Research interest – social computing in education Research titled at …
In a typical learning environment, e-learning is used to facilitate interaction beyond the lecture hall between educators and learners. However, in reality, the interaction is very much limited within the existing e-learning platform and in most cases; it is under utilized to achieve its educational goal to increase the learner’s learning experience.
Ideally, PLE provides a learning environment (with integration of social software) that support learners to make their own decision in directing their learning experience.
PLE promotes scaffolding and active learning where educators provide scaffold tasks and it is up to the learners how to achieve the tasks (McLoughlin and Lee, 2007). The major components of PLE should include social computing aspects which allow the creation of appropriate learning environment using social software. PLE encourages knowledge construction, collaboration, communication and social networking between learners, their peers and the experts (including the educators).
In general, social computing represents a collection of web applications or technologies which we usually refer as Web 2.0 or social software.
Design research comprises a set of techniques to design and create artifacts to further understand, explain and enhance on particularly the behavior aspects of IS. The output of design research is the artifacts (generally, system)
Design and Development of Personal Learning Environment for Higher Education Research Proposal Presentation 10 November 2010
Social software can be categorized into 4 conceptual groups:
Category Description Types of Application: Examples Collaboration Applications that allow collaborative authoring content by multiple parties Wikis: Wikipedia Communication Applications that allow interaction between multiple parties Email: Gmail Instant Messaging: MSN Live, Yahoo Messenger Peer-to-peer: Skype Relationship management Applications that allow identity and relationship management via social network Social network: Facebook, LinkedIn Information Applications that allow collection or publishing or sharing of information and facilitating feedback input Blog: Blogger, Wordpress Microblog: Twitter, Plurk Media Sharing: Flickr, YouTube Social Bookmarking: Del.ici.ous
Organize content according to coursework requirement
Email and forum
Educator has the administrative control
Learner has the basic control
Contrasting LMS and PLE Essential Aspects LMS PLE Challenges 1 Role of learner Learner is only consumer of knowledge and highly dependent on the educator’s content for learning Learner is ‘prosumer’ (producer + consumer) of knowledge and educator acts as scaffold Self-regulation is essential to move from consumer role to prosumer 2 Personalization Organization of content is limited to the system functionality and preference of the educator Organization of content is flexible and to the preference of the individual learner Self-organization and competence of using tools 3 Content Developed by the educator or domain experts Consists of myriad source of knowledge from multiple sources in the Web Competence in searching and organizing appropriate sources 4 Social involvement Limited collaborative work and only focus on the closed learner group Community and social involvement is the key for learning process Community and collaboration as learning opportunities
Contrasting LMS and PLE (cont.) Essential Aspects LMS PLE Challenges 5 Ownership Controlled by the educational institutions Controlled by the learner or service providers Awareness of personal data 6 Educational & organizational culture Imitation of classroom learning, coursework focused and educator oriented Focus on self-regulated learner Change of learning culture and perspective 7 Technological aspects Classical learning content management interoperability between LMS and database Social software and aggregation of multiple sources Interoperability between LMS and social software