Building a community of practice through Liferay

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Web 2.0 technologies are becoming popular for social networking, and there is growing interest in the education sector in extending these technologies for educational purposes because they provide greater opportunities for learners to be actively engaged in a variety of learning activities individually and with a networked audience. In contrast, there is limited scope for customization and personalization of traditional content management systems to support student learning.

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Building a community of practice through Liferay

  1. 1. Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .
  2. 2. Key foci <ul><li>Liferay features </li></ul><ul><ul><li>Class level </li></ul></ul><ul><ul><li>Group level </li></ul></ul><ul><ul><li>Personal level </li></ul></ul><ul><li>A case study of using Liferay in blended mode of learning </li></ul>
  3. 3. Web 2.0 technologies <ul><li>‘ the trend in the use of World Wide Web technology and web design that aims to enhance creativity , information sharing , and, most notably, collaboration among users’ </li></ul><ul><li>Wikipedia </li></ul>
  4. 4. Personal ‘digital footprint’ <ul><li>Web logs (Word Press) </li></ul><ul><li>YouTube </li></ul><ul><li>Photo gallery (Picasa) </li></ul>
  5. 5. Using Web 2.0 in education <ul><li>Learning Management System (Blackboard [WebCT], ILN) </li></ul><ul><li>LMS + Web 2.0 applications (blog, wiki, photo gallery) </li></ul>SIGN ON please!!!
  6. 6. Liferay for educational use <ul><li>An enterprise open-source portal </li></ul><ul><li>Aggregating content with a collection of Web 2.0 technologies </li></ul><ul><li>Highly customized portlets (applications) </li></ul><ul><li>THREE-tier learning space </li></ul>
  7. 7. Porlets Forum: Tutorial questions
  8. 8. Liferay in class level <ul><li>directly write their teaching notes and publish them in a web format without the technical skills usually required for web publishing; </li></ul><ul><li>upload all teaching resources to a document library; </li></ul><ul><li>set bookmarks linking to current Web resources and subject resources available from the library; </li></ul>
  9. 9. Porlets – enriched resources Powerpoint linking with videos
  10. 10. Liferay in class level (2) <ul><li>(4) set up an events calendar to remind students of key activities; </li></ul><ul><li>(5) set up polls to enable students to vote on current issues; </li></ul><ul><li>(6) set the viewing mode of a PowerPoint presentation or materials related to the course through YouTube; </li></ul>
  11. 11. Porlets – enriched resources
  12. 12. Liferay in class level (3) <ul><li>(7) set up a photo gallery to document events; and </li></ul><ul><li>(8) set tutorial questions – SUBSCRIBE with RSS feeds </li></ul><ul><ul><li>The RSS feeds allow learners to be flexible in subscribing to any current information from one or more source, and the content can be aggregated for reading in ‘one convenient and coherent view’ </li></ul></ul><ul><li>(Martindale & Wiley, 2005, p. 56) </li></ul>
  13. 13. Subscribing forum discussion
  14. 14. Liferay in group level Private Public
  15. 15. Portlets in group level Blogs Wiki
  16. 16. Liferay in personal level
  17. 17. Using Liferay for learning and teaching: a case study <ul><li>Organizational Learning in Business Enterprises </li></ul><ul><li>Course set up: </li></ul><ul><li>Blended learning mode </li></ul><ul><li>Class level: Weekly tutorial questions (online forum) </li></ul><ul><li>Group level: Group project </li></ul><ul><ul><li>Blogs – process and reflection (group and individual) </li></ul></ul><ul><ul><li>Wiki + discussion– report writing </li></ul></ul><ul><li>Individual reflection (paper-based) </li></ul>
  18. 18. Observed learning experiences through Liferay <ul><li>Class level </li></ul><ul><ul><li>Regular input by learners in forum discussion </li></ul></ul><ul><li>Group level </li></ul><ul><ul><li>Private blogs – sharing resources (company information) and reflecting on group processes </li></ul></ul>
  19. 19. Observed learning experiences through Liferay <ul><li>Group level (cont’d) </li></ul><ul><ul><li>Wiki – with discussion, but showed little attempt to make changes on peer work </li></ul></ul><ul><li>Individual level </li></ul><ul><ul><li>Did not report on problems in forum activities </li></ul></ul><ul><ul><li>Ready to share resources </li></ul></ul><ul><ul><li>Using MSN, Google doc </li></ul></ul>
  20. 20. Conclusion <ul><li>Liferay has high potentials to enrich learning experiences </li></ul><ul><li>Through single sign on to all portlets (Web 2.0 applications) </li></ul><ul><li>Allowing flexibility to design three levels of learning space </li></ul><ul><li>Developing students’ ability to plan, draft and critically review </li></ul><ul><li>Stimulating intellectual development through using blogs and wiki </li></ul>
  21. 21. Acknowledgement <ul><li>Mr Calvin Yu, the course lecturer, who has shown great enthusiasm in teaching and provides innovative inspiration to his students through the use of Liferay in his teaching in the Hong Kong Community College. </li></ul><ul><li>Ms Wing Cheng, who works in the eLearning Development and Support Service (eLDSS) in the Educational Development Centre of the Hong Kong Polytechnic University to provide technical support. </li></ul>
  22. 22. Dr Paula Hodgson Faculty of Education, The University of Hong Kong Hong Kong SAR, China Contact: etpaula@hku.hk

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