Knowledge Building and Competence Development in eLearning 2.0 Systems

Knowledge Building and Competence Development in eLearning 2.0 Systems International Conference on Knowledge Management 3-5 September 2008, Graz, Austria Malinka Ivanova, Technical University - Sofia

Outline

eLearning 2.0 and Knowledge Transfer

Effects

Knowledge Building

Competence model examination

Analysis of eLearning 2.0 Systems

Used methodology

Functional characteristics of selected eLearning 2.0 systems

Comparison with IEEE LTSA

Result

Conclusion

Aim

To explore and analyze the possibilities of eLearning 2.0 management systems for knowledge production, experience sharing, communication and competence development

eLearning 2.0

What is eLearning 2.0?

eLearning 2.0 is based on Web 2.0 and emerging trends in eLearning. It can include such features as e-Learning where students create content , collaborate with peers to form a learning network with distribution of content creation and responsibilities, e-Learning that takes advantage of many sources of content aggregated together into learning experiences and e-Learning that utilizes various tools including online references, courseware, knowledge management, collaboration and search.

http://en.wikipedia.org/wiki/ELearning_2.0

eLearning 2.0

What is eLearning 2.0?

“ In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used . Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.“

Stephen Downes, National Research Council of Canada

http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1

eLearning 2.0 is based on Web 2.0 technologies and emerging trends in eLearning

Web 2.0 applications can be used as the basis for learning activities

propose different mechanisms for knowledge capturing and reusing

new effects arising in production, sharing and transferring the information and knowledge through the collaborative framework and collective intelligence.

Data, information and knowledge on an epic scale

effect related to data, information and knowledge gathering and remixing

search engines

bookmarking systems

mashup services

indirect collection

Network effect

increasing value of a service in which there is some form of interaction with others when more and more users start to use it.

Collective intelligence

Effect reflects on the knowledge embedded within societies or large groups of individuals:

explicit knowledge - gathered and recorded by many people

implicit intelligence - generated by the activities of many users over time.

Long Tail

Effect is related to the personalization in eLearning

Snowflakes Effect

personalized eLearning: all snowflakes in a snowstorm are unique, so each person has specific characteristics and interests

E. Duval, 2007

Openness

open standards

open source software

use of free data, reusing data, working for creating innovative solutions

open courseware

Knowledge Process Elements G. Siemens, 2006

What is competence?

The concept of competence can bridge the world of education, training, knowledge management, human resource management & informal learning

Competence: Effective performance in a domain at different levels of proficiency

Competency: Skill (synonym)

R. Koper, 2005

needs motivation knowledge skills value preferences individual team organization work environments daily life environments culture artificial worlds resources communities problem task objective trigger (meta)-cognitive psychomotor social/cultural emotional role analyses performs invokes generates changed ecological niche <<describes>> <<describes>> <<describes>> set asses & provide feedback provides support learning R. Koper, 2005

Competence development

A lifecycle which aims at the continuous enhancement and development of an individual’s or a group’s competences

Sinott et al., 2002

Main questions?

Can Web 2.0 technologies and eLearning 2.0 principles be used for knowledge improvement and competence development?

What are the benefits of eLearning 2.0 systems of supporting this?

How should the right functional solution be chosen?

Used Methodology

investigation via Internet search engines and using keywords “LMS, LCMS” and “Web 2.0”

forming a feature list with several criteria for the description of the functional features

experimental practices with the environments

comparison between eLearning 2.0 system and LTSA

decision making.

Found Systems

A feature list forming Criteria Indicator Information and knowledge capturing and sharing Tools and Services Course Weblog Course Wiki Book-marking RSS Feeds Link Sharing Picture Sharing AV/ Podcast Communication Synchronous Asynchronous Social Networking Social Network Community file sharing Productivity Tools Search Event Planning ePortfolio Creation Tool Personalization Tools Assessment New educational widgets creation

Selected eLearning 2.0 Systems

EctoLearning

http://www.ectolearning.com/

Course-Pages

EctoLearning

http://www.edu20.org/

Edu 2.0 School-Class- Lessons

Edu 2.0

eLearningCommunity 2.0

http://www.elearningcommunity.com/

Classroom-Course

eLearningCommunity 2.0

LearnHub

http://learnhub.com/

Course-Lessons

LearnHub

LectureShare

http://www.lectureshare.com/

Course-Lectures

LectureShare

Nfomedia

http://www.nfomedia.com/

Course-Units

Nfomedia

Tutorom (Eduslide)

http://www.eduslide.net/

Course-Lessons

Eduslide

IEEE Learning Technology Systems Architecture Interaction Context Assessment Locator Learner Info Learner Info ( history ) Query Catalog Info Locator Learning Content ( new ) ( current ) Multimedia Behavior Interaction Context Learner Preferences Delivery Evaluation Coach Learning Resources Learner Records Learner Entity

Unit of learning Learning activities Learning preferences, needs, aims Interaction Context Locator Data, information, knowledge Catalogue info Query Assessment Learner info Locator Learner info

Processes and Stores Standard LMSs eLearning 2.0 Systems Learner A conceptual process The learners learn in a closed environment with access to other systems and virtual laboratories in the time of the course duration. The learners use an open environment with communities of practices, self-organized groups and social networks during the course and after this. Evaluation A conceptual process The evaluation is done primarily by educator. The knowledge provider can participate in the evaluation process as well as other learners. Knowledge Provider A conceptual process that incorporate information from several sources, such as the learner, evaluation process, learner portfolio, and knowledge repository and use this information to search and select appropriate knowledge content. The knowledge provider is primarily educator. - (Input/Output) The preferences, needs and aims are defined. - (Input) The current assessment information from the evaluation process - (Input) Learner information from the learner records. - (Output) Queries may be sent to the learning resources. - (Input) The learning resources return catalogue information. - (Output) Locators are sent to the delivery process. Can be educator, learner, expert and so on, who is registered and participates in the social environment. - (Input/Output) The preferences, needs and aims are defining and changing continuously - (Input) The current assessment information from the evaluation process - (Input) Learner‘s products from the ePortfolio. - (Output) Queries may be sent to the shared knowledge repository to search for (appropriate) knowledge. - (Input) The knowledge repository returns catalogue information. - (Output) Locators (information, knowledge) are sent to the delivery process.

Processes and Stores Standard LMSs eLearning 2.0 Systems Delivery A conceptual process that transforms knowledge obtained via knowledge repository and deliver it to the learners. - (Input) May receive locators from the educator. - (Output) May use locators to retrieve resources. - (Input) May receive retrieved resources and may transform them in multimedia. - (Output) May send multimedia to the learners. - (Input) May receive locators from the knowledge provider and/or learners. - (Output) May use locators to retrieve knowledge from different knowledge sources. - (Input) May receive retrieved knowledge and may transform it into a Unit of Learning for the learner. - (Output) May send Unit of Learning with integrated knowledge to the learners. Learner ePortfolio It stores learner’s performance information. Learner record stores information for learner. - (Input/Output) The evaluation process stores/retrieves learner‘s information - (Input) Learner information is sent by educator. - (Output) – Learner information is retrieved by educator. Learner Portfolio is a storage contains the products of the learner‘s activities. - (Input/Output) After the evaluation process the learner‘s products are stored/retrieved. - (Input/Output) The knowledge provider process stores/retrieves the learner‘s information. Knowledge repository It collects, stores, retrieves knowledge The Learning Resources Repository contains the resources uploaded by educators and/or learners. Knowledge Repository includes knowledge derived by different sources using several services and tools such as: RSS syndication, blog, wiki, podcasts. - (Input) May be searched by queries. - (Output) The matching information is returned as catalogue info. - (Input/Output) The locators for retrieving knowledge.

Decision

Edu 2.0, eLearning Community 2.0 and Nfomedia

Decision

Edu 2.0

Multiple, Simultaneous Knowledge Capturing eLearning 2.0 System Start Page Social Networks

Conclusion

eLearning 2.0 systems allow educators and learners actively exchange ideas, information and knowledge, from anywhere, using multiple communication modes.

These environments stimulate the participation and individual production, support the performance of formal and informal web-based learning activities, give the greater leverage of collective intelligence, support the dynamics and openness of a learning process.