Social software: E-learning beyond learning management systems

Thomas Laigle's personal annotations on this page

Tomlaigle bookmarked on 2009-08-11 e-learning outils tice pédagogie didactique ressources didactiques

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

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.
- Tomlaigle on 2009-08-11
  
  Intégration ou agrégation...
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.
- Tomlaigle 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
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.

This link has been bookmarked by 110 people . It was first bookmarked on 22 Aug 2006, by Nando.

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.
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 SSPT Deliclous
16 Oct 09

Sakina Baharom
Web2.0
24 Sep 09

Michele Brown
11 Sep 09

Ntoruru Joshua
lesson1 etc647 fall2009 ple etcresearch etccommunity zotero for:chih
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.
- 8 more annotations...
- - 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.
    Thomas Laigle on 2009-08-11
    
    Intégration ou agrégation...
  - 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.
    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
  - 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:
    
    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.
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.
- 14 more annotations...
- - 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:
    
    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.
  - "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.
29 May 09

monica aresta
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,
- 20 more annotations...
- - "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.
18 Mar 09

Roberta Budvietas
elearning
26 Jan 09

Yoo Falk Jensen
22 Jan 09

Luis Soldevila
elearning web2.0 socialnetworking education
14 Jan 09

Bernadette Rego
elarning socialsoftware Ims web2.0 e-learning collaboration education social_software
Paulo Simões
lms elearning web2.0
13 Jan 09

drneelesh bhandari
lms elearning web2.0
15 Dec 08

Alex Smith
social constructivism
26 Nov 08

k trampus
Article - e-learning and social networking

e-learning social software edtech technology
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
03 Oct 08

Linda Guillory
personal_learning_environment
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
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
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
25 Apr 08

Allison Kipta
analysis web2.0 education collaboration learning community elearning socialmedia
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
09 Mar 08

Nick Noakes
social_software web2.0_in_education
15 Feb 08

Lisa M Lane
articles
11 Dec 07

rei uno
28 Nov 07

Marc Lijour
academic analysis bibliography collaboration community E-learning management education reference research technology tools Web2.0 wiki
20 Nov 07

Rafael Alvarado
socialsoftware
12 Nov 07

Yesenia Hernandez
e-learning education social-constructivism social-networking social-software
30 Oct 07

Laura Blankenship
cms socialsoftware
- 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.
- Individual personal tools are owned and controlled by individual students.
  Such tools could be weblogs or wikis. The potential of these kinds of personal
  tools is to support a student's independent work process. For instance, a student
  involved in a project, working on solving a problem, can use a weblog to communicate
  and present ideas and thoughts.
- 3 more annotations...
- - 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.
  - Resources are not learning materials, until they
    are used actively by students.
  - Using social software to support self-governed activities necessitates a different
    organization of e-learning than the sole use of an LMS.
24 Oct 07

Mario A Núñez
ideal social_software
28 Sep 07

Fran Hughes
social_networking research
18 Sep 07

Jan-Arve Overland
lms læring
06 Sep 07

Fabiano Caruso
collaboration del.icio.us e-learning socialsoftware
24 Jul 07

Peter Tittenberger
collaboration del.icio.us e-learning education elearning elearning2.0 imported socialsoftware web2.0
26 Jun 07

Marisa P
socialsoftware EdTech articles teaching
07 Jun 07

Chris Lott
paper by Christian Dalsgaard. Fair enough overview, a few of the citations look worth following up.

edtech linklog social vle
30 May 07

Scott Leslie
see also this for bibliographic citations, good set of academic references

obhe_paper
17 May 07

Stephen Wilkinson
constructivism e-learning moodle
05 May 07

Martin Koser
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

socialsoftware elearning2.0 lms collaboration web2.0
03 May 07

Howard Rheingold
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. social software in support of a social constructivist approach

education educational_technology e-learning
25 Apr 07

Matt Vance
- Feedburner
Lyn Parker
social_software eLearning web2.0
03 Apr 07

Judi Millage
social software, education, learning, social networking, social bookmarks, virtual learning environments,

Web 2.0
12 Mar 07

Rudy Garns
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.

Web2.0 collaboration e-learning edtech pedagogy social-software technology
23 Feb 07

L@jost EU project
Contrasts VLEs and PLEs, e tare faina resursa, cu poze

SocialSoftware eEducation for:ggrosseck l@jost
22 Feb 07

Sebastian Gasse
blogging collaboration community e-learning education learning management moodle social software technology tools web website wiki writing elearning navigation mle MIS lms socialsoftware
20 Feb 07

David Sugden
education social SocialNetworking blogging SocialSoftware research dslsdf
13 Feb 07

Axel Nattland
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. 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.
12 Feb 07

Betzi Bateman
web2.0 tagging elearning tools
30 Dec 06

José Mota
dalsgaard articles socialsoftware web2.0 tese formação
20 Nov 06

Leigh Blackall
Blackall, L. (2005). Die LMS die! You too PLE!

-feedback-leighblackall
19 Nov 06

Heinz Wittenbrink
"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."

elearning unterricht socialsoftware via:ThomasPleil masterantrag
09 Nov 06

Mandy Schiefner
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

Social Software Konstruktivismus Kollaboration
anja c. wagner
elearning lms social software web20
05 Oct 06

Lars Opdal
elearning imported:del.icio.us lms
28 Sep 06

Martin Lindner
aarhus media studies

LMS elearning2.0 ml2007 deli
Derrall Garrison
lms elearning socialsoftware
22 Sep 06

Peter Shanks
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

e-learning connectivism elearning lms education TALO
21 Sep 06

Matt Lingard
VLE elearning emergingTechnologies
LSE CLT
social VLE e-learning
Will Thomas
elearning lms ple
13 Sep 06

Marco Kalz
Social 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. 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.
11 Sep 06

Cristian Cabezas
software social
07 Sep 06

Anita Rissler
socialsoftware
- Social software: E-learning beyond learning management systems
  
  Christian Dalsgaard [cnd@imv.au.dk]
06 Sep 06

Ron Lubensky
collaboration ple research socialsoftware web2.0
Carlos Santos
e-Learning LMS social_software web2.0 education PLE
05 Sep 06

Rick L
CMS LMS smallpieceslooselyjoined socialsoftware socialnetworks elearning edutech
Rick Reo
sc lms Social Software
Mark Berthelemy
socialnetwork
04 Sep 06

Riina Vuorikari
e-portfolio read_write_web
- 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 is
glen gatin
CMS LMS elearning web2.0
02 Sep 06

Wytze Koopal
Christian Dalsgaard: 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.

elearning20 lms vle collaboration e-learning socialsoftware elearning for:cobras for:verstelle for:mike_malloch for:wrubens
Jedd Bartlett
socialsoftware e-learning communities
- Social software: E-learning beyond learning management systems
- 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.
mark van
engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities

forplepages jisc-dpie constructivism socialsoftware
Nancy White
Social software: E-learning beyond learning management systems

Christian Dalsgaard [cnd@imv.au.dk]
Institute of Information and Media Studies
University of Aarhus
Helsingforsgade 14, 8200 Aarhus N, Denmark
[http://www.imv.au.dk]
Abstracts
English

elearning social_software social_media web2.0 NYSAISEdTech2006 mohonk
01 Sep 06

dave cormier
22 Aug 06

Nando
article e-learning science social_software
05 Aug 06

tb_unisg
article eurodl social software

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.

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

Thomas Laigle's personal annotations on this page

Social software: E-learning beyond learning management systems

Would you like to comment?

Top Tags

Check out another URL