Social software: E-learning beyond learning management systems - The Diigo Meta page

• 10 Oct 15
  

  Saad Muhialdin
• 01 Apr 15
  

  Lorelí Padilla

  después2 education social e-learning socialsoftware doctorado

• 01 Mar 15
  

  Rubin Adams

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

  elearning blended blended learning strategies collaboration Personalized

• 25 Jun 14
  

  Elizabeth Dobyns

  socialsoftware e-learning collaboration education

• 21 Mar 14
  

  Debora Gil Casado

  elearning lms web2.0 collaboration education

• 09 Mar 14
  

  claudia gorosito

  Desde Dinarmca el futuro del e-learning centrado en el alumno

  EVEaD14

• 23 Nov 13
  

  Ann Chiu
  • Social bookmarking tools can also support relations between people. The principle  behind social bookmarking is to bookmark your web pages on the web, instead  of in your browser.
  • wikis can be catalogued as social software tools. A wiki is a web  page which can be edited dynamically directly from the web page itself. In  principle, everybody with access to a wiki can make changes to it. It is possible  to either edit a current page or create new pages through new hyperlinks
  • The outlined approach to e-learning necessitates a focus on students, providing  them with tools to support their self-governed, problem-based and collaborative  activities.
  • Using a management system, personal tools and social networks differs  from the sole use of an integrated LMS. The approach differs in terms of focusing  on empowerment of students as opposed to management of learning. An approach  focusing on empowerment of students implies thinking in terms of tools rather  than in terms of systems. The idea is first and foremost to provide students  with a variety of tools for their self-governed and problem-based activities;  to empower students, offering them tools for independent work, reflection,  construction and collaboration. Second, the approach suggests facilitating  students' engagement in different networks. Existing social software tools  such as weblogs, wikis and social bookmarking can be used to support e-learning  activities. However, these tools are not developed for educational purposes,  which means that a directed effort is necessary to develop educational social  software tools to support learning activities.

  2 more annotations...

• 16 Nov 13
  

  Cory Nilsen

  "Christian Dalsgaard"

  learning management system blended learning ett530

  • The article argues that it is necessary to move e-learning beyond learning  management systems and engage students in an active use of the web as a resource  for their self-governed, problem-based and collaborative activities.
  • The purpose  of the article is to discuss the potential of social software to move e-learning  beyond learning management systems
  • it is argued that learning management systems do not support a social constructivist  approach
  • The  article suggests a limitation of the use of learning management systems to  cover only administrative issues.
  • Yet the OECD (2005)  report "E-learning in Tertiary Education: Where do we stand?" indicates  that universities primarily use LMS for administrative purposes, and that LMS  so far have had a limited impact on pedagogy:
  • This article will discuss the use of centralized and integrated LMS and argue  that they, within a framework of a social constructivist pedagogy, should play  only a minor role within organization of e-learning.
  • Using social software in this way requires that organization of e-learning  moves beyond centralized and integrated LMS and towards a variety of separate  tools which are used and managed by the students in relation to their self-governed  work.
  • The article discusses how social software  can be used to support a social constructivist approach to e-learning, or more  specifically, how social software can support self-governed, problem-based  and collaborative activities.
  • Tools used to support e-learning cover a wide range of different applications.  They include discussion forums, chat, file sharing, video conferences, shared  whiteboards, e-portfolios, weblogs and wikis.
  • The question of organizing  e-learning tools involves the problem of integration vs. separation.
  • All LMS are not alike, and they  can be used in different ways.
  • All learning activities and materials in a course are organized and  managed by and within the system. LMS typically offer discussion forums, file  sharing, management of assignments, lesson plans, syllabus, chat, etc.
  • The question is: Is the next step to integrate social software tools in LMS?
  • Different pedagogies will have different things to say about the  problem of integration vs. separation.
  • he examples of social software technologies which will be discussed  in this article include weblogs, wikis, RSS feeds and social bookmarking.
  • It is, however, possible for readers of a weblog to write comments  on the entries. This means that weblogs primarily support independent and individual  presentation.
  • When a weblog is related to other weblogs, the weblogs become social,  and communities or networks are formed. It is possible to subscribe to weblogs  using RSS feeds (Downes, 2004b).
  • RSS enables connections  between weblogs – or, rather, between people.
  • The principle  behind social bookmarking is to bookmark your web pages on the web, instead  of in your browser.
  • Being  social means that bookmarks can be viewed by other people.
  • You can also see  who else has bookmarked the same pages as you and what else these people have  bookmarked.
  • tools can provide recommendations  for new web pages based on your bookmarks. Using RSS, it is also possible to  subscribe to people's bookmarks meaning that you get notified whenever certain  people have bookmarked a new page.
  • A wiki is a web  page which can be edited dynamically directly from the web page itself.
  • A  wiki keeps track of changes meaning that you can view previous versions of  each page on a wiki.
  • Wikis support collaborative  construction, development and production.
  • A discussion of the educational potentials of social software, and other tools,  needs to be approached from the point of view of an understanding and description  of specific learning activities (Dalsgaard,  2005).
  • According to a social constructivist approach, learning is considered  a social and active process (Vygotsky, 1978; Brown,  Collins & Duguid, 1989; Jonassen, 2000)
  • Resources are not learning materials, until they  are used actively by students.
  • "Resources are media, people, places or ideas that have the potential to  support learning.
  • For learning,  resources must be contextualized to determine situational relevance and meaning.
  • textualized to enable the use of information  gleaned from various resources. Once contextual meaning has been established,  information becomes organized as knowledge (Dewey, 1933), operating in a  larger context of meaning encompassing relevant patterns, biases, and interpretations."
      (Hill & Hannafin 2001,  p. 38)
  • This conception of a learning process means  that it is not possible to structure or pre-determine the students' activities  in a learning process – the activities must develop on the basis of the  student's own problem-solving. As a consequence, a learning environment needs,  in the words of Land & Hannafin (1996),  to be open-ended.
  • The approach to e-learning presented below uses social software technologies  to empower students in their self-governed activities. Students are directed  at solving a problem, and the purpose is to provide students with tools which  they can use to solve problems on their own and in collaboration with other  students.
  • Self-governed, problem-based and collaborative activities call for  tools which support construction, presentation, reflection, collaboration,  and tools for finding people and other resources of relevance to their problem.
  • LMS are to a large extent developed  for the management and delivery of learning – and not for self-governed  activities of students. Learning processes of the kind described in the social  constructivist approach outlined in this article cannot be managed.
  • Personal tools are defined as tools owned and controlled by students.
  • There are at least two  kinds of personal tools:
  • Social networks are defined as connections or relations between people engaged  in different kinds of communication.
  • Networks also include connections  to resources,
  • at least three  different kinds of networks:
  • Collaborative networks should be independently  organized by the participants. Networks of people sharing contexts can be formally  organized,
  • networks of  people sharing a field of interest can be facilitated and encouraged, but should  ultimately be organized informally by each individual.
  • The loose joining means that  how they are connected are not necessarily in the programming of the software,  but the ways people can use them in a social context that is an environment  of dynamic, changing relationships and connections, rather than the rigid,  limited ones defined by computer code."
  • As stated, learning cannot be managed. Learning can, however, be facilitated.
  • It is important to stress that the argument for using separate  tools instead of an integrated system is a pedagogical argument. The  argument is that the learning activities of students cannot be structured or  pre-determined. Choice of a variety of tools will better support the required  flexibility of open-ended activities than any one integrated system.
  • Further, in opposition to the use of systems, social software  tools enable active use of and participation on the web.
  • It would be  possible to integrate different kinds of social software tools in an LMS. However,  the strengths of social software in relation to self-governed activities concern  students' active use of and participation on the web.
  • A student-centred approach to e-learning is approached  by:
  • A personal tool is a  manifestation of the work of students. In other words it can be seen as a manifestation  of the learning process.
  • The outlined approach to e-learning necessitates a focus on students, providing  them with tools to support their self-governed, problem-based and collaborative  activities.
  • An approach  focusing on empowerment of students implies thinking in terms of tools rather  than in terms of systems.
  • The idea is first and foremost to provide students  with a variety of tools for their self-governed and problem-based activities;  to empower students, offering them tools for independent work, reflection,  construction and collaboration.
  • Second, the approach suggests facilitating  students' engagement in different networks.
  • Working as proposed here, students not only learn a specific topic, but they  are equipped with tools to navigate and make active use of the web to solve  future problems.

  52 more annotations...

• 20 Sep 13
  

  Rob Nyland
  • "E-learning in Tertiary Education: Where do we stand?" indicates  that universities primarily use LMS for administrative purposes, and that LMS  so far have had a limited impact on pedagogy:
  • It is argued that social  software tools can support a social constructivist approach to e-learning by  providing students with personal tools and engaging them in social networks.
• 21 Jan 13
  

  Christopher Hanzl

  ple

• 22 Oct 12
  

  Clare Fenwick

  TCT SOLE

• 17 Sep 12
  

  Ville Kaipainen

  Dalsgaard's article about social software

  elearning socialsoftware lms e-learning social collaboration education

• 19 Aug 12
  

  sabinetheresa

  schon in der arbeit-genauer lesen wäre gut

  BOX

• 03 Aug 12
  

  meara palmer

  active use of the web as a resource
  for their self-governed, problem-based and collaborative activities

• 27 Jul 12
  

  Steph Stewart

  elearning socialsoftware

• 15 Jul 12
  

  spearson209

  elearning socialsoftware

• 18 Jun 12
  

  Nicola Morris

  EMA

• 14 Feb 12
  

  Veijo Väisänen

  gradu

• 31 Jan 12
  

  onewheeljoe

  LMS PLE

  • networked tools that support and encourage individuals to learn  together while retaining individual control over their time, space, presence,  activity, identity and relationship."
  • In this article, social software tools, LMS, and the problem of integration  vs. separation are discussed from a social constructivist approach. Although  social software tools are not created for educational purposes, I will argue  that they can be used to support learning. Using social software can help facilitate  an approach to e-learning which differs from using learning management systems  and which better supports self-governed, problem-based and collaborative activities.  However, a certain organization of social software is required.
  • For learning,  resources must be contextualized to determine situational relevance and meaning.  Resources also need to be recontextualized to enable the use of information  gleaned from various resources.
  • LMS are to a large extent developed  for the management and delivery of learning – and not for self-governed  activities of students
  • • individual tools, and
     
    • collaborative tools.
  • Communication can be one-way as well as  two-way and synchronous as well as asynchronous. Networks also include connections  to resources, for instance in the form of references to web pages. Within this  approach to e-learning it is relevant to distinguish between at least three  different kinds of networks
  • Networks between people sharing a context could be students and teachers within  the same course. These are also networks of closely related participants, but  individuals within these networks are not working together. Students within  a course have a shared context and background in the sense that they have read  the same texts and are working on similar problems within the same field.
  • For  instance, the student can subscribe to weblogs from researchers, museums, libraries,  news corporations, etc. and read about trends and problems within different  fields. Further, the student can use bookmarks and references from different  researchers. This means that students can potentially get access to research  fields and follow ongoing discussions.
  • As stated, learning cannot be managed. Learning can, however, be facilitated.  The educational potential of social software is to facilitate self-governed,  problem-based and collaborative activities by supplying students with loosely  joined personal tools for independent construction, and by engaging them in  social networks. This approach to e-learning empowers students by giving them  the ability to navigate and participate on the web and to use it actively to  solve problems. It is important to stress that the argument for using separate  tools instead of an integrated system is a pedagogical argument. The  argument is that the learning activities of students cannot be structured or  pre-determined. Choice of a variety of tools will better support the required  flexibility of open-ended activities than any one integrated system.
  • However, the problem-solving process may also be supported by social networks  which can provide input to the learning process. Although the students do not  necessarily work on the same problems, they do share a common context and subject  area. This means that their problem based work and their personal references  are probably relevant to each other. The broader networks can also be useful  in the sense of widening the field to the students and providing them with  new perspectives and references. During their work, students will come across  problems, they will have questions, and they will need resources. This is supported  by students engaging in social networks. A student's network of weblogs provides  him or her with access to other students and their work and resources. Through  social networks students are able to find people and other resources which  may help them solve the problem. Networks should, to a large extent, be developed  by students, meaning that students should form their own relationships based  on their specific needs and interests. However, networks may be facilitated  by providing tools such as weblogs. Further, networks within a course can be  strengthened by connecting students via RSS feeds and social bookmarking.

  8 more annotations...

• 28 Jan 12
  

  Rachel Browne

  Dalsgaard, C. (2006)

  management systems eLearning

• 21 Nov 11
  

  Tanya Ramsay

  elearning web 2.0 education social bookmarking media software collaboration

  • Social software: E-learning beyond learning management systems
  • This article will discuss the use of centralized and integrated LMS and argue  that they, within a framework of a social constructivist pedagogy, should play  only a minor role within organization of e-learning. It is argued that social  software tools can support a social constructivist approach to e-learning by  providing students with personal tools and engaging them in social networks.

  • Social bookmarking tools can also support relations between people. The principle  behind social bookmarking is to bookmark your web pages on the web, instead  of in your browser. Del.icio.us (http://del.icio.us)  and Furl (http://www.furl.net)  are examples of different kinds of social bookmarking tools. When you bookmark  a web page, you tag the page with different keywords of your own choice. Being  social means that bookmarks can be viewed by other people. You can also see  who else has bookmarked the same pages as you and what else these people have  bookmarked. Further, some social bookmarking tools can provide recommendations  for new web pages based on your bookmarks. Using RSS, it is also possible to  subscribe to people's bookmarks meaning that you get notified whenever certain  people have bookmarked a new page.

     

  • Personal tools and social networks

     

    Every organization of e-learning depends on the chosen pedagogical approach.  A discussion of the educational potentials of social software, and other tools,  needs to be approached from the point of view of an understanding and description  of specific learning activities (Dalsgaard,  2005). The approach to e-learning presented below discusses educational  social software from the point of view of social constructivism. The conception  of learning as self-governed, problem-based and collaborative processes is  derived from a social constructivist approach
  • Students are directed  at solving a problem, and the purpose is to provide students with tools which  they can use to solve problems on their own and in collaboration with other  students. Self-governed, problem-based and collaborative activities call for  tools which support construction, presentation, reflection, collaboration,  and tools for finding people and other resources of relevance to their problem.

  • Social networks are defined as connections or relations between people engaged  in different kinds of communication. Communication can be one-way as well as  two-way and synchronous as well as asynchronous. Networks also include connections  to resources, for instance in the form of references to web pages. Within this  approach to e-learning it is relevant to distinguish between at least three  different kinds of networks:

     
     
    1. networks between people working collaboratively,
     
    2. networks between people sharing a context, and
     
    3. networks between people sharing a field of interest.

  • A student-centred approach to e-learning is approached  by:

     
     
    1. using a management system for administrative issues,
     
    2. offering students personal tools for construction, presentation, reflection,  collaboration, etc.,
     
    3. facilitating networks between students within the same course, and
     
    4. facilitating networks between students and other people working within  the field.

  • Conclusion

     

    The outlined approach to e-learning necessitates a focus on students, providing  them with tools to support their self-governed, problem-based and collaborative  activities.
  • However, these tools are not developed for educational purposes,  which means that a directed effort is necessary to develop educational social  software tools to support learning activities.
  • The article has argued that personal tools and social networks support self-governed,  problem-based and collaborative learning processes. This way of using social  software also equips students with valuable tools for using the web as a resource  in order to develop their understanding and solve problems – whether  in school, at work or in their private lives
  • Working as proposed here, students not only learn a specific topic, but they  are equipped with tools to navigate and make active use of the web to solve  future problems. After the end of a course or an education, the networks continue  to exist. Continued participation in social networks and creation of new networks  give people access to a vast number of people and other resources.

  9 more annotations...

• 08 Nov 11
  

  hannah rubio

  eLearning

• 02 Nov 11
  

  eLearning Certificate

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.
  
  Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning.

  elearning social networks 679.29 MacLachlan 679.29 week 6

• 20 Oct 11
  

  LMS er til administrasjon - web2 er for læring

  lms Collaborative learning Sosiale bokmerker

  • Social software: E-learning beyond learning management systems
• 23 Sep 11
  

  tom wambeke

  elearning socialsoftware web2.0 e-learning

• 22 Aug 11
  

  deirdre robson

  socialsoftware web2.0 e-learning article

• 22 Jul 11
  

  Vickel Narayan

  "OECD (2005). E-learning in Tertiary Education: Where do we stand?"

• 03 Jul 11
  

  James Bowey

  virtual learning environments

• 24 Jun 11
  

  theresa savich
• 22 Apr 11
  

  Krista Parker

  socialsoftware elearning lms e-learning web2.0

• 03 Apr 11
  

  marc widmer
  • "[...] networked tools that support and encourage individuals to learn  together while retaining individual control over their time, space, presence,  activity, identity and relationship."
      (Anderson 2005a, p. 4)
• 29 Mar 11
  

  Kelly Baker

  LMS

  • The question of organizing  e-learning tools involves the problem of integration vs. separation
  • Learning can, however, be facilitated.
  • using a management system for administrative issues,
  • • offering students personal tools for construction, presentation, reflection,  collaboration, etc.,
     
    • facilitating networks between students within the same course, and
     
    • facilitating networks between students and other people working within  the field.
  • Using a management system, personal tools and social networks differs  from the sole use of an integrated LMS.
  • providing  them with tools to support their self-governed, problem-based and collaborative  activities.
  • The approach differs in terms of focusing  on empowerment of students as opposed to management of learning

  5 more annotations...

• 28 Mar 11
  

  Andew Volk

  Social Networking LMS

• 

  Belinda Scarth-Johnson

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems.

• 23 Jan 11
  

  Luciana Caldeira

  Text about elearning and social software

  PLE PLN social_software e-learning CSCL Network

• 22 Jan 11
  

  PATRICIA CEOLA

  e-learning and social software

• 

  Daniela Cuccurullo

  PLE

• 02 Dec 10
  

  Anu Ylitalo

  oppiminen opetus sosiaalinen_media artikkeli

• 29 Nov 10
  

  philipp stosiek

  e-learning social software constructivist

• 11 Oct 10
  

  Melissa Partin-Harding

  “learning cannot be managed (but) can, however, be facilitated”. As such he suggested that engaging students in social networks may actually empower them in the learning process. When students actively use the tools available, they are actually constructing their own learning environment

• 01 Sep 10
  

  Niklas Karlsson

  personliga lärmiljöer

• 16 Jul 10
  

  Mariel Amez

  socialsoftware elearning web2.0 vle faapi10 lms

• 09 May 10
  

  Ana Morgado

  web2.0 socialsoftware social networks

• 21 Apr 10
  

  Carlos Fernandez

  web2.0

• 16 Apr 10
  

  Maria Anastario

  Article of social software and management skills

• 22 Mar 10
  

  Natalie Spence

  C Dalsgaard - European Journal of Open, Distance and E-Learning, 2006 - eurodl.org
  ... Networks are secondary to personal tools. However, the problem-solving process may also be
  supported by social networks which can provide input to the learning process.

  socialnetworking darp

• 13 Mar 10
  

  Nick Noakes

  social_software socialsoftware

• 12 Feb 10
  

  Paula Antunes
• 24 Nov 09
  

  Eric Calvert

  lms anti dalsgaard elearning software

  • The article argues that it is necessary to move e-learning beyond learning  management systems and engage students in an active use of the web as a resource  for their self-governed, problem-based and collaborative activities. The purpose  of the article is to discuss the potential of social software to move e-learning  beyond learning management systems.
  • Further, it is argued that students' self-governed  learning processes are supported by providing students with personal tools  and engaging them in different kinds of social networks.
• 12 Nov 09
  

  Norma Scagnoli

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is

  LMS CIC2009

• 02 Nov 09
  

  brunoeduc

  Réflexions sur l'usage d'outils en réseaux à agréger plutôt que d'un LMS "tout intégré" pour la formation, afin de favoriser un enseignement centré sur l'étudiant et basé sur une approche par problème

  e-learning socialnetworking SSPT

• 

  Bruno Poulin

  Réflexions sur l'usage d'outils en réseaux à agréger plutôt que d'un LMS "tout intégré" pour la formation, afin de favoriser un enseignement centré sur l'étudiant et basé sur une approche par problème

  e-learning socialnetworking BPFAD

• 16 Oct 09
  

  Jona Titus

  social_software software collaboration social_networking elearning learning web

• 

  Sakina Baharom

  Web2.0

• 

  ron H

  socialsoftware elearning e-learning lms education collaboration

• 

  ron houtman

  socialsoftware elearning e-learning lms education collaboration

• 10 Oct 09
  

  Alycia Sellie

  cms learning pedagogy

• 24 Sep 09
  

  Michele Brown
• 14 Sep 09
  

  Lillian Buus

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is

  SocialSoftware elearning socialconstructivism lms personaltools socialnetworking

• 07 Sep 09
  

  Øyvind Solberg

  socialsoftware web2.0 lms education collaboration undervisning utdanning samarbeid skole todo

• 11 Aug 09
  

  Thomas Laigle

  Réflexions sur l'usage d'outils en réseaux à agréger plutôt que d'un LMS "tout intégré" pour la formation, afin de favoriser un enseignement centré sur l'étudiant et basé sur une approche par problème

  e-learning outils tice pédagogie didactique ressources didactiques

  • Yet the OECD (2005)  report "E-learning in Tertiary Education: Where do we stand?" indicates  that universities primarily use LMS for administrative purposes, and that LMS  so far have had a limited impact on pedagogy:

     

    "ICT has penetrated tertiary education, but has had more impact on administrative  services (e.g. admissions, registration, fee payment, purchasing) than on the  pedagogic fundamentals of the classroom." (OECD,  2005, p. 15)
  • social  software tools can support a social constructivist approach to e-learning by  providing students with personal tools and engaging them in social networks.  Using social software in this way requires that organization of e-learning  moves beyond centralized and integrated LMS and towards a variety of separate  tools which are used and managed by the students in relation to their self-governed  work.
  • The question of organizing  e-learning tools involves the problem of integration vs. separation.  On the one hand, it is possible to integrate different tools in a single stand-alone  system, a learning management system, also called virtual learning environments  or e-learning systems (such systems include Blackboard, WebCT, Moodle). On  the other hand, tools can be separated in a number of distributed and independent  applications used for different purposes.

    • Intégration ou agrégation...
    Add Sticky Note
  • social software is a very difficult concept to define.  The term not only includes a wide range of different technologies, but the  social aspect of the technologies often emerges from a combined use of different  technologies
  • The approach to e-learning presented below uses social software technologies  to empower students in their self-governed activities. Students are directed  at solving a problem, and the purpose is to provide students with tools which  they can use to solve problems on their own and in collaboration with other  students. Self-governed, problem-based and collaborative activities call for  tools which support construction, presentation, reflection, collaboration,  and tools for finding people and other resources of relevance to their problem.  Using social software to support self-governed activities necessitates a different  organization of e-learning than the sole use of an LMS.

    • Une approche pédagogique par projet/problème nécessite de fournir aux apprenants un ensemble d'outils permettant construction, présentation, réflexion, collaboration, et recherches de personnes ressource ; ce qui ne peut être réalisé au sein d'un seul LMS
    Add Sticky Note
  • LMS are well suited for managing  student enrolment, exams, assignments, course descriptions, lesson plans, messages,  syllabus, basic course materials, etc. However, self-governed and problem-based  activities are not very well supported by LMS. LMS are to a large extent developed  for the management and delivery of learning – and not for self-governed  activities of students.
  • Instead of integrating  all functions within a system, the approach suggests making available several  separate tools to support different needs of students – in other words,  providing students with a tool box of different opportunities.
  • "Collaboration via the net does not necessarily require monolithic,  expensive tool suites that aim to do everything under one umbrella. We will  share and demonstrate the use of readily available, mostly free, discrete  sets of "small" and "loosely joined" technologies - weblogs,  wikis, instant messaging, audio/video chat. The loose joining means that  how they are connected are not necessarily in the programming of the software,  but the ways people can use them in a social context that is an environment  of dynamic, changing relationships and connections, rather than the rigid,  limited ones defined by computer code."
      (http://careo.elearning.ubc.ca/wiki?SmallPiecesLooselyJoined/AboutSmallPieces)
  • As stated, learning cannot be managed. Learning can, however, be facilitated.  The educational potential of social software is to facilitate self-governed,  problem-based and collaborative activities by supplying students with loosely  joined personal tools for independent construction, and by engaging them in  social networks. This approach to e-learning empowers students by giving them  the ability to navigate and participate on the web and to use it actively to  solve problems. It is important to stress that the argument for using separate  tools instead of an integrated system is a pedagogical argument. The  argument is that the learning activities of students cannot be structured or  pre-determined. Choice of a variety of tools will better support the required  flexibility of open-ended activities than any one integrated system.

  • student-centred approach to e-learning is approached  by:

     
     
    1. using a management system for administrative issues,
     
    2. offering students personal tools for construction, presentation, reflection,  collaboration, etc.,
     
    3. facilitating networks between students within the same course, and
     
    4. facilitating networks between students and other people working within  the field.

  8 more annotations...

• 09 Aug 09
  

  Silvia Andreoli

  collaborative_learning

• 09 Jun 09
  

  Marita Ljungqvist

  • LMS  so far have had a limited impact on pedagogy:

     

    "ICT has penetrated tertiary education, but has had more impact on administrative  services (e.g. admissions, registration, fee payment, purchasing) than on the  pedagogic fundamentals of the classroom." (OECD,  2005, p. 15)
  • The question of organizing  e-learning tools involves the problem of integration vs. separation.  On the one hand, it is possible to integrate different tools in a single stand-alone  system, a learning management system, also called virtual learning environments  or e-learning systems (such systems include Blackboard, WebCT, Moodle). On  the other hand, tools can be separated in a number of distributed and independent  applications used for different purposes.
  • One approach to e-learning is the use of LMS. All LMS are not alike, and they  can be used in different ways. However, a common idea behind LMS is that e-learning  is organized and managed within an integrated system. Different tools are integrated  in a single system which offers all necessary tools to run and manage an e-learning  course. All learning activities and materials in a course are organized and  managed by and within the system. LMS typically offer discussion forums, file  sharing, management of assignments, lesson plans, syllabus, chat, etc.
  • Recently, the emergence of social software has questioned the use of integrated  LMS
  • ocial software has initiated discussions about the extent to which tools should  be separated or integrated in systems (see Levine  2004; Blackall 2005; Cormier  2005; Wilson 2005; Siemens  2005; Anderson 2006a; 2006b)
  • According to a social constructivist approach, learning is considered  a social and active process (Vygotsky, 1978; Brown,  Collins & Duguid, 1989; Jonassen, 2000)
  • Further, learning materials are considered resources or tools which students  use to solve problems. Resources are not learning materials, until they  are used actively by students.
  • This conception of a learning process means  that it is not possible to structure or pre-determine the students' activities  in a learning process – the activities must develop on the basis of the  student's own problem-solving.
  • As a consequence, a learning environment needs,  in the words of Land & Hannafin (1996),  to be open-ended.
  • The approach is an organization of a number of different tools: a management  system, personal tools and social networks.
  • A management system differs from what  is typically meant by a learning management system. The term management system  is meant to indicate a limited use of an LMS. Whereas LMS refer to systems  which organize and manage e-learning activities within a system, a management  system is used only for administrative purposes. LMS are well suited for managing  student enrolment, exams, assignments, course descriptions, lesson plans, messages,  syllabus, basic course materials, etc. However, self-governed and problem-based  activities are not very well supported by LMS. LMS are to a large extent developed  for the management and delivery of learning – and not for self-governed  activities of students.
  • Learning processes of the kind described in the social  constructivist approach outlined in this article cannot be managed. What can  be managed, however, is the administrative aspects of a course. Thus, a management  system is limited to organizing administrative issues. Anderson (2005b)  describes the potential of social software as "overlay networks":
  • Compared to networks of students and teachers within the same course, networks  between individual students and other people are networks of more loosely related  participants. Parallel to a closely related network of students and teachers,  students can create and participate in networks of people from all over the  world. For instance, a student can easily create an individual network simply  by subscribing to RSS feeds from a number of different weblogs.
  • It is important to stress that the argument for using separate  tools instead of an integrated system is a pedagogical argument. The  argument is that the learning activities of students cannot be structured or  pre-determined. Choice of a variety of tools will better support the required  flexibility of open-ended activities than any one integrated system.

  • A student-centred approach to e-learning is approached  by:

     
     
    1. using a management system for administrative issues,
     
    2. offering students personal tools for construction, presentation, reflection,  collaboration, etc.,
     
    3. facilitating networks between students within the same course, and
     
    4. facilitating networks between students and other people working within  the field.

  • "Self-organised learning networks provide a base for the establishment  of a form of education that goes beyond course and curriculum centric models,  and envisions a learner-centred and learner controlled model of lifelong  learning."
      (Koper 2004b, p. 1)

     

     

    Working as proposed here, students not only learn a specific topic, but they  are equipped with tools to navigate and make active use of the web to solve  future problems. After the end of a course or an education, the networks continue  to exist. Continued participation in social networks and creation of new networks  give people access to a vast number of people and other resources.

  14 more annotations...

• 29 May 09
  

  monica aresta
• 21 May 09
  

  tdf101

  learning technology education web2.0 tools software elearning collaboration e-learning research Social community blogs socialnetworking wiki articles academic article cms connectivism socialnetworks socialsoftware lms social.software social_software ple v

• 20 May 09
  

  ding ding

  elearning lms socialsoftware e-learning web2.0 education collaboration social

  • learning management systems do not support a social constructivist  approach which emphasizes self-governed learning activities of students.
  • distance education or campus based education,
  • "ICT has penetrated tertiary education, but has had more impact on administrative  services (e.g. admissions, registration, fee payment, purchasing) than on the  pedagogic fundamentals of the classroom." (OECD,  2005, p. 15)
  • t is argued that social software tools enable a different way of using the  web within an educational context. The article discusses how social software  can be used to support a social constructivist approach to e-learning, or more  specifically, how social software can support self-governed, problem-based  and collaborative activities.
  • The question of organizing  e-learning tools involves the problem of integration vs. separation.  On the one hand, it is possible to integrate different tools in a single stand-alone  system, a learning management system, also called virtual learning environments  or e-learning systems (such systems include Blackboard, WebCT, Moodle). On  the other hand, tools can be separated in a number of distributed and independent  applications used for different purposes.
  • "[...] networked tools that support and encourage individuals to learn  together while retaining individual control over their time, space, presence,  activity, identity and relationship."
      (Anderson 2005a, p. 4)
  • social software is a very difficult concept to define.
  • A weblog
  • Social bookmarking tools can also support relations between people.
  • Finally, wikis can be catalogued as social software tools.
  • According to a social constructivist approach, learning is considered  a social and active process (Vygotsky, 1978; Brown,  Collins & Duguid, 1989; Jonassen, 2000).  Problem-based activities describe a learning process in which students are  directed at solving a problem. It is important to a social constructivist approach  that a student tries to solve the problem him- or herself. In other words,  students should direct their own problem-solving process.
  • This conception of a learning process means  that it is not possible to structure or pre-determine the students' activities  in a learning process – the activities must develop on the basis of the  student's own problem-solving.
  • Surrounding the  student are different tools and resources which support the student's problem-solving  process.
  • However, self-governed and problem-based  activities are not very well supported by LMS.
  • LMS are to a large extent developed  for the management and delivery of learning – and not for self-governed  activities of students.
  • Collaborative personal tools are owned and controlled by students working  together in groups.
  • Personal tools are defined as tools owned and controlled by students. They  are used by students for various kinds of construction and reflection; for  instance, writing, presenting, drawing or programming. T
  • • networks between people working collaboratively,
     
    • networks between people sharing a context, and
     
    • networks between people sharing a field of interest.
  • Use of personal tools combined with social networks form the basis of an individualization  or personalization of the web (Downes, 2004b).  On the basis of a personal page, a student can use social software to navigate  the web to find resources
  • However, it would be extremely difficult  for students to navigate the vast amount of resources.
  • and people that can help solve the problem.
  • Instead, it is important to support  students' independent work and actively facilitate relations between collaborating  students and also between students and teachers connected to the same course.

  20 more annotations...

• 23 Apr 09
  

  Matthew Bibby

  web2.0 tools elearning software socialnetworking social wiki learning community technology education collaboration connectivism socialnetworks lms blogs research CMS e-learning #delicious

• 12 Apr 09
  

  Simon Hardaker

  constr

  socialsoftware elearning web2.0 e-learning education

• 01 Apr 09
  

  Iain Napier

  Social software: E-learning beyond learning mana

  to_read socialsoftware elearning web2.0 e-learning lms education collaboration social

• 18 Mar 09
  

  Roberta Budvietas

  elearning

• 03 Mar 09
  

  Paul Acquaro

  education web2.0 e-learning elearning socialnetworking

• 20 Feb 09
  

  Sam Burrough

  elearning wiki web2.0 connectivism

• 19 Feb 09
  

  Guillaume Janssen

  elearning web2.0 learning connectivism social_networks community education

• 12 Feb 09
  

  gang ren

  web2.0

• 26 Jan 09
  

  Yoo Falk Jensen
• 22 Jan 09
  

  Luis Soldevila

  elearning web2.0 socialnetworking education

• 14 Jan 09
  

  Paulo Simões

  lms elearning web2.0

• 15 Dec 08
  

  Alex Smith

  social constructivism

• 26 Nov 08
  

  k trampus

  Article - e-learning and social networking

  web2.0 social

• 24 Nov 08
  

  Jay Herman

  article elearning social_networking lms

• 21 Nov 08
  

  o shekerie

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is

  elss08 vle software socialnetworks

  • constructivist
• 22 Oct 08
  

  Melissa Lockhart

  Social_Networking Blogs Web_2.0_Articles Distance_Education Teaching_Online Online_Teaching

• 14 Sep 08
  

  Pieter de Vries

  The article argues that it is necessary to move e-learning
  beyond learning management systems and engage students in an active use
  of the web as a resource for their self-governed, problem-based and
  collaborative activities. The purpose of the artic

  SocialSoftware E-learning article

• 01 Sep 08
  

  Cinzia Bocchi

  lms

• 31 Aug 08
  

  Joh Fra03

  socialsoftware web2.0 elearning lms

• 30 Aug 08
  

  Timo Nevalainen

  social_web theory article elearning web2.0

• 10 Aug 08
  

  he yin

  Elearning

• 25 Jul 08
  

  Helena Jaeger

  sociallearning socialsoftware

• 09 Jul 08
  

  Britt Watwood

  elearning LMS socialsoftware socialmedia

• 30 Jun 08
  

  Stephen Henneberry

  socialsoftware elearning lms e-learning web2.0 collaboration education

• 02 Jun 08
  

  Stephan Ridgway

  Christian Dalsgaard [cnd@imv.au.dk]
  Institute of Information and Media Studies
  University of Aarhus

  lms e-learning socialnetworking networkedlearning socialsoftware

• 21 May 08
  

  Lisa Dubuc

  edtech

• 20 May 08
  

  Fernando S

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

  socialsoftware elearning e-learning lms web2.0 collaboration social_software education

• 17 May 08
  

  Joe Fahs

  Advantages of interactive learning using Web 2.0

  learning education web2.0 teachlearntech elearning cms auc08 sunycit08

• 21 Apr 08
  

  Chris Bigenho

  The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is

  cecs6320 e-learning

• 27 Feb 08
  

  Carsten Storgaard

  learning2.0 socialsoftware web2.0 collaboration

• 21 Feb 08
  

  j p

  elearning

• 15 Feb 08
  

  Lisa M Lane

  articles

• 11 Dec 07
  

  rei uno
• 07 Dec 07
  

  Catherine Naamani

  EURODL Article on social software with useful references to Anderson and others

  2.0 collaboration e-learning LMS Social-Networking socialsoftware web2.0 socialnetworks UoGMALT PhD

Public Stiky Notes

• 
  Thomas Laigle on 2009-08-11
  Intégration ou agrégation...
• 
  Thomas Laigle on 2009-08-11
  Une approche pédagogique par projet/problème nécessite de fournir aux apprenants un ensemble d'outils permettant construction, présentation, réflexion, collaboration, et recherches de personnes ressource ; ce qui ne peut être réalisé au sein d'un seul LMS

Page Comments

• 
  Jedd Bartlett on 2006-09-02
  Social software: E-learning beyond learning management systems
• 
  o shekerie on 2008-11-21
  this paper is over 2 years old but i think still raises some interesting points. i would suggest that in the two years since this paper was written may of the social software available have developed greatly, but functionality of a LMS still remains the same it manages learning outputs.
  
  i would agree that the social software available have not been designed to promote learning but can facilate learning non the less. by visiting some of these social software sites and sharing with other internet users and not just their own class it will help share from different prespectives.
  
  i would also add that a tutor/teacher can direct students so that they can visit these sites and learning and if they have a good understanding of how these technologies work, which will hopefully improve the quality of the assignments submitted.
  
  learning is encouraged to take place out of the class and is applied in a real life context, the students will be developing life skills too.

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