction between teacher and student altogether [7].
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Taking this approach even further is George Siemens's Connectivism. "We derive our competence," writes Siemens, "from forming connections... Chaos is a new reality for knowledge workers... Unlike constructivism, which states that learners attempt to foster understanding by meaning-making tasks, chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities." Readers of Douglas Rushkoff's Cyberia will recognize a similar theme as knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment [8].
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For the most part, though, what constituted "community" in online learning were artificial and often contrived "discussions" supported by learning management systems [15]. These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point, and while substantially better than nothing, rarely approached Wenger's theory.
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The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
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This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
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The challenge will not be in how to learn, but in how to use learning to create something more
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30 Mar 09
Fernando Sánchez ZamoraE-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream. It's the core to numerous business
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25 Mar 09
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"learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
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Unlike constructivism, which states that learners attempt to foster understanding by meaning-making tasks, chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden
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pervasive belief that information is something meant to be shared
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Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along.
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The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [
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e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
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17 Mar 09
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They absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at "twitch speed," expecting instant responses and feedback. They prefer random "on-demand" access to media, expect to be in constant communication with their friends (who may be next door or around the world), and they are as likely to create their own media (or download someone else's) as to purchase a book or a CD [3].
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"We're talking to the download generation,"
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learning management system (LMS)
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the people using the Internet, has begun to change.
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16 Mar 09
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That's not to say no communities of practice were forming. There were some attempts to foster them, as for example MuniMall, directed toward the municipal governance sector, and
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15 Mar 09
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03 Mar 09
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been around for ten years or so
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Where We Are Now
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Trends
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The Web 2.0
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social networking sites
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"Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains.
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XML format
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Web 2.0 is an attitude not a technology
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E-Learning 2.0
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02 Mar 09
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been around for ten years or so
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Where We Are Now
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Trends
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The Web 2.0
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social networking sites
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"Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains.
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XML format
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Web 2.0 is an attitude not a technology
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E-Learning 2.0
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