Your SlideShare is downloading. ×
0
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Floss in technology enhanced learning
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Floss in technology enhanced learning

139

Published on

This paper presents a comparative analysis of Free/Libre Open Source Software (FLOSS) Learning Management System (LMS). Following a selection process we analyze the functionalities and characteristics …

This paper presents a comparative analysis of Free/Libre Open Source Software (FLOSS) Learning Management System (LMS). Following a selection process we analyze the functionalities and characteristics of 8 tools commonly used in formal and informal education. More specifically we focus on the availability of different tools concerning communication and assistance, such as, forum, email, calendar, portfolios, etc. Our analysis showed that despite their similarities, the appropriateness of different FLOSS LMSs can be greatly affected by the specific needs of students, instructors and institutions.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
139
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1.  FLOSS  in  Technology-­‐Enhanced  Learning  Sara  Fernandes,  Antonio  Cerone,  Luis  Barbosa,  Pantelis  Papadopoulos
  • 2. Aim  &  Overview  Aim            Provide  an  assessment  framework  for  analyzing  Learning  Management  System  (LMS)  tools     Assist  teachers  and  Higher  EducaJon  InsJtuJon  decision  makers  in  the  selecJon  of  the  suitable   LMS  tool  Overview   Background   Methodology   SelecJon   Assessment  Criteria   Results  and  Analysis   Conclusions   United Nations University - International Institute for Software Technology
  • 3. Background  Online  educaJon   Natural  transiJon  of  the  InformaJon  Society  and  Knowledge  Economy     Perceived  as  an  innovaJon  that  has  considerable  potenJal  for  technology  enhancing  teaching  and   learning   Promote  lifelong  learning     Reach  out  to  non-­‐tradiJonal  learners  InternaJonal  crisis              Funding  cuts  on  educaJon                Need  to  reduce  costs   Introduce new approaches into education that will            Maintain  educaJonal  quality   enable governments to continue promoting high-level education            Impact  of  Internet  on  InsJtuJons   United Nations University - International Institute for Software Technology
  • 4. Background  FLOSS  –  Free/Libre  Open  Source  SoRware   Result  of  a  development  process  that  respects  freedom   Takes  place  within  communiJes  InternaJonal  crisis  and  FLOSS   Applying FLOSS paradigm to education may be and            Funding  cuts  on  educaJon     advantage to explore            Need  to  reduce  costs              Maintain  educaJonal  quality   Allows  insJtuJons  to  be  more  independent  (pricing              Impact  of  Internet  on  InsJtuJons   and  licenses  policies  of  soRware  companies)   Empowers  users  with  independency  to  run,  copy,   distribute  study,  change,  and  improve  it  according   to  their  needs   United Nations University - International Institute for Software Technology
  • 5. Background  –  some  terminology  The use of ICT in educational context often requires the use of proper terminology. Learning  Management  Systems  (LMS)   SoRware  systems  design  to  support  student  learning.     Contain  a  number  of  presentaJon,  assessment,  communicaJon  and  management  tools     E-­‐Learning   The  use  of  ICT  to  assist  teaching  and  learning  process.   Technology-­‐Enhanced  Learning  (TEL)   Online  facility  (or  system)  that  directly  supports  learning  and  teaching  (  e.g.  insJtuJonal  intranet,  VLE   etc)       United Nations University - International Institute for Software Technology
  • 6. Background  (some  terminology  cont.)  Technology-­‐Enhanced  Learning  Environment  (TELE)   Learning  environment  that  uses  technology  to  enhance  and  enrich  the  learning  process.  Computer-­‐supported  collaboraJve  learning  (CSCL)   Pedagogical  approach  where  learning  takes  place  via  social  interacJon  using  computer  or  through   internet.   Learning  characterized  by  sharing  and  construcJon  of  knowledge  among  parJcipants  using  technology   (mean  of  communicaJon  or  common  resource)   InstrucJon  Methods   Used  in  teaching  (Explaining,  DemonstraJng,  CollaboraJng  and  Learning  by  teaching  )      CollaboraJve  learning  (CL)   PromoJon  of  collaboraJon  between  students   CollaboraJon  between  students  and  teachers   United Nations University - International Institute for Software Technology
  • 7. e-­‐Learning  2.0   Social  learning                PerspecJve  that  states  that  people  learn  within  a  social  context  and  it  is  facilitated  by  concepts  such  as  modeling  and  observaJonal  learning   E-­‐Learning  was  based  on  InstrucJonal  Packets      Student  perspecJve  -­‐  Delivered  to  the  student  using  assignments      Teacher  perspecJve  –  Evaluate  the  assignments     e  -­‐  Learning  2-­‐0              Leads  to  the  concept  of  social  learning  through  the  use  of  social  soRware  tools  such  as:  blogs,  wikis,  forums,  and  chats,  promoJng  learning  at  a  wider  scale  than  individuals  or  learning  groups,  up  to  a  societal  scale,  through  social  interacJon  between  peers.       United Nations University - International Institute for Software Technology
  • 8. Method   Development of an assessment frameworkSelecJon  of  cases    Source  Forge    Keyword  “LMS”      Weekly  downloads    URLSPY  Assessment  Criteria                FuncJonal   CommunicaJon  Features   Assistance  Features                Impact   Languages   Total  Number  of  countries  where  is  used   United Nations University - International Institute for Software Technology
  • 9. SelecJon  Source  Forge   Search  of  EducaJonal  Projects  in  Source  Forge  (>100)  Keyword  “LMS”   30  projects   Downloads   11  projects  (Moodle,  Dokeos,  Claroline,  Atutor,  Sakai,  ILIAS,  OpenElms,  Eclass.Net,  e-­‐Learning   ApplicaJons  Suite,  Docebo  reborn,  BrilhaspaJ)   United Nations University - International Institute for Software Technology
  • 10. SelecJon  URL  SPY  Database  containing  informaJon  on  hundreds  of  websites   World  Wide  Rank   Total  Number  of  years  that  the  tools  as  been  available   External  Links  –  number  of  websites  that  refers  the  project  website   Number  of  pages  –  visited  by  users  within  the  tool  website   EsJmated  Daily  Users  –  esJmated  number  of  users  of  the  website  tool   United Nations University - International Institute for Software Technology
  • 11. SelecJon       United Nations University - International Institute for Software Technology
  • 12. Assessment  Criteria  FuncJonality  –  correspond  to  features  of  the  soRware   CommunicaJon  features   Assistance  features  Impact  –  correspond  to  the  impact  of  each  tool  worldwide   SelecJon  (previous  slides)   Number  of  countries   Number  of  Languages   United Nations University - International Institute for Software Technology
  • 13. Assessment  Criteria  -­‐  FuncJonality   Forum – students can submit post in a discussion forum Forum Management – teachers can create discussion forums, moderate discussions, etc File Exchange – Files upload and download by teachers or students Email – email an entire class by using a single email alias Online Journal / Notes – enables students to create journal entries Whiteboard – tool used by teachers and students in synchronous mode (virtual classroom) United Nations University - International Institute for Software Technology
  • 14. Assessment  Criteria  -­‐  Assistance   Bookmarks – helps organize content Calendar – Student and Teachers to create events in the online course calendar and supports announcements Content Search – Allows the users to search for content Orientation – Online help for users Group Work – create groups for discussions, assignments, etc. Community network – students can create online clubs, interest groups, etc at a system level. Portfolios – Allow students to collect their work. United Nations University - International Institute for Software Technology
  • 15. Assessment  Criteria  -­‐  Impact   Impact of each project by: Relevant for the analysis of the concept of 1.  Analyzing data from the pre-selection table Learning 2.0 and the concept of social 2.  Number of languages learning, since with these parameters we 3.  Total number of countries can determine the range of a certain tool. United Nations University - International Institute for Software Technology
  • 16. Assessment  Framework   United Nations University - International Institute for Software Technology
  • 17. Analysis  and  Results  (2)   LSM tool analysis according to the communication features United Nations University - International Institute for Software Technology
  • 18. Analysis  and  Results  (2)   LSM tool analysis according to the assistance features United Nations University - International Institute for Software Technology
  • 19. Analysis  and  Results  (2)   Impact Criteria data United Nations University - International Institute for Software Technology
  • 20. Findings   Exception of Open Elms and ECLass.Net the tools fulfill all requirements for communication tools Assess different Instructional Methods: Explanation and Demonstration methods are available in almost all LMS through whiteboard Collaborative model is available in Forum Explaining and Demonstration methods are almost present in all almost all LMS through Group Work and Orientation Collaborative method is present, for example, Group Work Learning by teaching, where students assume the role of teachers, can be found on Community Networks United Nations University - International Institute for Software Technology
  • 21. Conclusions   Choice and usage of LMS according to social and economic viewpoints Moodle more used FLOSS tools are not 100% free Despite similarities, the appropriateness of different FLOSS LMSs can be greatly affected by specific needs of: • Students • Teachers • nstitutions I United Nations University - International Institute for Software Technology
  • 22. FUTURE  WORK   We intend to pursue the analysis of the 8 selected tools, through a usability point of view; Conduct further analysis from an educational point of view concerning the support of instructional methods, such as individual and collaborative learning using survey techniques. United Nations University - International Institute for Software Technology
  • 23. Thank  you!  “The fact is that given the challenges we face, education doesnt need to be reformed -- it needs to betransformed. The key to this transformation is not to standardize education, but to personalize it, to buildachievement on discovering the individual talents of each child, to put students in an environment wherethey want to learn and where they can naturally discover their true passions.”― Ken Robinson, The Element: How Finding Your Passion Changes Everything United Nations University - International Institute for Software Technology

×