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learning management systems do not support a social constructivist
approach which emphasizes self-governed learning activities of students.
distance education or campus based education,
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- "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.

Five Weeks To A Social Library

The first free, grassroots, completely online course devoted to teaching librarians about social software

www.sociallibraries.com/course - Preview

web2.0 social education e-learning rss

Wiki in Education: is public better.pdf (application/pdf 对象)

delivery.acm.org/...p61-guth.pdf - Preview

wiki education web2.0 VLE social

The VLE/LMS is dead

from the blog of Martin Weller. He argue that a loosely coupled teaching is better than VLE

nogoodreason.typepad.co.uk/...the-vlelms-is-d.html - Preview

web2.0 vle learning ple loosely coupled teaching

Scott's post set me thinking and I had something of an epiphany
bypass the institutional systems
23 more annotations...
- content and discussion
- students get to control the content.
- non-intrusive dialogue
- Virtual meetings
- News and updates
- Quiz/informal assessment tools
- Authentication
- What I want is to be able to apply the OU authentication to any site I want, so if I create a wiki I simply tell the OU authentication system to include that url.
- Convenience
- However, I think there is also an increasing frustration at being limited to these tools,
- Support
- Reliability
- If it is housed on an external system you have no control if it goes down.
- Monitoring
- Better quality tools
- This means they stay up to date, have better features, and look better than most things produced in higher education.
- Modern look and feel
- Appropriate tools
- Cost - using a bunch of free tools has got to be cheaper hasn't it?
- Avoids software sedimentation
- isintermediation happens
- The walled garden of the VLE provides a "trusted brand" (as Grainne Conole discussed at OpenLearn2007) which is very attractive to students.
- So long as the VLE is tied to broad enough range of collaborative tools, and so long as there is a sensible (ie not overly restrictive) permissions regime,

21 Apr 09

Common Craft - Explanations In Plain English

very creative and plain explanations for all kinds of things

www.commoncraft.com/ - Preview

web2.0 technology education commoncraft video

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