8 (3), 2007
Welcome to Volume 8, Number 3 of TOJDE
First of all, please accept my excuse for the reason that the first time TOJDE is a few days delayed to reach its readers in its publication life. I am the most responsibility person for this delaying
Mark J. W. LEE & Hakan G. SENEL
From the Guest Editors
This special issue of TOJDE is centred around the theme of ‘Web 2.0 and Social Software in Distance Education’. The Web 2.0 (O’Reilly, 2005) movement, epitomised by such nascent technologies as blogs, wikis, RSS, podcasting, as well as tag-based folksonomies, social networking, collaborative editing and peer-to-peer (P2P) media sharing applications, is purported to be redefining the way we conceive and make use of the Internet, and is enjoying considerable attention and popularity in both mainstream society and education. A major aim of this issue is to encourage ongoing discussion on the question of whether, and if so, in what ways, the advent and continued growth of Web 2.0 and social software has specific implications for the field of online and web-based distance education.
Yavuz AKBULUT & Mübin KIYICI
NOTE FOR EDITOR: Instructional Use of Weblogs
Web 2.0 can provide learners with increased interaction and online collaboration. Among its applications, weblogs have gained an increasing popularity as they allow bloggers to voice their own perspectives which can be delivered to a large audience through the Web. Weblogs can be integrated into teaching-learning process as they encourage learners to collaborate and freely voice their ideas. However, innovative technologies might not always lead to innovative distance education practices if timely adaptation lags behind. This study presents a review on instructional use of weblogs along with implications for open and distance learning.
P. Clint ROGERS, Stephen W. LIDDLE, Peter CHAN, Aaron DOXEY & Brady ISOM
Web 2.0 Learning Platform: Harnessing Collective Intelligence
The rate of technological diffusion and the pace at which technology is altering how and with whom we connect is astounding. Although not at the same pace, theoretical views of learning and teaching are also changing. Whereas much of the initial e-learning simply patterned old models of teaching and learning, the new technological possibilities and realities encourage us to think differently about what is meant by education (Brown, 2000).
In this paper, we provide a stepping stone in some of the theoretical background, history, and possibilities for learning systems and platforms in the Web 2.0 era. We share a case study that reflects the experiences of a small university that is moving towards E-Learning 2.0 while simultaneously increasing interoperability by using e-learning standards reflected in the widely-used reference model called SCORM (Sharable Content Object Reference Model). We also highlight the strengths and weaknesses of SCORM in allowing for learning management systems to have a Web 2.0 character.
Keywords: Web 2.0; E-Learning 2.0; SCORM; Learning Standards.
Views of Preservice Teachers on Blog Use For Instruction and Social Interaction
Rapid development of technology and unique characteristics of the creative society require a shift from traditional teaching concepts to student centered learning in education. One of the methods to provide this change is creating teaching environments enriched by Internet. Blog (weblog) service offered to learners and teachers through Internet is an important instrument to provide learners with effective activities and social interaction. Blog technology provides the users with opportunities to create web pages without any design knowledge, write their ideas on these pages, and add comments on the pages. The current study presents the views of pre-service teachers regarding “Information Technology in Education-I” course blog along with the facilities that trigger learning and social interaction.
Keywords: Weblog; Blog; Social Interaction; Web Supported Learning
Maria Chiara PETTENATI, Elisabetta CIGOGNINI, Jose MANGIONE & Elizabeth GUERIN
Using Social Software For Personal Knowledge Management in Formal Online Learning
In this paper we focus our attention on the use of social software as educational enablers for use in formal online education contexts. To this end we study the hypothesis that users have to acquire a set of important Personal Knowledge Management (PKM) skills. Such PKM skills are presented in the paper. They are also examined in relation to current 2.0 technologies that can sustain PKM skills acquisition and development. However, the acquisition of PKM skills is not in itself sufficient to guarantee the online learner who uses social software the chance to be part of the relevant and effective online learning experience unless it is coupled with a proper Instructional Design (ID) Model. We therefore present a possible Instructional Design Model for the Connectivist environment. Finally, we illustrate a sample scenario in which the use of social software is implemented on the basis of the ID model presented so as to support PKM skills acquisition.
Keywords: Learning 2.0; Personal Knowledge Management; Personal Learning Environment; Connectivism; Instructional design
Eren KESIM & Esmahan AGAOGLU
A Paradigm Shift in Distance Education: Web 2.0 and Social Software
The term of “new technological paradigm” is become an indispensable concept for all educational organizations. Consequently there is a growing necessity to describe what the term technological paradigm is. With the gaining speed of technological changes, a new dimension of educational and training paradigm is being formed. The sources of this paradigm are, flexibility and providing rich learning environments for all students. Therefore student’s roles had changed from passive to highly interactive in the historical development of distance education.
In this paper, evolution of Web technologies from Web 1.0 to Web 2.0 as a sub-dimension of distance education is being decribed theoretically. Besides, reflections of this evolution for all educational organizations are taken in hand with the perpective of the term of social software.
Keywords: Distance Education; Web 2.0; Social Software
Judy NAGY & Chris BIGUM
Bounded and Unbounded Knowledge: Teaching and Learning in a Web 2 world
In the recent past, the proliferation of digitally available content heralded the beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web-based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic integrity and quality where knowledge building takes place in a collaborative, online environment.
Keywords: Web 2; Teaching; Learning; Bounded Knowledge; Australia
Reviewed By Yavuz Akbulut
REVIEW: Cases on Global E-Learning Practices: Successes and Pitfalls
“Cases on Global E-Learning Practices: Successes and Pitfalls” look into the global practices of e-learning which has assumed a considerable role in the education sector recently. It is edited by Ramesh C. Sharma and Sanjaya Mishra from Indira Gandhi National Open University in New Delhi, India. It is published by Information Science Publishing, which is an imprint of Idea Group, an international publishing company specializing in research publications in the fields of technology, management and information science.
Palitha EDIRISINGHA, Chiara RIZZI, Ming NIE & Ibby ROTHWELL
Podcasting to Provide Teaching and Learning Support For An Undergraduate Module on English Language and Communication
This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students’ learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through two focus groups, personal interviews (six students) and an end of semester evaluation questionnaire (n=35). The paper describes the teaching and learning context and how the podcasts were integrated as part of the blended learning delivery. It discusses to what extent podcasts were able to achieve of the intended outcomes and the processes involved in achieving those outcomes.
The findings led to development of a model for integrating podcasts in on-campus blended learning, and which can have potential applications in distance learning contexts. The model is based on three main features of podcasts identified as facilitating student learning: learner choice and flexibility offered by podcasts; tacit knowledge and experience of peers conveyed in discussions; and a sense of informality brought into formal learning.The research reported in the paper was carried out as part of a UK national research project entitled Informal Mobile Podcasting and Learning Adaptation (IMPALA) with funding from the UK Higher Education Academy.
Keywords: Podcasting; Audio; Blended Learning; Distance Learning; English Language Teaching.
Penny De BYL & Janet TAYLOR
A Web 2.0/Web3D Hybrid Platform For Engaging Students in E-Learning Environments
This paper explores the Web 2.0 ethos with respect to the application of pedagogy within 3D online virtual environments. 3D worlds can create a synthetic experience capturing the essence of being in a particular world or context. The AliveX3D platform adopts the Web 2.0 ethos and applies it to online 3D virtual environment forming a Web 2.0/Web3D hybrid that has wider usability than previous alternatives. This combined with the AliveX3D Scene Editor allows learning experiences, which are controlled by the learner, appear authentic and facilitate collaboration conversations to be developed simultaneously. This immersion enables learners to negotiate meaning based on their own personal cognitive, affective and kinaesthetic experiences rather than on the descriptions of others’ experiences. We conclude by suggesting the choices embedded within the worlds allow the learning focus to shift away from isolated pre-designed interactions, to a situation that encourages the learner to control, manage and direct their own learning.
Keywords: A WEB 2.0; WEB3D; Hybrid Platform; Virtual Environments.
Reviewed By Fatih BAYRAM
REVIEW: Online Education For Lifelong Learning
This book was edited by, Yukiko Inoue, professor of educational research at the University of Guam, where she teaches online and face-to-face courses. It was published by Information Science Publishing in 2007. The authors of the chapters in this book are selected from different universities from Guam, Australia, Turkey and Greece. Online education has provided considerable opportunities for all people in lifelong learning. People who use online learning materials has interactive medium for lifelong learning. The aim of this book is to examine online environment in terms of development, implementation, theories, technology and case studies. It provides theoretical and practical information about online lifelong learning; consequently, it can appeal to researchers, practitioners, online learners and anyone interested in online lifelong learning. This book covers 14 chapters divided into five sections.