web 2.0 landscapes

Slide 1: Web 2.0 landscapes in elearning 2.0 Examples of students understanding Kai Pata

Slide 2: Learner has listed traditional activity- based labels as affordances (Reflecting, Collaborative, learning, Communication, Social bookmarking) or used tool functions (Feeds) The learners’ initial idea for constructing landscape schema was demonstrating themselves as the central owners of the personal landscapes, however the information flow between tools was not perceived and the users categorize tools by functionalities

Slide 3: Friends RSS feeds Collaborative writing Information exchange and getting feedback Joint creation Communication with the community Collaborative drawing Comments to the weblog Creating and sharing Collecting and filtrating artifacts images artifacts Me as a learner presentations Personalised desktop Community-based feeds (feeds, calendar) Bookmarks The affordance-based individual-centered schema of learning landscape distributes same tools between several affordances.

Slide 4: Learner didn’t see Information search student the integration between personal and the institutional landscape elements: learner has a personal environment but the teacher publishes learning materials Making videos in LMS system (IVA) and the communication between them takes place in LMS or by email. teacher

Slide 5: Individual landscape of one learner, which implicitly indicates the affordance as the communication with other learners using aggregator. However, learners expected affordances for aggregators are higher than the real functionalities the aggregator tools currently offers (e.g. Slideshare and wiki feeds).

Slide 6: Collaborative writing The activity diagram of the and learning from it self-directed learner Self-reflection and demonstrates, which tools analysis have the affordance of Sharing files supporting certain activities. Communication with peers Interest- or community- based reading weblogs Based on weblog information searching videos, This activity diagram indicates images, books that the learner perceives that Marking important information found more than one tools would from weblogs afford her to perform this pattern. Individualized aggregation of information

Slide 7: Activity diagram of the teacher and learner, which implicitly demonstrates the teacher as the creator of learning materials, the broadcasting of materials in teacher’s weblog and social bookmarks, and the students’ interaction with the teacher by individual weblog and aggregator. Interesting is that the activities, which the schema author (teacher) demonstrates in relation with tools (e.g. weblog, aggregator, social bookmarks) as are emerging differently for the teacher and learner.

Slide 8: The teacher sees aggregator as the tool for broadcasting information and learning materials (e.g. Spaschcast) to the students who would perform activities in their weblogs. The second affordance of the aggregator is perceived as the monitoring for students’ activity.

Slide 9: Example aggregator (Pageflakes) application in course design. Instructor’s weblog - information, learning materials and reflection Learning material broadcast (Splaschcast) Students’ weblogs - homework and reflection, tutor’s comments Information

Slide 10: Example aggregator (Pageflakes) application in course design. Forum for communication Course bookmarks with individual feed Gabbly chat (private Group bookmarks with tag-feed room) for course

Slide 11: The learner has Can add videos integrated the activity-diagram view with the Exchange environments learning landscape view - however the Aggregating into one personally activities are administrated implicit and the page affordances are demonstrated Tool for work computer supposedly thinking of these implicit activities in learner the pattern library

Slide 12: How the activity pattern was born - remix pattern for radio-broadcast!

Slide 13: aggregator Searching info Collecting info to one place Self-directed administration of info filtration Recording info for future Using in broadcast Sharing information User catches the information Social feed, evaluates, feedback, Feedback Avoiding similar info repository commertial Searching info Collecting info to one place

Slide 14: Implicitly the filtering affordance is in the focus The self-directed learner’s learning landscape

Slide 15: Self-directed learning landscape schema involves aggregation and filtering tools, but also reflection, communication, collaboration and management tools

Slide 16: Noticable is that the learner outcome perceives the group of tools as the self- Problem question administrable reflection tools and also integrates into its learning landscape the LMS systems and tools, which are owned by other learners and organisations. No interrelations are perceived between the LMS system (IVA, VIKO) and the other social software tools.

Slide 17: Collaboration environment Course weblog Vocational learning network Network weblog Team-analysis Vocational learning network