The document summarizes the LINKS-UP project, which aims to collect experiences from European projects using learning and Web 2.0 for inclusion. It will develop recommendations for better future projects and policies in this area. The project involves case studies of existing initiatives and innovation laboratories to test hypotheses. Four case studies being analyzed are projects focused on rehabilitation, professional orientation for young migrants, a social network for seniors, and an e-portfolio training for teachers. The results of LINKS-UP aim to provide guidance for more effective inclusion initiatives using emerging technologies.
Our Flexible Friend: The implications of individual differences for informati...Steve Wheeler
This document summarizes research on individual differences in how students use information technology. It discusses factors like cognitive styles, learning approaches, personality, ability levels, and prior experiences that can influence students' engagement with technology. The study observed differences between 7 students of varying gender, attainment, and backgrounds using computers in their classroom over 1 year. It suggests individual differences may supersede expected trends and considers implications for personalized teaching with technology.
1. The document introduces a special issue of the International Journal of Computer-Assisted Language Learning and Teaching focused on how Web 2.0 technologies are impacting English Language Teaching.
2. It describes a pre-conference event held by the Learning Technologies Special Interest Group at the IATEFL conference in 2010 that explored how Web 2.0 tools can be used in ELT through both online and in-person discussions.
3. The event and special issue aimed to examine whether increased adoption of Web 2.0 technologies by teachers has led to CALL (computer-assisted language learning) becoming a normalized part of everyday language teaching practice.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Our Flexible Friend: The implications of individual differences for informati...Steve Wheeler
This document summarizes research on individual differences in how students use information technology. It discusses factors like cognitive styles, learning approaches, personality, ability levels, and prior experiences that can influence students' engagement with technology. The study observed differences between 7 students of varying gender, attainment, and backgrounds using computers in their classroom over 1 year. It suggests individual differences may supersede expected trends and considers implications for personalized teaching with technology.
1. The document introduces a special issue of the International Journal of Computer-Assisted Language Learning and Teaching focused on how Web 2.0 technologies are impacting English Language Teaching.
2. It describes a pre-conference event held by the Learning Technologies Special Interest Group at the IATEFL conference in 2010 that explored how Web 2.0 tools can be used in ELT through both online and in-person discussions.
3. The event and special issue aimed to examine whether increased adoption of Web 2.0 technologies by teachers has led to CALL (computer-assisted language learning) becoming a normalized part of everyday language teaching practice.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
In search of a framework for understanding the processes that maintain digita...Jane65
Professor Jane Seale gave an inaugural lecture discussing her research on digital inclusion and exclusion of marginalized learners, using people with learning disabilities as a lens. Her research has examined how access, use, empowerment and participation relate to digital inclusion/exclusion. Through analyzing personal home pages of people with learning disabilities and conducting inclusive research, she has illuminated how perceptions of technology, disability, risk, and resilience can maintain digital exclusion or inclusion. Her work suggests digital inclusion requires presumed competence, negotiated decision-making, and creative approaches to risk.
The document discusses the implications of social and participatory media on education. It outlines several trends in new technologies like social networking sites, blogs, and media sharing tools that allow for more open, social learning approaches. However, it also notes these technologies could create a new "digital divide" between those able to participate and those excluded. It argues educational institutions need to change how they design, support, and assess learning to better leverage the opportunities of new technologies while minimizing exclusion.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
This document summarizes a final paper on trends and strategies in the creative industries. It discusses education via the internet, analyzing current online learning platforms like ICT centers for lower levels and e-learning and b-learning for higher levels. ICT centers use computers and the internet as an educational resource. E-learning is online or distance learning using technology, while b-learning combines online and in-person learning. The document concludes that b-learning may be the best alternative for higher education as it offers a comprehensive approach.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
This document summarizes a research study that evaluated the use of wikis to promote collaborative learning among university students. The study found that while wikis have potential for collaboration, some students found them confusing at first and preferred more structure. Overall, students' engagement and understanding improved over time as they learned how to use the wiki and divide responsibilities. The study suggests wikis are best used with guidance from instructors to help students understand their purpose and maximize their benefits.
This presentation describes how indicators for Connected Learning are present in the extra-mural presences that two University of Cape Town students created.
The document discusses the Nord - Pas de Calais regional council's support for eParticipation development from an exploratory project called DREAM2 to a follow up action plan called DREAM+. Key points include that DREAM2 aimed to explore how ICT could add value to democracy and participation through examples like public debates. Limitations included the political will and ensuring inclusion. DREAM+ will pursue information and support for local authorities, help less advantaged areas define ICT projects, support exemplary participation projects, and expand to involve more community groups.
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Supporting small-group learning using multiple Web 2.0 tools: A case study in...Jari Laru
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students’ learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course.
Learning Networks and Connective Knowledgeedtechtalk
The document discusses connective knowledge and learning networks. It makes three main points:
1. Knowledge is distributed, emerging from connections in networks rather than represented in individual minds. Concepts exist across interconnected units rather than in single locations.
2. Learning involves connecting specialized information sources. The ability to see connections between different fields and ideas is important. Nurturing connections facilitates continual learning.
3. Effective networks are decentralized, distributed, and disintermediated. Content and services are disaggregated and dynamic. The network encourages participation and emergence of patterns rather than top-down control.
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
This document discusses the transition to 21st century teaching and learning. It notes that the amount of new information generated annually now exceeds that of the previous 5,000 years combined. It also states that half of what students learn in their first year of college will be outdated by their third year. The document advocates for teaching creativity and collaboration skills and leveraging technologies like mobile devices and social media in the classroom. It argues that schools must reinvent themselves to remain relevant in preparing students for future jobs and an increasingly digital world.
The document discusses the knowledge economy and knowledge society. It defines the knowledge economy as one where knowledge has become the main resource and the pace of innovation is accelerating. Knowledge has different properties than traditional resources like being non-rivalrous and partially excludable. The knowledge society can be viewed through the rise of knowledge work or as a networked society where knowledge production and sharing are decentralized through digital networks. There are implications for policies, organizations, and individuals in adapting to these new knowledge-driven environments.
The document discusses combining a social network and information gateway to support at-risk students. It aims to address the significantly lower retention rates of Alaska Native students at UAA compared to average. The project uses a virtual challenge-based learning approach through a social networking site to engage students. This involves students working in online groups to solve real-world problems through directed research and critical thinking. The goals are to increase engagement, foster creative technology use, and improve satisfaction and learning outcomes for at-risk students.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
In search of a framework for understanding the processes that maintain digita...Jane65
Professor Jane Seale gave an inaugural lecture discussing her research on digital inclusion and exclusion of marginalized learners, using people with learning disabilities as a lens. Her research has examined how access, use, empowerment and participation relate to digital inclusion/exclusion. Through analyzing personal home pages of people with learning disabilities and conducting inclusive research, she has illuminated how perceptions of technology, disability, risk, and resilience can maintain digital exclusion or inclusion. Her work suggests digital inclusion requires presumed competence, negotiated decision-making, and creative approaches to risk.
The document discusses the implications of social and participatory media on education. It outlines several trends in new technologies like social networking sites, blogs, and media sharing tools that allow for more open, social learning approaches. However, it also notes these technologies could create a new "digital divide" between those able to participate and those excluded. It argues educational institutions need to change how they design, support, and assess learning to better leverage the opportunities of new technologies while minimizing exclusion.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
This document summarizes a final paper on trends and strategies in the creative industries. It discusses education via the internet, analyzing current online learning platforms like ICT centers for lower levels and e-learning and b-learning for higher levels. ICT centers use computers and the internet as an educational resource. E-learning is online or distance learning using technology, while b-learning combines online and in-person learning. The document concludes that b-learning may be the best alternative for higher education as it offers a comprehensive approach.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
This document summarizes a research study that evaluated the use of wikis to promote collaborative learning among university students. The study found that while wikis have potential for collaboration, some students found them confusing at first and preferred more structure. Overall, students' engagement and understanding improved over time as they learned how to use the wiki and divide responsibilities. The study suggests wikis are best used with guidance from instructors to help students understand their purpose and maximize their benefits.
This presentation describes how indicators for Connected Learning are present in the extra-mural presences that two University of Cape Town students created.
The document discusses the Nord - Pas de Calais regional council's support for eParticipation development from an exploratory project called DREAM2 to a follow up action plan called DREAM+. Key points include that DREAM2 aimed to explore how ICT could add value to democracy and participation through examples like public debates. Limitations included the political will and ensuring inclusion. DREAM+ will pursue information and support for local authorities, help less advantaged areas define ICT projects, support exemplary participation projects, and expand to involve more community groups.
There are many challenges to develop an online community of teachers. This paper describes the support needs of pre-service and early career teachers, and some design principles for creating online networks that meet them.
It includes a critique of existing online communities, including commercial sites (like Facebook) and government sites (like Scootle).
Supporting small-group learning using multiple Web 2.0 tools: A case study in...Jari Laru
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students’ learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course.
Learning Networks and Connective Knowledgeedtechtalk
The document discusses connective knowledge and learning networks. It makes three main points:
1. Knowledge is distributed, emerging from connections in networks rather than represented in individual minds. Concepts exist across interconnected units rather than in single locations.
2. Learning involves connecting specialized information sources. The ability to see connections between different fields and ideas is important. Nurturing connections facilitates continual learning.
3. Effective networks are decentralized, distributed, and disintermediated. Content and services are disaggregated and dynamic. The network encourages participation and emergence of patterns rather than top-down control.
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
This document discusses the transition to 21st century teaching and learning. It notes that the amount of new information generated annually now exceeds that of the previous 5,000 years combined. It also states that half of what students learn in their first year of college will be outdated by their third year. The document advocates for teaching creativity and collaboration skills and leveraging technologies like mobile devices and social media in the classroom. It argues that schools must reinvent themselves to remain relevant in preparing students for future jobs and an increasingly digital world.
The document discusses the knowledge economy and knowledge society. It defines the knowledge economy as one where knowledge has become the main resource and the pace of innovation is accelerating. Knowledge has different properties than traditional resources like being non-rivalrous and partially excludable. The knowledge society can be viewed through the rise of knowledge work or as a networked society where knowledge production and sharing are decentralized through digital networks. There are implications for policies, organizations, and individuals in adapting to these new knowledge-driven environments.
The document discusses combining a social network and information gateway to support at-risk students. It aims to address the significantly lower retention rates of Alaska Native students at UAA compared to average. The project uses a virtual challenge-based learning approach through a social networking site to engage students. This involves students working in online groups to solve real-world problems through directed research and critical thinking. The goals are to increase engagement, foster creative technology use, and improve satisfaction and learning outcomes for at-risk students.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
Online educational environments and ICT tools in higher education: teachers s...Balazs Pankasz
The document summarizes a study that surveyed teachers at the University of Pécs about their use of online educational environments and ICT tools in higher education. The study aimed to understand teachers' opinions on using new digital tools like web 2.0 applications in education. It also sought to identify differences in attitudes toward technology between generations of teachers and students. The survey was completed online by 148 teachers and examined their use of ICT as well as views on incorporating new technologies into teaching. The results provide insight into teachers' perspectives on the role of digital tools in higher education.
This document discusses the potential of online higher education and open online courses to transform traditional higher education models. It notes that open online courses (OOCs) allow thousands of students to access course content simultaneously for free online. While still experimental, OOCs could increase access to education and reduce costs. Experts argue that OOCs will require rethinking education's focus on knowledge delivery versus enabling self-directed learning and collaboration. New technologies afford opportunities to take advantage of online resources and communication capabilities to make education more flexible.
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
Talent competences in the new eLearning generationeLearning Papers
Authors: Sylvia van de Bunt-Kokhuis, Mary Bolger
The talented lifelong learner in any country –no matter what economic, social, linguistic or disability background- has the civic right to gain access to a good quality online learning environment.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
OECD, PISA and the Invisible Learning (ii)@cristobalcobo
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Effectiveness of blogging to practice reading at a freshman efl programericortiz24
This document summarizes a study on using blogs to promote extra reading practice for students in a freshman English as a foreign language (EFL) program. The study found that blogs are effective online social environments that students perceive positively. Blogs allow students to practice reading outside the traditional classroom and interact with each other. Results showed blogs encouraged student participation and interaction among students, teachers, and others. Blogs provide opportunities for learner-centered education and help prepare students for future skills needed in a technology-driven world.
Anti-social Networking: Web 2.0 and Social ExclusionUltan O'Broin
This research from 2009, presented at IADIS 2009 conference in Portugal looks at Web 2.0 accessibility challenges by examining the social networking site experiences of a group of users with visual impairments compared with a group of sighted users. Note that since 2009, things have improved considerably but you may like to replicate approach and update findings.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
Similar to Inclusion through Learning and Web 2.0 - A New Project for Better Policies and Initiatives (20)
Six universities collaborated to develop a new module on digital competencies for teacher training programs. They created a MOOC lecture called "Teaching and Learning with New Media" that was implemented in the 2019 and 2020 summer semesters. In 2019, it was a blended format with the MOOC lecture and in-person exercises, while in 2020 it was fully online due to COVID-19. The MOOC aimed to provide open educational resources and increase digital competencies of pre-service teachers across the universities.
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
This document outlines different research approaches and methods for studying technology-enhanced learning. It discusses three main research typologies: 1) hypothesis testing, exploratory, and design-based research approaches; 2) quantitative and qualitative research methods; and 3) research purposes like data collection, development, and analysis. For each typology, it provides examples and explanations of specific methods. A common challenge in this research field is that technologies are always new, which can lead to biases like an association of technologies with positive changes or novelty effects.
Was macht die Hochschule mit Videos? Was machen Videos mit der Hochschule? Sandra Schön (aka Schoen)
Unterlagen zur Keynote "WAS MACHT DIE HOCHSCHULE MIT VIDEOS? - WAS MACHEN VIDEOS MIT DER HOCHSCHULE?", DR. SANDRA SCHÖN, E-Learning-Tag der Berner Fachhochschule, 29. August 2018, Bern
Unterlagen für die Präsenzveranstaltung im Lehrgang Hochschuldidaktik T3C - Modul Bildungswissenschaftliche Forschungsmethoden - weiteres dazu in meinem Weblog.
Sandra Schön: Making mit Kindern und soziale Innovationen sowie die Erziehung zum unternehmerischen Denken und Handeln. Vortrag auf der MINT Zukunftskonferenz in Berlin, Bundesministerium für Wirtschaft und Energie, 12.12.2017
Internet der Dinge – mit einfachen Werkzeugen zu Ideen und Prototypen für Ope...Sandra Schön (aka Schoen)
Präsentationsunterlagen für den Workshop des Projekts Labs4SME bei der Salzburger Innovationtagung 2017 der ITG, 16.11.2017. Workshopleitung: Diana Wieden-Bischof, Sandra Schön, Eva Hollauf, Markus Lassnig und Petra Stabauer. Projektleitung bei der SRFG: Veronika Hornung-Prähauser.
Maker Education als ein Beitrag für eine neue europäische Entrepreneurship Ed...Sandra Schön (aka Schoen)
Vortrag am 5. Oktober 2017 in Eisenstadt auf der
eLearning Experts Conference 2017
Schule 4.0 – Lernen in einer digitalen Welt
Dr. Sandra Schön | Salzburg Research
Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das ...Sandra Schön (aka Schoen)
Sandra Schön, Martin Ebner, Martin Schön, Maria Haas: Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das Studium. Thesen zur Verschmelzung von analogem und digitalem Lernen auf der Grundlage von neun Fallstudien. Vortrag von Maria Haas auf der GMW-Tagung, Chemnitz, 6. September 2017
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Inclusion through Learning and Web 2.0 - A New Project for Better Policies and Initiatives
1. Preprint
–
Published
as:
Schaffert,
Sandra;
Cullen,
Joe;
Hilzensauer,
Wolf
&
Wieden-‐
Bischof,
Diana
(2010).
Inclusion
through
Learning
and
Web
2.0
-‐
A
New
Project
for
Better
Policies
and
Initiatives.
In:
V.
Hornung-‐Prähauser
&
M.
Luckmann
(Ed.),
Die
lernende
Organisation.
Vom
Web-‐2.0-‐Solisten
zur
Web-‐2.0-‐Jazzband,
Salzburg:
Salzburg
Research,
S.
57-‐64.
Inclusion through Learning and Web 2.0 –
A New Project for Better Policies and Initiatives
Sandra Schaffert
Salzburg Research Forschungsgesellschaft, Austria
Joe Cullen
Arcola Research LLP, United Kingdom
Wolf Hilzensauer
Salzburg Research Forschungsgesellschaft, Austria
Diana Wieden-Bischof
Salzburg Research Forschungsgesellschaft, Austria
Abstract: There are several initiatives and projects trying to support inclusion through learning
with Web 2.0. In order to get an overview, there is a need for a collection of results and lessons
learnt. The project LINKS-UP, co-financed by the European Commission, aims at bringing
together experiences and to provide recommendations for better projects and policies. In the
following contribution, we want to present the project LINKS-UP in short and give an
overview of exemplary projects that try to initiate and foster inclusion through so-called
“learning 2.0”.
1 Inclusion through learning and Web 2.0
‘Inclusion’ is a complex concept, not least, because it is intimately associated with its
opposite number – exclusion. As Glass (2000) observes, there is frequently a
confusion in the literature between trying to measure social exclusion and trying to
measure the effects of policies aimed at eliminating it. The elimination of exclusion –
inclusion – needs to address complex multi-dimensional phenomena. As the European
Commission (2004) defined it, exclusion is ‘a process whereby certain individuals are
pushed to the edge of society and prevented from participating fully by virtue of their
poverty, or lack of basic competencies and lifelong learning opportunities, or as a
result of discrimination. This distances them from job, income and education
opportunities as well as social and community networks and activities. They have
little access to power and decision-making bodies and thus often feeling powerless
and unable to take control over the decisions that affect their day to day lives’.
2. The growing ubiquity of ICTs in recent years, as a result of the burgeoning
‘Knowledge Society’, has attracted the attention of initiatives and projects aiming at
harnessing technologies to address exclusion and support inclusion. This has
especially been the case with regard to “Web 2.0”, and ‘social networking’
technologies, with their potential to support far greater social interaction than before.
As range of studies have demonstrated (see Redecker, 2008); the Web offers a lot of
possibilities for self-expression and people are able to participate, e.g. to gain
information, to communicate and to collaborate in many different ways. For example,
with the use of web 2.0 technologies, blind people are able to participate by using a
braille display, a device which transforms the information on the screen into
embossed printing. Also, migrants with low language skills can stay in touch with
news and policies within their native language by using the Web and additionally are
able to use tools and networks in order to enhance their second language abilities with
informal learning activities. Nevertheless, the “digital divide” between better-
educated and higher-status groups and involuntary off-liners or people with low
digital literacy still exists and limits the possibilities of participation. A recent (2008)
report by Oxford Internet Institute observed that: “technological forms of exclusion
are a reality for significant segments of the population, and that, for some people, they
reinforce and deepen existing disadvantages” (Helsper, 2008). There is strong
evidence to suggest that significant numbers of people remain at the margins of the
‘knowledge society’ – not least because the complexity and diversity of their lives,
and their roles in a ‘technologically rich’ society, remain poorly understood (Facer &
Selwyn, 2007). Digital inclusion itself is therefore a new field for inclusion initiatives,
concerning e.g. the accessibility of web resources or digital literacy of people at (the
risk of) exclusion.
Against this background, a number of initiatives have been established to support the
application of ICTs – particularly Web 2.0 – to inclusion. In tandem, a range of
initiatives aimed at awareness-raising and dissemination of good practices in the field
have been implemented, including, several awards schemes. For example, the
European e-Inclusion Award4 was established in 2008 in the following categories:
ageing well, marginalised young people, geographic inclusion, cultural diversity,
digital literacy, e-accessibility, and inclusive public services. Altogether 469
European institutions had applied for the e-Inclusion Award in 2008. To build an
overview of the results and lessons learnt in the projects, the European Commission
initiated a study (Osimo, De Luca & Codagnone; 2010) on projects and initiatives in
the whole field of inclusion by private and non-profit European organisations. The
majority of case studies are in the field of e-accessibility (ibid, p. 10). Another study,
published in 2008, gives an overview about the different fields of action and examples
of e-inclusion in Austria (The Federal Chancellery 2008). Furthermore the eLearning
Papers Nr. 19, a publication of elearningeuropa.info, has published a document with
different articles on inclusion and digital technologies (eLearning Papers, 2010).
Learning through and with technologies is to be seen as a key driver for inclusion. It
is increasingly argued that Web 2.0 can empower resistant learners and groups at the
risk of exclusion by offering them new opportunities for self-realisation through
collaborative learning, and by changing the nature of education itself. This owes
much to a notion that has come to the fore in recent thinking on learning – the idea
that education is now focusing on ‘new millennium learners’ (NML), and that the
4 http://www.e-inclusionawards.eu/ [2010-04-20]
3. future of learning is inextricably bound up with these learners. NML – those born
after 1982 – are the first generation to grow up surrounded by digital media, and most
of their activities dealing with peer-to-peer communication and knowledge
management are mediated by these technologies (Pedró, 2006). For example, it is
easier to take part in open learning initiatives, profit from open educational resources
and new tools that allow easy communication and collaboration for learners. There
seem to be fewer boundaries to take part in these opportunities compared with formal
education settings, where social milieu, family background, healthiness, socio-
economic possibilities and the accessibility of educational institutions as well as the
geographic junction e.g. urban areas, are still the most important factors for (non)
participation.
Yet, as noted above, the evidence base for these conclusions is fragmented and
contested. There is also counter evidence that Web 2.0 can reinforce exclusion and
reduce learning outcomes. For example, it seems that people with better education
and socio-economic backgrounds profit more from the new learning and participation
opportunities than others. This effect – those who have more will get more – is called
Matthew’s effect based on a popular citation from the bible. Therefore, a sceptic view
on projects within this field is needed. Critical questions comprise: Is learning 2.0
really supporting inclusive life-long learning? Can isolated experiments be
mainstreamed and is learning 2.0 fundamentally changing the educational landscape?
Until now, there have only been a few studies that bring together experiences in this
field. For example, the aim of the project “E-learning 4 E-inclusion” is “to build a
community for those with valuable expertise regarding the use of eLearning for
digital inclusion” (Casacuberta, 2007, 1).
Another contribution which focuses on inclusion projects dealing with learning and
Web 2.0 is called “e-learning 2.0” (Downes, 2005) or in short “learning 2.0”: As a
part of a bigger project about learning 2.0 projects and their effects on innovation (see
Redecker, Ala-Mutka, Bacigalupo, Ferrari & Punie, 2009) a study based on case
studies of eight projects on learning 2.0 for inclusion was implemented by Cullen,
Cullen, Hayward, & Maes, 2009). Within this study, the described initiatives focus on
learners ‘at risk’ of exclusion from the knowledge-based society. For example, the
alternative online-school “Not-school”6. focused on young people for whom 'school
does not fit'. Another example is “MOSEP”7, which developed training materials for
trainers using the e-portfolio method, addressed the growing problem of adolescents
dropping-out of the formal education system around Europe (Hilzensauer &
Buchberger, 2009). The study delivered an overview about approaches and
experiences within eight case studies concerning the innovativeness, the barriers and
success factors of the initiatives.
Building on the results of the above mentioned study by Cullen et al. (2009), a new
project was funded in the Lifelong Learning Programme of 2009. The project called
“LINKS-UP” tries to collect the experiences of selected European projects in the field
of inclusion through learning and Web 2.0. The project aims at delivering
recommendations for better projects and policies in the special field of inclusion
through learning 2.0. In the following sections, we will outline the project concept,
6 http://www.notschool.net [2010-04-20]
7 http://mosep.org [2010-04-20]
4. the project consortium as well as planned activities in order to give an impression of
existing projects in the field of inclusion through learning and Web 2.0.
2 Finding recommendations for better projects and policies:
The European project LINKS-UP
The aim of a new project called “LINKS-UP” is to link the experiences and
observations of existing projects in the field of inclusion with learning 2.0 for better
future projects and policies. One project goal is to develop an “Innovation
Laboratory” for “Learning 2.0 for inclusion” which will e.g. support knowledge-
sharing between different existing initiatives. Furthermore, the project will develop
new approaches and tools using gathered expertise and will finally test the main
findings and success factors in five learning experiments in order to better explore
whether and in what ways they improve the efficiency and effectiveness of current
learning 2.0 approaches for inclusion. The main outcomes are policy
recommendations; design principles; good practices; benchmarks; pedagogic and
technical tools to support learning 2.0 for inclusion.
LINKS-UP is a two year project which started in November 2009. It is co-financed by
the Lifelong Learning programme of the European Commission and consists of an
international project team. Co-ordinated by the University of Erlangen (DE), the
partners are Arcola Research LLP (UK), University of the Hague (NL), Servizi
Didattici e Scientifici per l’Università di Firenze (IT), European Distance and
eLearning Network (UK) and Salzburg Research Forschungsgesellschaft (AT).
Figure 1: Overview of the methodological approach of the project LINKS-UP
From a methodological point of view, the recommendations coming from LINKS-UP
will be derived through a four-step-process. First of all, the project consortium will
describe case studies of existing projects in the field of inclusion through learning 2.0
with the help of a very detailed tool-kit for case studies. Additionally, in five
“innovation laboratories” LINKS-UP partners will observe new Web 2.0 usages
5. within existing projects using ‘action research’. Action Research (Pedler, 1997)
focuses on gathering and analysing data to assess the nature and scope of changes to
an existing intervention that are associated with the introduction of an innovation – in
these cases the use of Web 2.0 to supplement existing learning practices.
Observations made by the project manager and by participants will be collected,
selected and reflected on. The data collection and analysis will be linked to specific
hypotheses posed by the initial LINKS-UP research analysis. For example, the action
research will test the hypothesis that ‘motivational resistance to participation in Web
2.0 learning environments can be reduced through peer support – especially with
older learners’. On the basis of the action research results, a list of recommendations
will be developed as a guideline to make better projects and policies in the future.
3 Exemplary projects for inclusion through learning 2.0
The Austrian partner of LINKS-UP, Salzburg Research, will deliver case studies of
four initiatives and projects from Austria and Germany.
Figure 2: Overview of the four case studies of
the LINKS-UP team at Salzburg Research
The four case studies that will be described and analysed by the LINKS-UP team at
Salzburg Research focuses on diverse target groups as well as on different concrete
goals and ways of inclusion with learning 2.0.
• The project “EduCoRe” is about “Educational Counselling during
Rehabilitation”8 and is an ongoing European project. In the course of the
EduCoRe project a tailor-made educational and career counselling process
for rehab patients will be developed and tested. It will be supported by e-
learning and e-counselling elements for patients who suffer from physical
deficiencies after an accident or illness that threaten their employability and
participation in society.
8 http://www.rehab-counselling.eu [2010-04-20]
6. • Mixopolis9 is an intercultural online portal for adolescents to promote
professional orientation. It is for young migrants from 14 years upwards and
also multipliers and trainers (from schools, associations, youth welfare)
which support the adolescent person in their professional orientation. It is
supported by the German organisation Schulen ans Netz e.V..
• Seniorkom10 is a social networking platform for seniors from seniors and
includes a large offer on services and information. The aim of Seniorkom is
to enable and facilitate the access to computer and Internet for seniors and to
inspire elderly persons in new technologies. Seniorkom also provides
Internet training courses for free in whole Austria. It is funded and promoted
by several Austrian initiatives for seniors, e.g. the Österreichischer
Seniorenrat.
• Last, but not least, the project “MOSEP – More Self Esteem with My E-
Portfolio”11 was managed by Salzburg Research and is already terminated.
Nevertheless, it is one of just a few projects, where teachers on an
international level were trained with a relatively new approach of teaching.
The so-called e-portfolio method offers a possible way to minimize dropping
out from schools.
Besides these four main projects, the team of Salzburg Research will identify and
select additional cases in their local region to bringing together a wide range of
projects and experiences. There will be a workshop at the EduMedia conference 2010
in order to develop a valid methodology of the LINKS-UP project by discussion with
practitioners and other experts. Further workshops are also arranged e.g. at the EDEN
conference 2010.
4 Next steps
In summer 2010 the case studies will be available for download at the project
website12. Additionally, other materials, for example the final report will be published
here. The project team is looking for further interesting projects and co-operations in
this field.13.
Literature
Casacuberta, D. (2007). Digital Inclusion: Best practices from eLearning. eLearning
Papers, no. 6. Online available from
http://www.elearningpapers.eu/index.php?page=doc&doc_id=10635&doclng=6
[2010-04-20]
9 http://www.mixopolis.de [2010-04-20]
10 http://seniorkom.at [2010-04-20]
11 http://mosep.org [2010-04-20]
12 http://linksup.eu [2010-04-20]
13 for further information to the LINKS-UP project, please contact Thomas Fischer, University
of Erlangen (DE), e-mail: thomas.fischer@fim.uni-erlangen.de; or for national/regional
projects Wolf Hilzensauer, Salzburg Research, e-mail: wolf.hilzensauer@salzburgresearch.at
7. Cullen, J.; Cullen, C.; Hayward, D. & Maes, V. (2009). Good Practices for Learning
2.0: Promoting Inclusion. An In-depth Study of Eight Learning 2.0 Cases. JRC
Technical Note 53578. Online available from http://ipts.jrc.
ec.europa.eu/publications/pub.cfm?id=2600 [2010-04-20]
Downes, S. (2005). E-learning 2.0. e-learn Magazine. Online available from
http://www.elearnmag.org/subpage.cfm?article=29-1§ion=articles [2010-04-20]
eLearning Papers (2010). eLearning Papers Nr. 19 – April 2010. Online available
from http://www.elearningpapers.eu/index.php?lng=en&page=home [2010-04-27]
European Commission (2004) Joint Report on Social Inclusion Brussels.
Glass, N. (2000). Social exclusion: concepts, measurement and policy. Paper
delivered at the seventh annual Cathie Marsh Memorial Seminar jointly hosted by the
Royal Statistical Society and Social Research Association, 2000
Facer, N. & Selwyn, K. (2007). ‘Beyond the Digital Divide: Rethinking Digital
Inclusion for the 21st Century’, Futurelab.
Helsper, E (2008). Digital Inclusion: An Analysis of Social Disadvantage and the
Information Society, OIS, Oxford.
Hilzensauer, W. & Buchberger, G.(2009). MOSEP - More Self-Esteem with My E-
Portfolio Development of a Train-the-Trainer Course for E-Portfolio Tutors.
International Journal of Emerging Technologies in Learning. Online available from
http://online-journals.org/i-jet/article/view/820 [2010-04-20]
Osimo, D.; De Luca, A.& Codagnone, C. (2010). e-Inclusion initatives from private
and non-profit European entities. Online available from
http://ec.europa.eu/information_society/activities/einclusion/library/studies/einclusion
_initiatives_in_europe/index_en.htm [2010-04-20]
Pedler, M. (1997). What do we mean by action learning? A story and three
interpretations. In Pedler, M. (ed.) Action Learning in Practice, Hampshire, England,
Gower Publishing, pp. 61-75.
Pedró, F. (2006). The new Millennium Learners: Challenging our Views on ICT and
Learning. OECD-CERI. Online available from
http://www.oecd.org/dataoecd/1/1/38358359.pdf [2010-04-20]
Redecker, C. (2008). ‘Learning 2.0: the impact of Web 2.0 Innovations on Education
and Training in Europe, IPTS, Seville
Redecker, C.; Ala-Mutka, K.; Bacigalupo, M.; Ferrari, A. & Punie, Y.(2009).
Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in
Europe. Final Report. Seville: Joint Research Centre Institute for Prospective
Technological Studies. Online available from
http://is.jrc.ec.europa.eu/pages/Learning-2.0.html [2010-04-20]
8. The Federal Chancellery (2008). E-inclusion in Austria. Fields of action and
examples. Online available from
http://www.austria.gv.at/DocView.axd?CobId=34376 [2010-04-27]
Curriculum vitae:
Dr. Sandra Schaffert, Salzburg Research, AT: is researcher and project manager at
Salzburg Research Forschungsgesellschaft in the field of education and media,
especially concerning forms, possibilities and challenges of social media.
Joe Cullen, Arcola Research, UK: is director of Arcola Research, London; a member
of the Board of the MENON Network, Brussels and Principal Associate of the
Tavistock Institute, London.
Mag. Wolf Hilzensauer, Salzburg Research, AT: is researcher and project manager at
Salzburg Research Forschungsgesellschaft in the field of education and media,
especially concerning didactical concepts for learning with technologies.
Mag. Diana Wieden-Bischof, Salzburg Research, AT: is researcher at Salzburg
Research Forschungsgesellschaft in the field of education and media, her special
interest lies in learning with technologies with children in the kindergarten.