839فلسفة البرمجيات الاجتماعية
•
1 like•408 views
The document discusses the use of social software and networking in education. It describes how electronic learning (e-learning), collaborative learning (c-learning), and other online learning tools are being used with social media platforms to create new forms of learning like EC-Learning (electronic and collaborative) and We-Learning (web-based). Social networking allows students to connect and learn from each other in online communities.
More Related Content
Similar to 839فلسفة البرمجيات الاجتماعية
Similar to 839فلسفة البرمجيات الاجتماعية (20)
Recently uploaded
Recently uploaded (20)
839فلسفة البرمجيات الاجتماعية
- 1. ƢƳƿȂŶƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơƤȇȂdzơȄǴǟƾǸƬǠŭơǶǴǠƬdzơƨǷȂǜǼǷĿƨȈǟƢǸƬƳȏơƩƢȈůŐdzơ ϱΩϮϤόϟͿΪΒϋΖϨΑΓΩΎϏΔΜΣΎΒϟ ΔΣϮΘϔϤϟΔϴΑήόϟΔόϣΎΠϟ ΓΪΟ±ΔϳΩϮόδϟ Email: galamoudi@gmail.com /g_alamoudi@arabou.edu.sa ƾǠƥǺǟǶȈǴǠƬdzơȁňȁǂƬǰdzȏơǶǴǠƬǴdzDZȁȋơŅȁƾdzơǂŤƚŭơĿƨǯǁƢnjǷDzǸǟƨǫǁȁ DzƦǬƬLjǸǴdzǶǴǠƬdzơƨǟƢǼǏ ǑƢȇǂdzơóƨȇƽȂǠLjdzơƨȈƥǂǠdzơƨǰǴǸŭơ ĿǂǠŭơƽƢǐƬǫȏơȁƨŭȂǠdzơǂǐǟĿƾǠƥǺǟǶȈǴǠƬdzơȁňȁǂƬǰdzȍơǶǴǠƬdzơƨƠȈƥǁȂƄơ ˺̀ of ˹Page
- 2. ǎǴƼƬLjŭơ ΐϳϮϟϰϠϋΪϤΘόϤϟϢ˷όΘϟΔϣϮψϨϣϲϓ Social softwareΔϴϋΎϤΘΟϻΕΎϴΠϣήΒϟϪΛΪΤΗϱάϟήΛϷϦϋΚϳΪΤϟϰϟ·ΔϗέϮϟϩάϫϑΪϬΗ Ϡ ϲϧϭΎόΘϟ ϢϠόΘϟ ςϤϧ έήϘϳ ϱάϟϭ ϲϧϭήΘϜϟϻ ϢϠόΘϟ Ϧϣ ϲϧΎΜϟ ϞϴΠϟ ΕϭΩ ϯϮϗ΄ϛ ΕΎϴϨϘΘϟ ϩάϬϟ ήψϨϳ ΚϴΣ ˬWeb-Based Learning ΔθϗΎϨϤΑ ΔϗέϮϟ ΖϤΘϫ Ϊϗϭ ΓήλΎόϤϟ ϢϴϠόΘϟ ϞϛΎϴϫ ϲϓ ϲϛέΩϹϭ ϲϛϮϠδϟ ϑΪϬϟ ϰϟ· ϑΎπϳ Ύδϴέ ΎϳϮΑήΗ ΎϓΪϫ ΔϴόϤΘΠϤϟ ΔϛέΎθϤϟϭ EC-
- 3. ϲϛέΎθΘϟϲϧϭήΘϜϟϻϢϠόΘϟϰϟ· e-learning ϲϧϭήΘϜϟϻϢϠόΘϟϦϣΐϳϮϟϰϠϋΪϤΘόϤϟϢϠόΘϟΔϣϮψϨϣϲϓϡϮϴϟϞλΎΤϟϝ˷ ΤΘϟ Ϯ Learning e-learning electronic learningc-learning collaborative learning = EC-Learning ,We-Learning , C-Learning ΎΟΫϮϤϧ Social NetworkingΔϴϋΎϤΘΟϻΕΎϜΒθϟΔϗέϮϟΕέΎΘΧϭΪϳΪΠϟήϴϐΘϟάϫΎϫΪϤΘόϳϲΘϟΔϳϮΑήΘϟΔϔδϠϔϟΔθϗΎϨϣϢΗΎϤϛ ϲΘϟΔϴϨϘΘϟΕΎϣΪΨϟϞϛΎϬΗΎϘϴΒτΗϲϓϢπΗΔϴϋΎϤΘΟϻΕΎϜΒθϟϥΝΫϮϤϨϟάϫέΎϴΘΧϻΐΒδϟΩϮόϳϭˬΔϴϋΎϤΘΟϻΕΎϴΠϣήΒϟϰϠϋΎϴϠϤϋ ϲϓΔϗέϮϟΖΜΤΑϢΛϞλϮΘϟϭΚΤΒϟϕήσˬΔϴοήΘϓϻΕΎόϤΘΠϤϟˬΔϴϣϼϋϹΓΩΪόΘϤϟςΎγϮϟˬΏϮΘϜϤϟκϨϟϡϮϴϟΐϳϮϟΔϜΒηΎϬϣΪϘΗ ΐϳϮϟϰϠϋΔϴϤϴϠόΘϟΕΎόϤΘΠϤϟΎΑϑήόϳΎϣΪΟϮΗΕΎϴΠϣήΒϟϩάϫϥϰϟ·ΖμϠΧϭΔϴϋΎϤΘΟϻΕΎϴΠϣήΒϟΔΌϴΑϲϓΔϴϤϴϠόΘϟϑήσϷέϭΩ έϮτΗ ΔϣΪΘδϤϟΔϴόϤΘΠϤϟΔϓήόϤϟ
- 4. ϰϤδϣΔϗέϮϟϪΘτϋˬΔϴϧΎδϧϹΔϓήόϤϟϲϓΓΪϳΪΟΔϠΣήϤϟΥέΆϳΎϤϣ ƨǷƾǬŭơ ĿƽǂƐ ŭơȂǸǼdzơǞǸǧDzƟƢLJȂdzơȁǥơƾǿȋơȁȃƙǂdzơ ǾƫƢȇȂƬLjǷƨǧƢǯȄǴǟƧŚƦǯƩơŚȈǤƬdzǞǔźǵȂȈdzơȆǸȈǴǠƬdzơǵƢǜǼdzơǹƛ ǘ ńƛƨǧǂǠŭơƢȀȇƾdzDZȂƸƬƫƨȇȂǫƨȈǸȈǴǠƫƩƢƳǂűŐǟǖǘŬơǽǀǿǀȈǨǼƫńƛƨƳƢūơĽDZȁƾǴdzƨȇƽƢǐƬǫȏơȁƨȈǟƢǸƬƳȏơƨȈǸǼƬdzơǖǘƻ ƨǷǃȐdzơƩơǁƢȀŭơǂȇȂǘƬdzǺǰdzȁ ƨǧǂǠŭơȄǴǟDZȂǐūơDzƳƗǺǷǖǬǧdžȈdzśǸǴǠƬŭơǶǟƽȁǶȈǴǠƬdzơǂȇȂǘƬdzƩƢȀƳȂƬdzơƽơƽDŽƫžƧǁƢȀǷ ƧƢȈūơȃƾǷƤȇǁƾƬdzơȁǶǴǠƬdzơǵȂȀǨǷƺȈLJǂƫDZȐƻǺǷƧǂǏƢǠŭơƨȈǼǬƬdzơƧǁȂưdzơƨƦǯơȂǷǺǷơǀǿǾǷDŽǴƬLjȇƢǷǞǷǞǸƬĐơĿƱƢǷƾǻȐdz ȂǿǵƢȇȋơǽǀǿǶȈǴǠƬdzơƢȈƳȂǼǰƫĿDzǐȈǨdzơDZơƚLjdzơȁ ŸǝǁƢLjƬŭơřǬƬdzơǁȂǘƬdzơǺǷƧƽƢǨƬLJȏơǞǷȆǠǸƬĐơǁƢǗȍơDzƻơƽƨȈƫơǀdzơƨƥǂƴƬdzơDZȐƻǺǷǾƬǧǂǠǷřƦȇǶǴǠƬǷńƛDzǐǻǦȈǯ ńƛƧDŽǿƢŪơǂǗȋơȁƽȂȈǬdzƢƥǕƢŰǪȈǓƤdzƢǫĿƨǧǂǠŭơǵĈ ǬȇƾƷơȁǁȂǜǼǷǺǷ ƩŚǤƫƾǫǂǐǠdzơơǀǿĿ ƨǧǂǠŭơǞǷƢǼƬǫȐǟǹƛ ƾ ƨǫȐǠdzơǽǀǿǾƳȁƗǶǿƗǺǷȁǶǴǠƬŭơƧƢȈƷDzƷơǂǷŐǟȁǥȁǂǜdzơǦǴƬűĿǪǬƸƬƫƨLJǁƢŲƨǧǂǠŭơDzǠšƧƽƾǠƬǷƨȈǰȈǷƢǼȇƽƩȐǟƢǨƫ ǥơƾǿȌdzƧŚǤƬŭơƩƢƳƢȈƬƷȏơƨȈƦǴƬdzƢȀǴȇȂŢǺǰŻƨȈǸȈǴǠƬdzơƨLjLJƚǸǴdzƨȈǻƢǷDŽdzơȁƨȈǻƢǰŭơƽƢǠƥȋơǹƛƨȈƟƢȇDŽȈǨdzơDŽƳơȂūơȆǘţ ǽǀǿDzǰȈnjƫƧƽƢǟƛǶƬȇśƷƨȈǼȀŭơƩơŐŬơȁdžȇǁƾƬǴdzƨǷǃȐdzơƩơȁƽȋơȁƩȐǟƢǨƬdzơǺǷƨǠLJơȁƨǴLjǴLJŚǧȂƫȁƨȇȂƥǂƬdzơ ƨȈǻȁǂƬǰdzơƨȈǠǸƬůƣǁƢšȁƤȇȂdzơȄǴǟƨȈǓơǂƬǧơŃơȂǟĿƽƢǠƥȋơ ˺̀ of ˺Page
- 5. ǞǸƬĐơƩơŚƯƘƫǺǟƨǴǐǨǼŭơƨȇƽǂǨdzơƨȇǂǬƦǠdzơǁƢťƾƷƘǯǝơƾƥȍơȁǁƢǰƬƥȏơńƛƧǂǜǼdzơƾǠƫŃ ȆǟƢǸŪơǡȂƦǼdzơǞȈƴnjƫ ǂȀǜƫƮȈƷƢǔȇƗƨȇƽǂǨdzơƤǿơȂŭơƨȈǸǼƫĿȃȂǫƗơƾǧơǁƢȀǬȈƦǘƫȁƨǧǂǠŭơƣƢLjƬǯơĿȆǟƢǸŪơDzǸǠdzơƶƦǏƗDzƥžƤLjƸǧ ƨȇƽǂǨdzơǶǴǠƬŭơƧŐƻńƛǥƢǔȇĿƢǓƛǕƢnjǼǯňȁƢǠƬdzơǶȈǴǠƬdzơĿƧƾƫǂŭơƨȇǀǤƬdzơ ƨǴǐdzơƩơƿǞǸƬĐơĿƨǨǴƬƼŭơƩƢƠǨdzơńƛDZȂǏȂdzơǺǷǹȂǸǴǠƬŭơǺǰǸƬȇƮȈƷ ƢǠǷƨȈǐǐƼƬdzơȁƨȈƥȐǘdzơƨǧǂǠŭơƲǷƽ ƧƾȇƾƳ ǩǂǘƥ śǸǴǠƬŭơ ȅǂưȇ ƢŲ ƨǟƢǼǏȁ ǶǴǟ Dzǯ Ŀ śǐǐƼƬŭơȁ śȈǸȈǴǠƬdzơ ƔơŐŬƢǯ ƨǧǂǠŭơ DzǬƷȁ ǶǴǠƬdzơ ƧǂǰǨƥ ȆũǂdzơǶȈǴǠƬdzơƽȁƾƷƱǁƢƻǝơƾƥȍơȄǴǟǶȀǠƴnjƫ ńƛƣȂƬǰŭơǎǼdzơƽȁƾƷǃȁƢƴƬƫȁƨȇȂȈƷǂưǯƗǵȂȈdzơƪƫƢƥƨȈǸȈǴǠƬdzơƨȈǴǸǠdzơǥơǂǗƗǞǷDzǏơȂƬdzơȁƨǧǂǠŭơńƛDZȂǏȂdzơ ǶǴǠƬdzơƨȇȂȈƷȁƨǷƢǟȆǠǸƬĐơDzǏơȂƬdzơƔơǂƯƛĿƾǟơȁDzƦǬƬLjŠǂnjƦƫŖdzơȁƨdzȂǸƄơƩƢȈǼǬƬdzơŚƼLjƫȁƧƽƾǠƬŭơǖƟƢLJȂdzơǦȈǛȂƫ ƨǏƢƻ ǶǴǠƬdzơǩǂǘdzơƾNjǂǷȁƢǸǟơƽƶƦǐȈdzǶǴǠǸǴdzȅƾȈǴǬƬdzơǁȁƾdzơǁȂǘƫȁǖnjǼdzơǶǴǠƬŭơƨǯǁƢnjŭơńƛȆǬǴƬdzơǺǷśǸǴǠƬŭơDZȂŢ ƨȈǟơƾƥȍơȁƨȈLjǨǼdzơȁƨȇǂǰǨdzơǶȀǐƟƢǐƻȁśǸǴǠƬŭơƩƢƳƢƷǪǧȁƨǨǴƬƼŭơ ƨǧǂǠŭơƔƢǼƦdzƢǼǷȂȀǨǷĿƧƾƴƬLjŭơƨǫȐǠdzơǽǀǿǾƳȁƗȄǴǟǹơƾǯƚȇǹƢȇȂǫǹƢǿƢšơǂȀǜȇȁ ƤȇȂdzơƨǰƦNjȆǿȁǂǐǠdzơƩƢǟơǂƬƻơǃǂƥƗDZȐƻǺǷƢȀLjǨǻǑǂǨƫŖdzơȁƨȈǼǬƬdzơȁƢȈƳȂdzȂǼǰƬdzơĿƧƽǂǘŭơƩơǁȂǘƬdzơ DZȁȋơ ƨǟȂǸLjŭơȁƨȈƟǂŭơƩȏƢǐƫȏơƩƢǷƾƻȁ ƧǁȂƯǾƬƯƾƷƗȅǀdzơŚƦǰdzơƣǁƢǬƬdzơƾǠƥƲȈLjǼdzơƽƾǠƬǷǞǸƬĐơơǀǿƶƦǏƗƮȈƷƨǧǂǠŭơƔƢǼƥĿǞǸƬĐơƨȈŷƗȄǴǟƾȈǯƘƬdzơ ňƢưdzơ ƧƾƷơȁƨȈǻȂǯƨȇǂǫńƛŃƢǠdzơDZȂŢƿƛƩȏƢǐƫȏơ ƾȈǗȂƫ Ŀ ƨȈǟƢǸŪơ ƨǘnjǻȋơ Ƕǟƾƫ ƲǷơǂƥ ƢĔƘƥ ǥǂǠƫ Ŗdzơȁ Social software ƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơ ƩǂȀǛ ƢǼǿ ǺǷ ǽǀǿƶȈƬƫƿƛ“real lifeƨȈǬȈǬūơƧƢȈƸǴdzƢȇǂƯơǁƢȈƻǵƾǬȇňȁǂƬǰdzȏơƔƢǔǨdzƢǧƤȇȂdzơȄǴǟƨǧǂǠŭơƔƢǼƥȁƨȈǻƢLjǻȍơƩƢǫȐǠdzơ ƨǧǂǠŭơƔƢǼƥĿƨǯǁƢnjŭơǪȇǂǗǺǟǒǠƦdzơǶȀǔǠƥƧƽƢǧƛǺǷǶȀǼǰŤŖdzơƨȈǸǫǂdzơƩƢȈǼǬƬdzơŚƼLjƫśǸǴǠƬǸǴdzƲǷơŐdzơ ǶǴǠƬdzơ ǺǷ ňƢưdzơ DzȈŪơ ǹƗ Ǯdzƿ ƧŚƻȋơ ƩơȂǼLjdzơ Ŀ ơȂŶ ňȁǂƬǰdzȏơ ǶǴǠƬdzơ ƩƢǟƢǘǫ ǝǂLJƗ ǺǷ ƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơ ŐƬǠƫȁ ljƢǬǼdzơƩƢȇƾƬǼǷȁȆǰȇȂdzơȁƩƢǻȁƾŭơ DzưǷ ƨȈǟƢǸƬƳȏơƩƢǬȈƦǘƬdzơ ǁƢưǸƬLJơ ńƛǾƬǬȈǬƷ Ŀ ƽȂǠȇ elearning 2.0 ňȁǂƬǰdzȏơ DzǏơȂƬdzơȁƮƸƦdzơǩǂǗȁƢȇƾǸȈƬdzƢŭơȄǴǟƾǸƬǠȇȅǀdzơȁƢȀǼǷƭƾƷȋơDZƢȈƳȋơǁȂȀǛƾǠƥƨǏƢƻƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơȁ ơǀǿǂnjǻȁ ƩƢȇơȂŮơȁ ĿǂǠŭơȁȅǂǰǨdzơǶȀƳƢƬǻƨǯǁƢnjǷȁǺȇǂƻƕǞǷƧƾȇƾƳƩƢǫȐǟƔƢǼƥǺǷǹȂǷƾƼƬLjŭơǺǰǸƬȇƮȈƷž ƪǻǂƬǻȏơƨǰƦnjdzǵƽƢǬdzơDzȈŪơƩƢũǶǿƗǺǷƪƫƢƥƩƢȈǼǬƫȂȇƾȈǧȁƧǁȂǏȁƩȂǏȁǎǻǺǷƧƽƾǠƬŭơǖƟƢLJȂdzơŐǟǾǴǯ ˺̀ of ˻Page
- 6. ( Eren,2007)ƧƽƾǠƬǷƩƢȇȂƬLjǷŐǟƩƢǫȐǟƔƢǼƥǺǷǹȂǸǴǠƬŭơǺǰǸƬȇƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǽǀǿȆǨǧ ƨȇǁȂǨdzơDzƟƢLJǂdzơȁňȁǂƬǰdzȏơƾȇŐdzơDzưǷone-to-oneƾƷơȁóƾƷơȁ ƩƢǻȁƾŭơȁƨȈǐƼnjdzơƤȇȂdzơƩƢƸǨǏDzưǷone-to-manyŚưǯóƾƷơȁ ǾƳȂdzƢȀƳȁ
- 7. ȆūơDZƢǐƫȏơƢǿŐǟǶƬȇŖdzơƩƢȈǼǬƬdzơ ȁȆǰȇȂdzơDzưǷmany-to-manyŚưǯ óŚưǯ ƧǂNjƢƦŭơƨȈƦȇǁƾƬdzơƩơǁȁƾdzơȁƨȈǓơǂƬǫȏơDZȂǐǨdzơDzưǷ DzǯǾǼƐ ǴȇǹƗƤŸȅǀdzơȆǸȈǴǠƬdzơȃȂƬƄơȄǴǟDŽȈǯǂƬdzơȃȂƬLjǷǺǷDZȂƸƬƫǹƗȁƾƥȏƨȈǸȈǴǠƬdzơƩƢLJƢȈLjdzơǹƘƥƾųơǀǰǿȁ Ǭ ŸǶǴǠƬǻǦȈǯ
- 8. ǶǴǠƬdzơǺǷƣȐǘdzơǺǰŤŖdzơȄǴưŭơǩǂǘdzơƽƢŸƛȄǴǟDŽȈǯǂƬdzơńƛƣȐǘdzơ Dan,2007) DzưǷǺǷƨǴƠLJƗƵǂǗǹƛ ŸƢǠǷƨȇȂƥǂƬdzơȁƨȈǸȈǴǠƬdzơǥơƾǿȋơǪǬŢǹƗƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǞȈǘƬLjƫǦȈǯ ǒǠƦdzơǶȀǔǠƥƣȐǘdzơƩƢȈůŐdzơȁƤdzƢǘdzơśƥƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƨƠȈƥĿƨǠǫȂƬŭơƨǘnjǻȋơȁƩȐǟƢǨƬdzơǝȂǻȂǿƢǷ ŸƨȈǸȈǴǠƬdzơƩƢƠȈŮơǶǴǠŭơȁƣȐǘdzơ ŸƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƢȀǷƾǬƫŖdzơƨȈLJơǁƾdzơDZȂǐǨdzơ
- 10. ǹƢǷDŽǴdzƧƾȇƾŪơƽƢǠƥȋơȆǿƢǷ ŸƨȈǟƢǸƬƳȏơƩƢȈůŐdzơĿǶǴǠƬŭơƩƢƳƢƷǪǬƸƬƫǦȈǯ ŸƨȈǟƢǸƬƳȏơƩƢȈůŐdzơĿǶǴǠƬdzơǥƾǿńƛDZȂǏȂdzơǺǷǪǬƸƬdzơȁǶǴǠƬdzơƨǟǂLJDžƢȈǫǺǷǶǴǠŭơǺǰǸƬȇǦȈǯ ƨȇȂƥǂƬdzơǥơƾǿȋƢƥDZȐƻȍơǹȁƽǶȈǴǠƬdzơǂȇȂǘƫǵȂȀǨǷƣƢǠȈƬLJơńƛƧƾȇơDŽƬŭơƨƳƢūơĿƨǟȁǂnjǷȁƨƷȁǂǘǷƢǿŚǣȁƨǴƠLJȋơơǀǿDzǯ ƢēơƿǶȈǴǠƬdzơȁǶǴǠƬdzơƨȈǴǸǠƥƨǗȂǼŭơ ŸŚȈǤƬdzơơǀǿDzǯơƿƢŭ ŚȈǤƬdzƢƥǁơǂǫȍơǾǼǰdzȁśǸǴǠŭơƩƢƳƢƷƨȈƦǴƫ DzƳƗǺǷǶǴǠƬdzơǩǂǗĿƧƾȇƾŪơƩƢȈǼǬƬdzơǽǀǿƣƢǠȈƬLJȏdžȈƟǂdzơƤƦLjdzơǺǸǰȇȏ DzǟƢǨƬdzơȄǴǟŐǯƗƧǁƾǬƥơȂǜƷƾǫǩȂǧƢǸǧóÎÖÕÍ
- 13. ǪȈǬƸƬdz ǶȈǴǠƬdzơĿǶȈǴLjdzơǂȇȂǘƬdzơƭơƾƷȍƨǷơƾƬLjŭơƨȈǠǸƬĐơ ˺̀ of ˼Page
- 14. ƨȈǠǸƬĐơƨǯǁƢnjŭơŐǟȁƨȈǼǬƬdzơDZȐƻǺǷǶǴǠƬdzơ Î ŃƢǟ ǺǷ ȅƗ ƨȇƽƢŭơȁƨȈǟƢǸƬƳȏơ ǾƬƠȈƥ ǺǷ ǹƢLjǻȍơ ơǀǿ ǾǸǴǠƬȇ ƢǸǟ ƢȈƟDŽƳ ǶƴǼȇ ƢŶƛ ƢǷ ǹƢLjǻƛǾǧǂǠȇ ƢǷ ǹƘƥ ǾȈƳƢȈƥ ǥǂƬǠȇ ǶǴǠƬdzơ DzǷơȂǟ ńƛ ǦȈǔȇȁ. ǶǴǠƬdzơ DZȂǐū ŅȁƗ ǕǂNj džŤ Ń ƨǸȈǴLJ ƧǁȂǐƥ ǺƟƢǰdzơ ƽȂƳȁ ǹƘƥ ǥǂƬǠȇ ƢǸǯ. ƔƢȈNjȋơȁ DžƢǼdzơ ǶȈǜǼƫ ǹƢLjǻȍơ ǞȈǘƬLjȇ ǦȈǯ řǠƫ ƨǻǃơȂŭơȁǶǴǠƬdzơƽȂǬƫ Ŗdzơ ƨǻǃơȂŭơ ƨȈǴǸǟ Ȃǿ ǂƻƕ ȐǷƢǟ žƨȈƳȂǔǼdzơȁ ƨȇƽƢŭơȁ ƨȈǟƢǸƬƳȏơ ƩƢǷȂǴǠŭơ ƩƢȇǂǜǻǺǷ constructivism ƨȈƟƢǼƦdzơƨȇǂǜǼdzơdžLJƚǷǾȈƳƢȈƥŐƬǠȇȁ.ÎÖÕÐǦǏƢǻ) ǒǫƢǼƬǷ Śǣ ĿǂǠǷ ǵƢǜǻĿ ƧǂƯƢǼƬŭơ Anderson and Elloumi,2004
- 17. ǎǼƫȁ ƢȇǀǤǷDzƥƨǧǂǠǸǴdzƢȇǂƯȁƢǷƢǿȐȇƾƥƶƦǐƬdzǶēơŐƻȁDžƢǼdzơƣǁƢšǺǷƧƽƢǨƬLJȏơǺǷƽǂǨǷȏǾǻƜǧžƢǼdzȂƷ ƧƢȈūơĿƔȆNjDzǯƣǂų ƨȈǻƢLjǻȍơƩƢƠǨdzơǦǴƬűǺǷƨǧǂǠŭơǞǸŪƨȈȀȇƾƥȆǿȆƟƢǫƾǏƗĿŖǧǂǠǷǹDŽƬƻƗňƛƢŮ ǺȇǂnjǟǀǼǸǧǶǴǠƬdzơƨȈǴǸǟǺǷơƔDŽƳƨȈǼǬƬdzơǾȈǧǺǰƫŃǺǷǃĿƪǨdzƗƢĔƗŚǣǶǴǠƬŭơǭȂǴLJǶȀǧĿƨȇȂƥǂƬdzơƩƢȇǂǜǼdzơƨȈŷƗǶǣǁȁ ǹƜǧŅƢƬdzƢƥȁŸǺȇǂƻȉơǞǷDzǏơȂƬǻǦȈǯŸǶǴǠƬǻǦȈǯŸNJȈǠǻǦȈǯƧǂǏƢǠŭơƢǼƫƢȈƷDzȈǰnjƫĿƧơƽƗƨȈǼǬƬdzơƩǁƢǏƢƦȇǂǬƫƢǷƢǟ ǺǷǂǏƢǠŭơƢǼǠǸƬůǁȂǘƫƾǬdzśǸǴǠƬǸǴdzƨȈǟƢǸƬƳȏơƨƠȈƦǴdzƢLJƢǰǠǻơǽǁƢƦƬǟƢƥǾƫƢǬȈƦǘƫȁǾƟƽƢƦǷǦǐƫƨȇǂǜǼdzƨLJƢǷƨƳƢŞǁƢǏǶǴǠƬdzơ service- economy ƩƢǷƾƻ ǺǷ ȅƽƚȇ ƢǷ ǶƴŞ ǁơƾȇ ǞƬů ńƛ product-oriented economy ƱƢƬǻȍơ ƽƢǐƬǫƢƥ ǁơƾȇ ǞǸƬů Ĉ ǰdzơ ƨǧǂǠŭơ ƽƢǐƬǫơ ƶǷȐǷ ǶǿƗ ǺǷȁ )Knowledge Ƕ economy Christian,2007)ƨǧǂǠŭơ ȄǴǟ ƾǸƬǠȇ ƽƢǐƬǫơȁ oriented ǺǷǕƢŶƗ ƔƢnjǻƛŅƢƬdzƢƥȁƨǨǴƬƼŭơƨǧǂǠŭơǁƽƢǐǷśƥǖƥơȁǂdzơDzȈǰnjƫȄǴǟƧǁƾǬdzơǾȈǧ ƶƦǐƫȅǀdzơļƢǷȂǴǠŭơǪǧƾƬdzơǺǷǶƼǔdzơ ƨǧǂǠŭơǹƗǮdzƿƩơȂǼLJǂnjǟDzƦǫơƽȂƳȂǷǺǰȇŃǵȂȈdzơǾǧǂǠǻƢǷǦǐǻǹƛǵȂȈdzơĿǂǠŭơƢǻƽƢǐƬǫơĿƢǷƢǿƢƦǴǘǷƧƾȈǨŭơƩƢǷȂǴǠŭơ Gonzalez, 2004
- 19. ǾƫǂǯƿƢǷƤLjŞơǂȀNj ÎÕDzǯǶƼǔƬƫ ȂǿȁƨưȇƾūơƩƢȈǼǬƬdzơŐǟƨǧǂǠǸǴdzȆǟƢǸƬƳȏơȂǸǼdzơDžǁƾƫǹƗǞȈǘƬLjƫƧƾȇƾƳƨȇȂƥǂƫƨȇǂǜǻǩȐǗƛȄǴǟơƽƢƳDzǸǠdzơǹƢǯơǀdz NJǫƢǼƫ ȁ Connectivism ƨȈdzƢǐƫȏơ
- 21. ǾȈǴǟǪǴǘǻƢǷ ƤȇȂdzơȄǴǟDzǟƢǨƬdzơȁƨȈǟƢǸƬƳȏơƨƠnjǼƬdzơĿDžƢǼdzơǭơǂNjƛƨȈǤƥƢǿƙƢnjǻƛǶƬȇŖdzơƨȈǐƼnjdzơǥǁƢǠŭơǺǷƨǰƦNjǾǨǏȂƥǶǴǠƬdzơ ƨȈǯơǁƽȍơȁ behaviorism ƨȈǯȂǴLjdzơ ƨȇǂǜǼdzơ ȄǴǟ ƨǓȁǂǨŭơ ƽȂȈǬdzơ ȄǴǟ ƤǴǤƬǴdz ƧƾǿƢƳ ȄǠLjƫ Ȇǿȁ Ï ƨȈǸȈǴǠƬdzơƭȐưdzơǂǗȋơǺǷƧǃǁƢƦdzơǂǏƢǼǠdzơǞȈǸšǪȇǂǗǺǟ constructivism ƨȈƟƢǼƦdzơȁcognitivism ơǀǿ ȆǸǫǂdzơ ǂǐǠdzơ Ŀ ǶǴǠƬdzơ ƨȇǂǜǻ ƔƢǼƦdz ƨȈǷƢǼȇƽȁ ƧƾȇƾƳ ƩƢȇǂǜǻ ƭơƾƸƬLJơ ǥƾđ žƨȈƳȂdzȂǼǰƬdzơȁ ƨȈǟƢǸƬƳȏơȁ ȄǴǟƩƢǻƢȈƦdzơȁƩƢǷȂǴǠŭơƾǬǠdzơDzưŤƩȐǏȁƢȀǼȈƥǖƥǂƫƾǬǟƧƾǟǺǷǹȂǰƬƫ Ŗdzơ žƨǰƦnjdzơǵȂȀǨǷǵƾƼƬLjȇƱƿȂǸǼdzơ ˺̀ of ˽Page
- 22. ǖƥǂdzDZȁǀƦŭơƾȀŪơȆǿȁƢēơƿǶǴǠƬdzơƨȈǴǸǟȆȀǧƩȐǏȂdzơƢǷƗƧǁȂǏȁƩȂǏȁƗƨȈǐǻǹȂǰƫǹƗƢǷƛȆǿȁƤȇȂdzơƨǰƦNj ƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơ Ƨǂǰǧ ǞǷ ǪǧơȂƬǷ ǵȂȀǨŭơ ơǀǿȁ ƨȈǐƼnjdzơ ǥǁƢǠŭơ ǺǷ ƨǰƦNj DzȈǰnjƬdz ƢȀǔǠƥ ǞǷ ƾǬǠdzơ ǽǀǿ ĿƧƽǁơȂdzơƝƽƢƦŭơǞǷƢǏƢƻƢǫƢLjƫơǵƾǬƫȁǶǴǠƬŭơƨȇDŽǯǂǷƨȇǂǜǻǪǬŢƢĔƗƢǸǯƩƢǻȁƾŭơDzưǷƤȇȂdzơĿƨǷƾƼƬLjŭơ (Siemens,2005
- 23. ÏƤȇȁǎƟƢǐƻ elearning 2.0ňȁǂƬǰdzȏơǶȈǴǠƬdzơǺǷňƢưdzơDzȈŪơ Ï ǶǴǠƬdzơȁƢȈƳȂdzȂǼǰƬdzơśƥƨǫȐǠdzơĿŚǰǨƬdzơƧƽƢǟƜƥƢǼǷDŽdzƗǾǻƗƢǸǯǶȈǴǠƬdzơƩƢȈǼǬƫĿƧǁȂƯƭƾƷƗ ÏƤȇȁȂŴDZȂƸƬdzơǹƛ ƾǫȁFuturelab 2006
- 24. ǞǸƬĐơDZȐƻǺǷǶǴǠƬdzơƨƥǂšDŽȇDŽǠƬdzƨȈǸȈǴǠƬdzơƨȈǴǸǠdzơƤǴǫǶǴǠƬŭơƢȀȈǧǹȂǰȇƨȈLjȇǁƾƫƨƥǂšǂȇȂǘƬdz ĿƧƾȇƾŪơ ÏƤȇȁƩơƾƷȁȁƗƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƱơǁƽƛǥƾđ ÏňȁǂƬǰdzȏơǶȈǴǠƬdzơƶǴǘǐŭ Downes,2005)Ǒǂǟ ǶȈǴǠƬǴdz ƨȈLJƢLJȋơ ƩƢȈǨǴŬơ ƾƷƘǯ ǶǴǠƬdzơ ǁƽƢǐǷȁ śǸǴǠƬŭơ śƥ ƩȐǏȂdzơ ƨǷƢǫƛ
- 25. Ƨǂǰǧ ȄǴǟ ơǃƢǰƫǁơ ƾǠƥ Ǻǟ ǶȈǴǠƬdzơ ƩƘȇŃǶǴǠƬdzơǹƘƥƨǴƟƢǬdzơǂǜǼdzơƨȀƳȁŘƦƬȇǶǴǠƬdzơDzƦǬƬLjǷǹƗƿƛžȆǸȈǴǠƬdzơȃȂƬƄơƔƢǼƥĿDZȂƸƬdzơǺǟƭƾŢȁÏňȁǂƬǰdzȏơ ǶȀLjǨǻƗƣȐǘdzơDzƦǫǺǷǶǴǠƬdzơơǀǿǪȈǬƸƬdzǾǨȈǛȂƫȁȃȂƬƄơơǀǿDZƢǸǠƬLJơƨȈǨȈǯĿǺǰdzȁǖǬǧȆǸȈǴǠƬdzơȃȂƬƄơǶȈǸǐƫǺǷ ƨǧǂǠŭơȁƩƢǻƢȈƦdzơǶȈǸǐƫƨǯǁƢnjǷȁƔƢnjǻƛ
- 26. ÏňȁǂƬǰdzȏơǶȈǴǠƬdzơƩƢȈůǂƥDZȐƻǺǷǾLJƢȈǫǶƬȇȅǀdzơƣȐǘdzơǕƢnjǻƶƦǐȇơǀǰǿȁ ÏňȁǂƬǰdzȏơǶȈǴǠƬdzơǪȈƦǘƫǹƛǶǴǠƬdzơȃȂƬŰƔƢǼƦdzǖǬǧơǂŲ džȈdzȁǶǴǠƬdzơǥƾǿǪǬŢDžƢȈǬdzƢǧƾǿǾƫơƿ Ȃǿ Christian,2007
- 27. ȆǐƼnjdzơ ǦǴŭơ webloggingǺȇȁƾƬdzơ ǺǷ ƲȇDŽǷ Ȇǿ Ŗdzơ learning landscape ºƥ ǥǂǠƫ ƨǏƢƻ ƨƷƢLjǷ ƾƳȁƗ ǾǬȈƦǘƫĻȂdzǶǴǠƬdzơǵƾźǹƗǞȈǘƬLjȇƲȇDŽŭơơǀǿ Socail networking ƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơȁ ePortfolios ǶǴǠƬǸǴdz Pavel,2007
- 28. MoodleDzưǷ LMS ƨȇƾȈǴǬƬdzơǶǴǠƬdzơƧǁơƽƛǶǜǻĿǾůƾƥȁƗȅƽǂǧDzǰnjƥ ňȁǂƬǰdzȏơǶȈǴǠƬdzơǺǷňƢưdzơDzȈŪơƩƢȈǼǬƫĿƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǞǫȂǷ Ð DzưǷ LMS ǶǴǠƬdzơ Ƨǁơƽƛ Ƕǜǻ ȄǴǟ ǵȂȈdzơ ňȁǂƬǰdzȏơ ǶȈǴǠƬdzơ ǪƦǘƫ Ŗdzơ ƨȈǸȈǴǠƬdzơ ƩƢLjLJƚŭơ ƾǸƬǠƫ DzǷƢǰƬǷǵƢǜǻDzƻơƽƨȈǸȈǴǠƬdzơƨȈǴǸǠdzơƧǁơƽƛȁǶȈǜǼƫȂǿǶǴǠƬdzơƧǁơƽƛǶǜǼdzƨȇǂǿȂŪơƧǂǰǨdzơǹƛBlackboard,WebCT,Moodle ǺǷƽȁƾŰƽƾǠdzƨǧƢǓƛƩơȁǁƾǯ ǾŻƾǬƫȁ ȆǸȈǴǠƬdzơȃȂƬƄơǀȈǨǼƫȄǴǟƾǟƢLjƫŖdzơ ƩơȁƽȋơǒǠƥǶǴǠƬdzơƧǁơƽƛǶǜǻǵƾƼƬLjƫ ƿƛ ǹƗŚǣƪȇȂǐƬdzơȁƨƯƽƢƄơȁȆLJơǁƾdzơƲȀǼŭơǞȇǃȂƫǖǘƻȁƩƢǸȈȈǬƬdzơȁƩƢǨǴŭơƨǯǁƢnjǷȁljƢǬǼdzơƩƢȇƾƬǼǸǯǶǴǠƬdzơƨǘnjǻƗ
- 30. ƨȈLJơǁƾdzơDZȂǐǨǴdzƨȈŻƽƢǯȋơǵƢȀŭơƣƢLjƷȄǴǟƩƢǻȐǟȍơǵȂLJǂdzơƾȇƾLjƫDzȈƴLjƬdzơDzưǷ ƧƽƢȇǃȂŴǽƢšȏơǂȀǛơǀdzƣȐǘǴdzǶǴǠƬdzơƨǘnjǻƗȁƗ ļơǀdzơǶǴǠƬdzơǶǟƾƫȏȁśȇǁơƽȍơȁśǸǴǠǸǴdzƨȀƳȂǷǶǴǠƬdzơƧǁơƽƛǶǜǻǹƗřǠȇ ƨǏƢƻȁ ó ƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơ ƪǻƢǰǧ ǶǴǠƬŭơ ƨȇDŽǯǂǷ ǪǬƸƬdz ǶǴǠƬdzơ Ƨǁơƽƛ Ƕǜǻ Dzƻơƽ ƢȀůƽ ǶƬȇ ƩơȁƽƗ Őǟ ƣȐǘdzơ ƨȈǴǟƢǧ ˺̀ of ˾Page
- 31. ńȁȋơȆǿǶǜǼdzơƪLjȈdzȁƩơȁƽȋơ ƶƦǐƫƮȈƷǶǴǠƬdzơƧǁơƽƛǶǜǻǞǷƱƢǷƾǻȏơȄǴǟƧǁƽƢǬdzơƩơȁƽȋơȆǿƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơ Bersin,2008
- 32. Christian,2006
- 33. ǶǴǠƬdzơƨƠȈƥĿƨȇƢǟǂdzƢƥ ȆǯǁƢnjƬdzơňȁǂƬǰdzȏơǶȈǴǠƬdzơńƛňȁǂƬǰdzȏơǶȈǴǠƬdzơǺǷDZȂƸƬdzơƢǼǼǰŻǦȈǯ Ñ ǶǴǠƬdzơƨƠȈƥĿƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǵơƾƼƬLJơDzȈǠǨƫ ÑÎ ǶȈǴǠƬdzơƩơȂǘƻńȁƗƪǻƢǯƮȈƷňȁǂƬǰdzȏơǶȈǴǠƬdzơĿƨȈǻƢLjǻȍơ
- 34. ńƛƧƽȂǠdzơDZȁƢŢƧǁȂƯƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƩƔƢƳ ƤǻƢŪơƢȀȈǧȄǟơǂȇǺǰȇ ŃǖǬǧƨȈǼǬƫƾǟơȂǫȁŚȇƢǠǷŐǟƨȈǸȈǴǠƬdzơƩƢȇȂƬƄơǂȇȂǘƫȁƔƢnjǻƛǺǷřǬƬdzơƤǻƢŪơ ƾǸƬǠƫ ňȁǂƬǰdzȏơ ǀȈǨǼƫ ńƛ ǽƢšȏơǁƢǏ ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơ ƾǸƬǟơ ȅǀdzơȁňȁǂƬǰdzȏơ ǶȈǴǠƬdzơ ǺǷňƢưdzơ DzȈŪơ ǹƗƢǸǯ Hodgins,2005) DzƦǬƬLjǸǴdzƩơǁƢȀŭơǺǷƾƷơȁǾǻƛƢǷƾǬƫƽơDŽƫȁƢȀǴȈǐŢǶƬȇƨȈǟƢǸƬƳơƧǁƢȀǷȁƨǧǂǠǷȂǿ
- 35. ǶǴǠƬdzơǁƢƦƬǟƢƥ ȆǟƢǸƬƳȏơ ňƢLjǻȍơ ǹȁƢǠƬȇƮȈƷ śǸǴǠŭơȁǺȇǁȂǘŭơ
- 37. ƧƾǟƢǬdzơ DzǨLJȋơǺǷ ǾȈǧ ǾƴƬȇȃȂƬƄơ ( Siemensˬ2004) DŽȈǷǂƬdzơDZƢǸǟƗǺǷDzǸǠƥȂǔǟDzǯƢđǵȂǬȇŖdzơƩƢȈǴǸǠdzơǺǷDzǰnjƬƫƨǰƦNjȂǿǶǴǠƬdzơǹȋ
- 38. ȆǸȈǴǠƫ ǕƢnjǻƱơǂƻƛĿ ǞȈǸŪơ ǵƢǟǪƷƢĔƗȄǴǟƩƢǷȂǴǠŭơǞǷDzǷƢǠƬdzơÑÏ ǹƗȄǴǟǵȂǬȇǵȂȀǨŭơƶƦǏƗDzƥƢŮȁơƾƫȁƗƢȀƟƢnjǻƛĿƔơȂLJȆǐƼnjdzơǁƢǰƬƷȏơȄǴǟƨǸƟƢǫƩƢǷȂǴǠŭơǶǯơǂƫȁƨǧǂǠŭơƾǠƫŃ DzưǷƨưȇƾūơƨȈƥȂLJƢūơƩƢȈůŐdzơǶȈǸǐƫƨǠȈƦǗƽƢǬƬǟȏơơǀǿȆǸǼȇƢŲȁƔơƾƬƥơƨǯǂƬnjǷǹȂǰƫǹƗƢđƾǐǬȇƔȆNjȆǿƩƢǷȂǴǠŭơ ƵȂƬǨŭơȁƗǂūơȃȂƬƄơơǀǿƤȇȂdzơȄǴǟƨȈǟƢǸƬƳȏơƩƢȈůŐdzơȁƲǷơŐdzơǺǷƽƾǠdzƨȈǻƢĐơǎƻǂdzơȁǁƾǐŭơƨƷȂƬǨǷƲǷơŐdzơ downes,2005
- 39. ƨǰƦnjdzơƨǨǏǪǬŹǶǴǠƬdzơǺǷǝȂǻǪǴŬDžƢLJƗȂǿǁƾǐŭơ ȆǸȈǴǠƬdzơȃȂƬƄơƔƢǼƥĿǶǴǠƬŭơǭơǂNjƛÑÐ ƢȈǟƢǸƬƳơ ƢǷƢǜǻǶǴǠƬdzơƶƦǏƗƮȈƷǶǴǠƬdzơĿǵȂȈdzơƢǿơǂǻŖdzơƢȇƢǔǬdzơǺǷƾȇƾǠdzơńƛƽƢǫƪǼdzơŃƢǟĿDŽƳơȂūơǂLjǯǹƛ ŐƬǠƫƢĔƛDzƥžƾƟƢLjdzơňȁǂƬǰdzȏơǶȈǴǠƬdzơǾȈǴǟǵƢǫȅǀdzơƧƢǯƢƄơƗƾƦǷȄǴǟǵȂǬƫȏƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǹƜǧǮdzǀdz(Etienne,2004
- 40. ǵƢǜƬǻƢƥ DzǟƢǨƬƫƢĔȋDzǔǧƗDzǰnjƥ ǾƥǹȂǷȂǬȇǦȈǯ ƩƢǠǸƬĐơǽǀǿ Ŀƽơǂǧȋơ ǶǴǠƬȇƮȈƷ žƨLJǁƢǸŭơ ƩƢǠǸƬůDzƻơƽǹȂǰƬȇ ROCKWELL,1997
- 41. ǶǴǠƬŭơƨNjƢNjȄǴǟǶǴǠƬdzơƩơƾƷȁǂȀǜƫǦȈǯdžȈdzȁǒǠƦdzơǶȀǔǠƦƥ ǹȂǷƾƼƬLjŭơǖƦƫǂȇǦȈǰdzƨȈŷƗƩƢȈůŐdzơǽǀǿȂǸǸǐǷŅȂȇƿƛȆǬȈǬūơŃƢǠǴdzƽơƾƬǷơȂǿŃƢǟĿ DžƢLJȋơȆǿ DzǏơȂƬdzơȁ ƨƯƽƢƄơ ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơ Ò ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǵȂȀǨǷ Ò Î ˺̀ of ˿Page
- 42. ƩƢǨȇǂǠƫƧƾǟƢǟƢƦƫƩǂȀǛȁ (Shirky 2003)ƾǼǟ ÏƤȇȂdzơƩƢȈǼǬƫȄǴǟǹơȂǼǠǯƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƶǴǘǐǷǂȀǛ
- 43. ˬ. ( Coates,2005)ƨȈǟƢǸƬƳȏơ ƩƢǰƦnjdzơ Ǯdzǀǯȁ ȃȂƬƄơ Ƨǁơƽƛȁ ƭƽƢƸƬdzơȁ DzǏơȂƬdzơȁ ƨȇƾȇŐdzơ ǶƟơȂǬdzơȁ ƨȇǁȂǨdzơ DzƟƢLJǂdzơȁ ƧǁȂǐdzơȁ ƩȂǐdzơ ƩƢǨǴǷ ƨǯǁƢnjǷȁ ƨȈǻȐǟȍơ DzƟƢLJǂdzơ DZƽƢƦƫ DzưǷ ƩƢǟȂǸĐơ śƥ DzǟƢǨƬdzơ Ƕǟƾƫ Ŗdzơ ƩƢȈůŐdzơ Ȇǿ ƢŮ ƨǷƢǟƶǷȐǷƨƯȐƯ (Stowe Boyd,2005)ǞǓȁƾǫȁ(Bram,2007 ŕƷ ǂǸƬLjƫȁ ƨȇǁȂǨdzơDzƟƢLJǂdzơŐǟDzǟƢǨƬdzơǺǷ ƗƾƦƫ ƨȈǴǟƢǨƬdzơ ƩƢƯƽƢƸǸǴdzƢǸǟƽƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơ ǵƾǬƫ ǹƗ Î ƩƢǻȁƾŭơȄǴǟƩƢNjƢǬǼdzơȁƩƢǬȈǴǠƬdzơDzưǷƪǼdzơȄǴǟȆǟƢǸŪơDzǸǠdzơƩƢƷƢLjǷŐǟřǷơDŽƬdzơŚǣDzǟƢǨƬdzơ ǒǠƦdzơƢȀǔǠƥƩƢŷƢLjǷǶȈǬƫǹƗƨǟȂǸƴǸǴdzƶǸLjƫŖdzơƨȈǟƢǸŪơƨȇǀǤƬǴdzƢǸǟƽƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǵƾǬƫǹƗ Ï ȄǴǟǶēƾǟƢLjǷȁDžƢǼdzơśƥȆǸǫǂdzơŚƦǠƬdzơƧǁơƽƛȁƔƢnjǻȍƨȈǟƢǸƬƳȏơƩƢǰƦnjǴdzƢǸǟƽƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǵƾǬƫǹƗ Ð ƧƾȇƾƳƨȈǟƢǸƬƳơƩƢǫȐǟƔƢnjǻƛ ƢǿǂȇȂǘƫǶƬȇŃƩƢȈůŐdzơǽǀǿǹƗƢǸǯƧƽƾǠƬǷƩƢǫƢȈLJĿǾǷơƾƼƬLJơǶƬȇƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƶǴǘǐǷǹƘƥƲƬǼƬLjǻǪƦLJƢŲ ǹƢǰǷȍƢƥǹƢǯƢŭǺǰdzȁƤȇȂdzơƩƢȈǼǬƫǺǷňƢưdzơDzȈŪơ ƩơǂȇȂǘƬdzƨȈǼǬƬdzơǎƟƢǐŬơȆǿDzƥƨȇơƾƥƨȈǸȈǴǠƬdzơǥơƾǿȋơǪȈǬƸƬdz ǦȈǛȂƬdz ƢǐȈǐţ ǂưǯƗƶǴǘǐǷƽƢŸƛƢēƢǬȈƦǘƬƥ śȈǼǠŭơǒǠƥȃƗǁƾǬǧǶȈǴǠƬdzơƨǷƾƻ ĿƩƢȈǼǬƬdzơ ǽǀǿƩƢǷƾƻǺǷƧƽƢǨƬLJȏơ ǖƥǂƫŖdzơƩơȁƽȋơƢȀǧǂǟȁ ƨȈǸȈǴǠƬdzơƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǶLJơƢǿƢǘǟƗƮȈƷƨȈǸȈǴǠƬdzơƨȈǴǸǠdzơĿƨȈǟƢǸƬƳȏơƩƢȈůŐdzơ (Anderson, 2005a)ǺȇǂƻȉơǞǷƩƢǫȐǠdzơƔƢnjǻƛȁƨȇȂŮơDŽȇƢŤǶǴǠƬdzơƨǘnjǻƗǶǴǠƬdzơDZȐƻȆǬȈǬūơƽȂƳȂdzơǶǴǠƬdzơ ƨƠȈƥƪǫȂdzơƧǁơƽƛ ȄǴǟ ǾƫǂǘȈLJƽǂǨǴdzȆǬƦƬLjƫƮȈƷňȁƢǠƬdzơ ǶǴǠƬdzơ ȄǴǟǶȀǠȈƴnjƫȁǶȀǸǟƽ ǥƾđƽơǂǧȋơ śƥƢȈǰƦNj Futurelab 2006
- 44. ȆǴȇƢŠǶǴǠƬdzơǥƾǿǪǬŹƢŠƨȈǸȈǴǠƬdzơƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƢđǵȂǬƫŖdzơƨȈLjȈƟǂdzơǵƢȀŭơƾȇƾŢǺǰŻȁ śǯǁƢnjŭơśƥňȁǂƬǰdzȏơǵƢƸƬdzȏơƢȈdzƕƩƢȈůŐdzơǺǸǔƫƮȈƷƨǨǴƬƼŭơƩƢǟȂǸĐơśƥǂǸƬLjŭơDzǏơȂƬdzơƔƢǼƥ Î ǹȁǂƻȉơǾǴǠǨȇƢŠȆǟȁȄǴǟǞȈǸŪơȆǬƦƬǧ ƔơŐŬơśƥƨǸƟƢǫDzǏȂdzơƨǬǴƷƾųǮdzǀƥȁƨǯǂƬnjŭơƩƢǷƢǸƬǿȏơȅȁƿǞǸƬĐơǥƢȈǗƗǦǴƬűśƥDzǏơȂƬdzơśǰŤ Ï ĿƢǬƯȁƗȆǸǴǟDZƢůȅƗĿśƟƾƦƬŭơȁ ƨȇǀǤƬdzơDzƥƢǬŭơĿĽȁƤȇȂdzơȄǴǟƨdzȂȀLjƥƢǿǂnjǻǶƬȇƮȈƷƨȈǸǴǠdzơƽơȂŭơȁǁƽƢǐŭơǶLJƢǬƬdzƢȇȂȈƷƢǷȂȀǨǷǵƾǬƫ Ð ƨǴǟƢǨdzơȁƨǠȇǂLjdzơƧƾƫǂŭơ ƩȏƢĐƢǠƦƫƨLJǂȀǨdzơȄǴǟǵȂǬƫǾǼǰdzȁƨǷȂǴǠǸǴdzȆźǁƢƬdzơƤǻƢŪơȄǴǟƾǸƬǠƫȏƩƢǷȂǴǠŭơƨLJǂȀǨdzƧƾȇƾƳƨȈdzƕǵƾǬƫ Ñ ƨǨǴƬƼŭơƩƢǟȂǸĐơƔƢǔǟƗśƥǭǂƬnjŭơǵƢǸƬǿȏơ DzǠŸȅǀdzơ ȅǁȂǨdzơǾȈƦǼƬdzơ ƨǷƾƻǂǧȂƫƮȈƷ śǠǷ ĿǂǠǷ DzǬƷǽƢšƔƢǔǟȋơƩƢȇȂdzȁƗƤȈƫǂƫ ĿƧƾǟƢLjǷ ǵƾǬƫ Ò ǾǷƢǸƬǿơDzǬƷĿƩơƾƴƬLjŭơƭƾƷƗȁǂƻƕȄǴǟǝȐǗơȄǴǟȂǔǠdzơ ˺̀ of ̀Page
- 45. ʼnƾǬƫ ƧƾȇƾƳƨǧǂǠǷƔƢǼƥƧƽƢǟƛĽƾƷơȁǹƢǰǷĿƨȈǧǂǠŭơƽǁơȂŭơǦǴƬűǞȈǸšƶȈƬƫƧƾȇƾƳ ƨȈǼǬƫƩơȁƽƗǵƾǬƫ Ó ƨǨǴƬƼŭơƩơȁƽȋơȁƽơȂŭơśƥƱDŽǸǴdzƨǏȐƼǯƨǧǂǠŭơ ȁƗƤƬǰŭơƶǘLjǯƢȀǼǷƨƬƥƢưdzơƔơȂLJƨǨǴƬƼŭơƩƢǐǼŭơŐǟƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǽǀǿƩƢǬȈƦǘƫǞǷDzǷƢǠƬdzơDzȀLjȇ Ô ȅǀdzơǩƢȈLjdzơǮdzǀǯȁȃȂƬƸǸǴdzȆǬǴƬŭơȃȂƬƄơǝǂƬűƨƯȐưdzơǥơǂǗȋơǶǟƾȇơǀǿǹƘƥǮNjȏȁƢȀǼǷƨǴǬǼƬŭơ ǾȈǧȃȂƬƄơʼnƾǬƫǶƬȇ ƩƢȈůŐdzơ ǵȂȀǨŭ ƨǫǁȂdzơ ǽǀǿ ǽƢǼƦƬƫ ȅǀdzơ ǦȇǂǠƬdzơ ǎǴƼƬLjǻ ƨȈdzƢǐƫȏơ ȃȂƬƄơ ƔƢnjǻƛ ƨǯǁƢnjŭơ
- 46. ƨƯȐưdzơ ƣƢǘǫȋơ ǺǷȁ 3Cs
- 48. ǶǴǠƬdzơƨƠȈƥĿƨȈǟƢǸƬƳȏơƨǨǏȄǴǟƔƢǬƥȍơŐǟǶǴǠƬdzơƨǘnjǻƗĿƨǯǁƢnjŭơȁȆǸȈǴǠƬdzơȃȂƬƄơ Communication Creation c c Collaborative c Content Connectivisim ΔϗέϮϟϩάϫϲϓΪϤΘόϤϟΔϴϋΎϤΘΟϻΕΎϴΠϣήΒϠϟ3Cs ϒϳήόΗ˺
- 49. ϞϜη ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƢǿƾǸƬǠƫŖdzơƨȇȂƥǂƬdzơƨǨLjǴǨdzơ ÒÏ ÏƨȈƥǂƫ
- 50. džȇǁƾƬdzơDZȂǏƗǺǷňƢưdzơDzȈŪơǾȈǴǟǪǴǘȇƨȇȂƥǂƬdzơƩƢȇǂǜǼdzơǺǷƮȇƾƷǁơƾǏƛǶǴǠƬdzơĿƨȈǟƢǸƬƳȏơǦȈǛȂƫǺǟƘnjǼȇ ȅǀdzơƽơǂǧȋơśƥǖƥǂdzơŐǟƨǧǂǠŭơǭǁƢnjƫȁǶLJƢǬƫǶǟƾƫŖdzơÏƤȇȁƩơȁƽƗƲǷƽƢđƾǐǬȇȁ Pedagogy 2.0 socioconstructivist- learning pproachesƨȈǠǸƬĐơƨȈƟƢǼƦdzơƨȇǂǜǼdzơ ǵȂȀǨǷ ǪǧȁƨȈŭƢǟȁƗƨȈǴŰƩƢǰƦNjǶǿǁȁƾƥǹȂǻȂǰȇ Catherine,Lee (A)
- 51. ǾƫơƽȂȀĐȆǐƼnjdzơǞƥƢǘdzơȄǴǟǙƢǨūơȁǶǴǠƬǸǴdzļơǀdzơǶǰūơǺǷŐǯƗǁƾǬƥǙƢǨƬƷȏơǞǷ ˺̀ of ́Page
- 52. ǑơǂǠƬLJơǞǷƨǫǁȂdzƢƥǍƢŬơƱƿȂǸǼdzơŅƢƬdzơDzǰnjdzơƶǓȂȇƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǝơȂǻƗ ÒÐ ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǒǠƦdzƨǴưǷƗ ΕΎϗϼόϟ Relationships Vodcast: http://www.youtube.com Blog: https://www.blogger.com Podcasting: Wiki: http://ar.wikipedia.org/wiki/Main_Page http://www.apple.com/itunes/download Personal page:WWW.Myspace.com Socail networking:www.ning.com Resources ϯϭΗΣϣϟ ϲϧϭέΗϛϟϻϡϳϠόΗϟ ϲϧϭέΗϛϟϻϡϳϠόΗϟ Content E-Learning έΩΎλϣϟ e-learning Social Bookmarking: http://delicious.com RSS: Syndication systems Virtual Worlds:www.secondlife.com Photo- and Slide- Sharing: http://www.scribd.com http://www.flickr.com ϝΎλΗϻ Communication ˻ΐϳϭ
- 54. ϞϜη L2 Platform Community- community-based based sharing ϕΎϴγϰϠϋΪϤΘόϤϟϢϠόΘϟ learning experiences ˻ΐϳϮϟ Context of learning landscape ϲϧϭΎόΘϟϢϠόΘϟ ΕήΒΨϟϰϠϋΪϤΘόϤϟϢϠόΘϟ web2.0 – ΔϴόϤΘΠϤϟ based ϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ Connectivisim ϲΗάϟϢϜΤϟ ΔϓήόϤϟΔϛέΎθϣ ΐϟΎ τϠϟ Knowledge sharing ΔϴόϤΘΠϤϟΔΑήΠΘϟ Student Self- ΔϴϟΎμΗϻ governed ϯϮΘΤϤϟ˯ΎϨΑ ϢϠόΘϟΔτθϧ Learning flexible use of communities of practice activity knowledge life-long learning ΔγέΎϤϤϟΕΎόϤΘΠϣϞΧΩϢϠόΘϟ ϥήϤϟϡΪΨΘγϻ ϥήϗϷΔϜΒηήΒϋϢϠόΘϟ έΩΎμϤϟϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ ϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ Problem-based/solving activities ϢϠόΘϤϟΔϳΰϛήϣ ϲΗάϟϢϠόΘϟ Peer-to-peer ΕέΎϬϤϟ Resource-base learning ˺̀ of ̂Page Self-learning networking ϰϠϋΓΪϤΘόϤϟΔτθϧϷ ΕϼϜθϤϟϞΣ Learner-centered Skills-based education learning
- 55. ǵƽƢǬdzơƤȇȂdzơȁƤȇȂdzơDZƢȈƳƗ Ó ƨȈƦȇǂƴƬdzơǶđǁƢšƲƟƢƬǻƨnjǫƢǼǷȁƩƢǷȂǴǠŭơǶLJƢǬƫǺǷƢǿŐǟǹȂǼǰǸƬȇƔƢǸǴǠǴdzƧơƽƗǹȂǰƫǹƗƤȇȂdzơǺǷDZȁȋơǥƾŮơǹƢǯ ĿƤǐƫŖdzơȁƤȇȂdzơƩƢȈǼǬƫĿǁȂǘƬdzơƽơƽDŽȇǵȂȈdzơȁƢŮǂǰƦŭơǵơƾƼƬLJȏơǀǼǷƨȈǟƢǸƬƳȏơƩƢȈůŐǴdzƧơȂǼdzơƪǻƢǯƢĔƗřǠȇơǀǿȁ ȂǿDZȁȋơ ƢȀǧƾǿȁ ǍƢƼNjȋơDzƦǫǺǷƢǿƙƢnjǻƛǶƬȇ ŖdzơƨǰƦnjdzơƢĔƛ (Conference,2005) DZȁȋơ ǵơƾƼƬLJȏơńƛ ƧƽȂǠdzơ DzȈȀLjƫǥƾđśǿƢšơĿȂǸǼdzơĿǂǸƬLjƫȆǿȁǕƢƦƫǁȏơƨǰƦNjƢĔƗƢȀȈǴǟǪǴǘǻǹƗǞȈǘƬLjǻơǀdzȃȂƬƄơdžȈdzȁǶȀLjǨǻƗǍƢƼNjȋơ ǎƼNjȅƗǞȈǘƬLjȇƨƷȂƬǨǷƩƢǐǼǷȆǿÏƤȇȁƤȇȂdzơȄǴǟǶēƢƳƢȈƬƷơǶȀLjǨǻƘƥǹȂǠǼǐȇDžƢǼdzơȃȂƬƄơȁǍƢƼNjȋơDzǟǁȂưǠdzơ ƢȀȈǴǟƔƢǼƦdzơ (Bram,2007)ƤȇȂdzơǺǷňƢưdzơDzȈŪơǎƟƢǐƻǶƳǂƬƫǂǜǻƩƢȀƳȁƭȐƯǭƢǼǿ ƨǘnjǻƗƢŮȐƻǺǷǪƦǘȇƨƳȁƽDŽǷƧƢǼǬƥǾƦNjƗȆǿ ÏƤȇȁǹƘƥBeners-Lee,2005)ȃǂȇ ƨȈƳȂdzȂȈLjȈLjdzơǂǜǼdzơƨȀƳȁ Î ǹƜǧơǀŮȁƨȇǁơǂǸƬLJȏơȁƔơǂƯȍơƢŮǺǸǔȇƢǷơǀǿȁśǷƾƼƬLjŭơDzƦǫǺǷśǿƢšƢƥ read-write web ƨƥƢƬǰdzơȁƧƔơǂǬdzơ (Tim ǦǏȁ ƾǫȁ ƩƢȈůŐdzơ ǵơƾƼƬLJơ DZȐƻ ƢĔȁƚnjǼȇ Ŗdzơ ƩƢǫȐǠdzơȁ ǍƢƼNjȋơ DZȂƷ ǁȁƾƫ Ï ƤȇȂdzơ ƨȈǻȁƢǠƫƨǰƦNjǦdzƚƫǶȈǜǼƬdzơƨȈƫơƿǵơƾƼƬLJȏơƨȇƾǟƢǫƨǯǁƢnjŭơǺǷDzǰȈǿƢĔƘƥÏƤȇȁO'Reilly,2005) ƢȀƬȈdzƢǠǧƪƬƦƯƗŖdzơȁƤȇȂǴdzǪƥƢLjdzơDzȈŪơĿƨǷƾƼƬLjŭơƩƢǤǴdzơȁDzǸǠdzơƩƢƠȈƥǺǷƲȇDŽǷȆǿÏƤȇȁƨȈǼǬƬdzơǂǜǼdzơƨȀƳȁ Ï JavaScript, the Document Object Model, CSS, XMLDzưǷƤȇȂdzơƩƢƸǨǐƬǷŐǟƩƢǬȈƦǘƬdzơƔƢnjǻƛĿ ǾƬƦǣǁȁǵƾƼƬLjŭơƩƢƳƢƷǪǧȁǾǨȈȈǰƫȁ ȃȂƬƄơƔƢǼƥƮȈƷǺǷǮǴȀƬLjŭơƨƦǣǂdz ÏƤȇȁǞǔţ ƨȇƽƢǐƬǫȏơǂǜǼdzơƨȀƳȁ Ð ƨȈǐƼnjdzơ DzȀLjƫ Ŗdzơ ƧƾȇƾŪơ Ʃơȁƽȋơ Ǻǟ ƧǁƢƦǟ Ȃǿȁ Collaboration Web ňȁƢǠƬdzơ ƤȇȂdzơ ńƛ DZȂƸƬƫ ǎƟƢǐŬơ ǽǀđ ƤȇȂdzơȁ ƩƢǷȂǴǠŭơȁƩƢǻƢȈƦdzơƤȈƫǂƫȁƨȈūơƩȐƥƢǬŭơƔơǂƳƛȁǪƟƢƯȂdzơǂȇǂŢƨdzȂȀLjƥǹȂǷƾƼƬLjŭơǞȈǘƬLjȇƮȈƷƪǼdzơȄǴǟǵƢȀŭơĿ ƨǯǁƢnjŭơ ŚǣƤȇȂdzơƶǨǐƬǷDZȐƻǺǷǾǴǯơǀǿǶƬȇƢŶƛȁǶȀǼǯƢǷƗƧǁƽƢǤǷńƛƨƳƢūơǹȁƽƤȇȂdzơǞǸƬůDzƻơƽȃǂƻƗǥơǂǗƗǞǷǹȁƢǠƬdzơȁ ƤȇȂdzơȄǴǟƨǏƢŬơǾƫƢȈƷƔƢǼƥȄǴǟƧǁƾǫǂưǯƗǵƾƼƬLjŭơơǀǿǁƢǏƮȈƷÏƤȇȂdzơĿǵƾƼƬLjŭơƨȈǐƼNjǁȂǘƫńƛǾƦǼƬǻǹƗƢǼȈǴǟǹƗ Marc,2001
- 56. ,downes,2005
- 57. natives,n-gen digital ȆǸǫǂdzơ DzȈŪơ DzȈŪơ ơǀǿ ȄǴǟ ǪǴǘȇ ǁƢǏ ơǀŮȁ ƨȈǟƢǸƬƳȏơ ƩƢǫȐǠdzơ ȁ ǶǴǠƬdzơȁ DzǸǠdzơ ƩƢǗƢnjǻ ǵƽƢǬdzơƤȇȂdzơ ƢȈdzƢƷ ǞǫơȂŭơǒǠƥĿƢȀǷơƾƼƬLJơĻƾǫǾƫƢǬȈƦǘƫǹƗǞǷƤȇȂdzơǺǷǵƽƢǬdzơDzȈŪơȂǿ semantic webŅȏƾdzơƤȇȂdzơ http://developer.yahoo.com/searchmonkeyȂǿƢȇȄǴǟƮƸƦdzơǞǫơȂǷDzưǷ ˺̀ of ˺˹Page
- 58. ȄǴǟDzǸǠȇȁƤȇȂdzơȄǴǟƩƢǷȂǴǠǸǴdzƨȈdzȏƾdzơƨLJǂȀǨdzơƾǸƬǠȇƮȈŞƤȇȂdzơƝƽƢƦǷǞLJȂȇǾǻƘƥŅȏƾdzơƤȇȂdzơơǀǿDŽȈǸƬȇȁ ƧƾȇƾƳƩƢǫȐǟǺǟǦnjǰȇơǀǿȁƨǨǴƬƼŭơƩƢǬȈƦǘƬdzơŐǟƢȀǷơƾƼƬLJơƧƽƢǟƛȁƩƢǻƢȈƦdzơǶLJƢǬƬƥƶǸLjȇǭǂƬnjǷǁƢǗƛƔƢnjǻƛ ŅȏƾdzơƤȇȂdzơDzƻơƽƩƢǻƢȈƦdzơǺǷǞǘǫƨǴǯƢNjȄǴǟƢȀƦȈƫǂƫǶƬȇŖdzơƨǷȂǴǠŭơDZȂƷ ŅȏƾdzơƤȇȂǴdzƨƷƢƬŭơǂȇȂǘƬdzơǂǿƢǜǷǺǷǂȀǜǷƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơȁƩƢǻȁƾŭơDzưǷƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƩƢǬȈƦǘƫŐƬǠƫȁ ƨdzȏƾdzơDžƢLJƗȄǴǟƢȀǴƻơƽĿƩƢǻƢȈƦdzơǖƦƫǂƫƮȈŞƧƽƾǠƬŭơƩƢǻƢȈƦdzơśƥƩƢǫȐǟƔƢnjǻƛȁƩƢȇȂƬƄơƨLJǂȀǧȄǴǟƾǸƬǠƫƢĔȋ DZƢĐơ Ŀȁ Ash Maurya ,2005
- 59. (Doval D. O’Mahony, 2003) ƨȈǟƢǸƬƳȏơ ƩƢȈůŐdzơȁ Ņȏƾdzơ ƤȇȂdzơ śƥ ƾǓƢǠƬdzơ Ǻǟ ƘnjǼȇȁ ƤȇȂdzơ ƨƸǨǐƥ ǕƢƦƫǁȏơ ǺǷ ǂưǯƗ ƨǷȂǴǠŭơ ƢȀǴưŤ Ŗdzơ overlay network ƶǴǘǐǷ Terrya, 2005
- 60. ȆLJơǁƾdzơƲǷƢǻŐdzƢƥśǬƸƬǴŭơƣȐǘǴdzƨȈǧǂǠŭơƨȈưƸƦdzơȁƨȈǟƢǸƬƳȏơƩƢǗƢnjǼǴdzǶǟƾdzơȁDzǏơȂƬdzơ ƨǷƾƻʼnƾǬƫȄǴǟeducational overlay networksƨȈǸȈǴǠƬdzơƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơƤǯơǂƫDzǸǠȇȆǸȈǴǠƬdzơ ƨȈǟƢǸƬƳȏơƩƢȈůŐdzơƩƢǬȈƦǘƫȃȂǫƘǯƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơ Ô ƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơǵȂȀǨǷÔÎ ǶȀƬǘnjǻƗȁ ǶēƢǷƢǸƬǿơ DžƢǼdzơ ǭǁƢnjƬȇ ƮȈƷ ƪǻǂƬǻȏơ ȄǴǟ ƨȈūơ ƩƢǠǸƬĐơ DzȈǠǨƫȁ ƔƢǼƥ ȄǴǟ ƨȈǟƢǸƬƳȏơ ƩƢǰƦnjdzơ DŽǯǂƫ ƨȈǟƢǸƬƳȏơƨǨǏǪǬŢŖdzơƩƢȈůŐdzơǺǷƔDŽƴǯƢȀȈdzƛƧǂǜǼdzơǺǷƢǫȐǘǻơƨȈǟƢǸƬƳȏơƩƢǰƦnjǴdzǦȇǁƢǠƬdzơǺǷƾȇƾǠdzơƩǂǯƿƾǫȁ ǹƛShirky,2003)ƢȀȈǧƔƢǔǟȋơƽƾǟƽơƽDŽȇƢǷǶƴŞƩƢǰƦnjdzơƨǸȈǫƽơƽDŽƫȁśǿƢšƢƥƨȈǴǟƢǨƫƩȏƢǐƫơǪǬŢŖdzơƩƢȈůŐdzơȆǿ ƩƢƠȈƦdzơǖȈŰĿȆǠǸŪơƔƢǯǀdzơƨȈǴǟƢǨƥƽơǂǧȋơȆǟȁĿDŽǯǂƬƫDzƦǬƬLjŭơƧȂǫǹƘƥǹƿƚȇƨȈǟƢǸƬƳȏơƩƢǰƦnjǴdzȆǷƢǼƬŭơǵơƾƼƬLJȏơ Moravek: ,2008)ƨȈǟƢǸƬƳȏơ ǶȈǴǠƬdzơĿƨȈǟƢǸƬƳȏơƩƢǰƦnjǴdzƨȇȂƥǂƬdzơƩƢǬǴǘǼŭơÔÏ Ŗdzơ Socail ƨȈǟƢǸƬƳơ
- 62. ƨȈǻȁƢǠƬdzơƨȈƟƢǼƦdzơƩȏƢǐƫȏơǥơƾǿƗDzǸŢ ŅƢƬdzơDzǰnjdzơȄǴǟǶǴǠƬdzơǥơƾǿƗǪȈǬŢǺǷƧƽƢȇǃ ǺǷǶǴǠƬdzơĿ socializationƨȈǟƢǸƬƳȏơ
- 64. śƥǞǸš ƢǷƗƤȇȂdzơȄǴǟƨȇƽǂǨdzơǾƬȇȂđǾƦNjƗȆȀǧƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơƢǿǂǧȂƫŖdzơƨȈǐƼnjdzơƩƢƸǨǐdzơƨǷƾƻDZȐƻ ǾƬǰƦNjȂǔǟDzǯřƦȇƮȈƷƨǰƦnjdzơĿƔƢǔǟȌdzƨȈǐƼnjdzơƩƢƸǨǐdzơǽǀǿǖƥơǂƬƫƢǷƾǼǟƗƾƦƫȆȀǧƨȈǟƢǸƬƳȏơ Catherine,2008
- 67. ǪȈǬŢ ƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơĿǶǯơǂƬƫŖdzơǁƢǰǧȋơȁDZƢǸǟȋơȁƩƢǗƢnjǼdzƢƥȆǟȂdzơȄǴǟDŽȈǯǂƬdzơǹƛǒǠƦdzơǶȀǔǠƥ ˺̀ of ˺˺Page
- 68. DzǰƥȆǟȁȄǴǟƣȐǘdzơƔƢǬƥƛȄǴǟƾǟƢLjȇƢŲȁǶǴǠƬdzơĿƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơǵơƾƼƬLJơĿDžƢLJƗǥƾǿȂǿ ƩơŚȈǤƬdzơDzǯǂȀǜƫƮȈƷ notificationsƩƢưȇƾƸƬǴdzǾȈƦǼƬdzơ ƨǷƾƻ ŚǧȂƫƨǰƦnjdzơȄǴǟƩơƾƴƬLjŭơ ƢȈdzƕƨǰƦnjdzơȄǴǟƧƾȇƾŪơ śƥ ǖƥǂƫ Ŗdzơ ƩȐǏȂdzơ Ȇǿ ƨǘnjǻȋơ ǹƗȁ ƨǘnjǻȋơ DZȐƻ ǺǷ ǶǴǠƬdzơ ƨȇȂƥǂƬdzơ ƨȇǂǜǼdzơ ȄǴǟ DŽǰƫǂƫ DzǟƢǨƬdzơ ƩơȁƽƗ ǺǷ ƨȈǟƢǸƬƳȏơ ƩƢǰƦnjdzơ ǽǂǧȂƫ ƢŲ ļƘȇȁ activities are collective). śǸǴǠƬŭơ ƩƢȇǂǜǻƢȀǠǷDzƻƾƫȁsocio-cultural perspectiveǶǴǠƬdzơǾȈƳȂƫĿĿƢǬưdzơȁȆǟƢǸƬƳȏơǁȂǜǼŭơǵȂȀǨǷDzǠǨƫ ƨȈǐƼnjdzơƨǯǁƢnjŭơȁ students’ problem-oriented , self-govemed activities, Managed/Virtual Learning ǾǴƟƢLJȁǺǷŐƬǠȇȅǀdzơƲȀǼdzơơǀǿǶǴǠƬdzơƨǘnjǻƗǶǜǼƫȁƨȈƫơǀdzơDzǯƢnjŭơƨŪƢǠǷȄǴǟDŽǯǂƫƮȈƷˬEnvironments ȃǂƻƗ ǹȁƢǠƬdzơȁǁơȂūơȁƱƢƬǻȍơȁƔƢǼƦdzơǶȈǿƢǨǷǪȈǸǠƫ Davor,2008
- 69. ƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơǵơƾƼƬLJơǺǟƘnjǼƫŖdzơƩƢȈƦǴLjdzơÔÐ ƩƢǰƦnjdzơǽǀǿƢȀǷƾǬƫŖdzơƨǠLJơȂdzơƩƢǷƾŬơĿǩǂǤdzơƨƴƬȈǻƪǫȂdzơǁƾŮơ Î ȃǂƻƗƨȀƳǺǷȁƨȈǫȐƻȋơȁƗƨȇǂǰǨdzơǶȀƬȈǨǴƻǺǷǪǬƸƬdzơǹȁƽǺȇǂƻȉơǞǷƩƢǫȐǠdzơǵơǂƥƛĿǝǂLjƬdzơ Ï ǞǫơȂdzơĿǹȂǰȇƢǷǁƾǬƥƩƢǰƦnjdzơĿƨȈǟƢǸƬƳȏơƩƢǫȐǠǴdzƢȈǬȈǬƷƢǬǸǟƾųȏ ƨƷȂƬǨŭơƩƢǰƦnjdzơĿDZȐǤƬLJȏơȁƗDzȇƢƸƬdzơȁƗƨƴǟDŽŭơƩƢȈǯȂǴLjǴdzƧŚƦǯƨǏǂǧǭƢǼǿ Ð ǒǠƦdz ƶȈƬȇ ƢŲ ƨƷƢƬǷ ƔƢǔǟȋơ ǶƟơȂǫ ǹƗ ž ƨȈǟƢǸƬƳȏơ ƩƢǰƦnjdzơ Ŀ ƨȈLjȈƟǂdzơ ƩȐǰnjŭơ ǺǷ ƧƾƷơȁ Ñ ƨǻȂǷƘǷǹȂǰƫȏƾǫȃǂƻƗǞǫơȂǷȁƩƢǰƦNjńƛǵƢǸǔǻȐdzƩơȂǟƽǾȈƳȂƫȄǴǟǥơǂǗȋơ ǶǰŢŖdzơƨȈǟƢǸƬƳȏơƽȂǬǠdzơǺǷdžǰǠdzơȄǴǟơǀǿȁƩƢǰƦnjdzơǽǀǿDzƻơƽƶǓơȁȆǟƢǸƬƳơƾǬǟƾƳȂȇȏ Ò ƢǿȂŴȁƨƸȈǐǼdzơȁǥǂnjdzơȁǩƾǐdzơDzưǷƧƢȈūơĿȆǠǫơȂdzơDzǷƢǠƬdzơ ǮdzƿƤǴǗȂdzŕƷǾǼǷǎǴƼƬdzơǺǰŻȏȂǔǠǴdzȆǐƼnjdzơǦǴŭơǹƗƨȈǟƢǸƬƳȏơƩƢǰƦnjdzơƣȂȈǟǺǷ Ó ƪǼdzơȄǴǟƧǂnjƬǼǷȂǔǠǴdzƨȈǐƼnjdzơƩƢǻƢȈƦdzơDzǜƬǧǾLjǨǻȂǔǠdzơ ÏÍÍÕǥǂǐƬƥȅƽȂǸǠdzơ
- 71. ǁȁƽǁƢǏƨȈǟƢǸƬƳȏơƩƢȈůŐdzơĿǶǴǠŭơǁȁƽǁȂǘƫ Î ǶȀǧǁƢǠǷƾȈdzȂƫĿǶēƾǟƢLjŭśǸǴǠƬŭơǶǟƽȁǶƐǠƬdzơDzȈȀLjƫDZȂƷǵȂȈdzơ ǁȂƸǸƬȇǪƥƢLjdzơĿ Ǵ ļƢǷȂǴǠŭơǶƼǔƬdzơǁƢǸưƬLJơDZȐƻǺǷƧƾȇƾŪơƨȈƫơǀdzơ ȄǴǟDzƥƨǧǂǠŭơƱƢƬǻƛȄǴǟDŽǯǂƫƨȈǸȈǴǠƬdzơƱƿƢǸǼdzơƾǠƫŃ ƨȈǻȁǂƬǰdzȏơ ƨȈǸȈǴǠƬdzơ ƩƢȇȂƬƄơƔƢǼƥ ǁȂǘƫ Ï ƨǏƢŬơǾƫƢƳƢȈƬƷơǪǧǁȁȆǸȈǴǠƬdzơǽơȂƬŰƔƢǼƦdzǶǴǠƬǸǴdzƨǏǂǨdzơƨƷƢƫƛ ˺̀ of ˺˻Page
- 72. ǖƥǂdzdžLJƚƫŖdzơȁƨȇȂƥǂƬdzơƩƢȇǂǜǼdzơǺǷňƢưdzơDzȈŪơĿƨȈdzƢǐƫȏơƨȇǂǜǻƩǂȀǛƨȈƥǂƬdzơƩƢȇǂǜǻǁȂǘƫ Ð ƨȈǠǸƬĐơƣǁƢƴƬdzơǺǷƨǰƦNjDzƻơƽƨȈǼǬƬdzƢƥƨȈƥǂƬdzơ ƽơȂŭơ
- 73. ȆǸȈǴǠƬdzơǹȂǸǔŭơŚǧȂƫǺǷƨȈǸȈǴǠƬdzơƩƢLjLJƚŭơƨǨȈǛȁƪdzȂŢƨȈǸȈǴǠƬdzơƨLjLJƚŭơƨǨȈǛȁǁȂǘƫ ˽ ƾȇƾƸƬdzơȁʼnȂǬƬdzơȁƮƸƦdzơƩơǁƢȀǷƔƢǼƥǺǷ śǸǴǠƬŭơǺŏ Ť ŖdzơǩǂǘdzơǁƢǰƬƥơńƛȃȂƬƄơ ǰ ƨȀƳǺǷǺȇǂƻȉơńƛƨǧǂǠŭơDZƢǐȇƛȁƨȀƳǺǷƩȐǰnjŭơDzƷȄǴǟƧǁƾǬdzơśǸǴǠƬŭơƣƢLjƬǯơǥƾđ ƧƢȈūơȁDzǸǠdzơŃƢǟĿȃǂƻƗ ƨǏȐŬơ Ö ǶƳǂƬƫŖdzơƵƢƬǨŭơƧǁƢƦǠdzơȆǿǽǀǿƩơŐƻƶƦǐƬdzƣǁƢƴƬdzơĿƲǷƾǼƫśƷƢēȂǫƤLjƬǰƫƩƢǸǴǰdzơǹƛ ǪȈƦǘƬǴdzƢȀƬȈǴƥƢǫǁƾǬƥǹȂǰȇƢŶƛƨǷȂǴǠŭơƨǸȈǫȁƨǧǂǠŭơƨȈƷȐǏǹơDŽȈǷǹƗǮdzƿǶǴǠƬǴdzƢǼǷȂȀǨǷǂȇȂǘƫńƛƢǼƬƳƢƷ ƢǼǷƢǷƗȃƾƦƬƫǦȈǰdzơǺǟƨƥƢƳȍơĿȁ ŸǶǴǠƬǻǦȈǯ
- 75. ǞǫơȂdzơŃƢǟĿ ƨǷơƾƬLjŭơƨȈǠǸƬĐơƨǧǂǠŭơƔƢǼƥƨȈǨȈǰdzDzƟƢLJȁǺǷǾǓǂǨȇƢŠǞǸƬĐơǮdzǀǯƢǼȇƾdzƱǂźȁ ƨǧǂǠǸǴdzƧǂǸưǯ ƧǁƢȀŭơ ǹȐǰnjȇǺȇǀǴdzơƨȇǂnjƦdzơƨǫƢǘdzơȁƪǫȂdzơǂǐƬţƮȈƷǶȈǴǠƬdzơĿƨȈǟƢǸƬƳȏơƩƢȈůŐdzơǪȈƦǘƫǂǿȂƳǂǿȂƳȂǿơǀǿȁ ƨȈdzƢūơƨȈǸȈǴǠƬdzơƢǼƬǸǜǻƗĿơǁƾǿ ƨȈƥǂǠdzơǁƽƢǐŭơƗǁƽƢǐŭơ ǶȈǴǠƬdzơƩƢȈǼǬƬdzŅȁƾdzơǂŤƚŭơ ÏÍÍÕƨȈǸȈǴǠƬdzơƨȈǴǸǠdzơȄǴǟDzǬǼƬŭơǶȈǴǠƬdzơƢȀȈǨǔȇŖdzơƨǸȈǬdzơƧƽƢǣȅƽȂǸǠdzơ ǹƢǸǟƨǼǘǴLJóǖǬLjǷDžȂƥƢǫǹƢǘǴLjdzơƨǠǷƢƳƧǂǰƬƦǷƩƢǬȈƦǘƫƢȈƳȂdzȂǼǰƬdzơȁƨȈƥǂƬdzơ ǺǷ ƨǧǂǠŭơ ŃƢǟ ƨǴLjǴLJ ǵ ÎÖÕÐ ó ƨǻǁƢǬǷ ƨLJơǁƽ ǶǴǠƬdzơ ƩƢȇǂǜǻ ȄǨǘǐǷ ǦǏƢǻ http://d.scribd.com/docs/xy2bkezbesyeed9ia4a.pdf Anderson T.(2004), Fathi Elloumi, Theory and Practice of Online Learning ƨȈƦǼƳȋơǁƽƢǐŭơƣ cde.athabascau.ca/online_book,2004,from: http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf Anderson, T. (2005a). Distance learning – social software's killer ap? ODLAA 2005 Conference. [http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf] Anderson Terry,Educational Social Overlay Networks ,November 28, 2005 ,from: http://terrya.edublogs.org/2005/11/28/hello-world Bram De Wever, Peter Mechant, Pieter Veevaete, Laurence Hauttekeete,E-Learning 2.0: social software for educational use, Ninth IEEE International Symposium on Multimedia 2007 – Workshops ˺̀ of ˺˼Page
- 76. Bryan Alexander,Web2.0:a new wave of innovation for teaching and learning, March/April 2006,EDUCAUSE r e v I e w,from: http://net.educause.edu/ir/library/pdf/ERM0621.pdf Berners-Lee ,Berners-Lee on the read/write web, BBC, August 9.2005. from: http://news.bbc.co.uk/1/hi/technology/4132752.stm Catherine Dwyer1, Starr Roxanne Hiltz2, and George Widmeyer, Understanding Development and Usage of Social Networking Sites: The Social Software Performance Model, Proceedings of the 41st Hawaii International Conference on System Sciences – 2008, 1530-1605/08 $25.00 © 2008 IEEE Christian Dalsgaard, Social networking sites: Transparency in online education,no-date,from: http://eunis.dk/papers/p41.pdf Christian Dalsgaard, Social software: E-learning beyond learning management systems,2006,from: http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm Christian Safran, Denis Helic, Christian Gütl, E-Learning practices and Web 2.0, Conference ICL2007 September 26 -28, 2007 Villach, Austria,from: http://www.iicm.tugraz.at/iicm_papers/ICL2007_csafran_final.pdf Catherine McLoughlin, Mark J.W. Lee, Social software and participatory learning: Pedagogical choices with technology affordances in the Web2.0 era, Proceedings ascilite Singapore 2007,from: http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf Catherine McLoughlin and Mark J. W. Lee,(A) Future Learning Landscapes: Transforming Pedagogy through Social Software ,from http://www.innovateonline.info/index.php?view=articleid=539 Coates, An addendum to a definition of Social Software, January 5, 2005,from: http://www.plasticbag.org/archives/2005/01/an_addendum_to_a_definition_of_social_software/ The 2005 conference report:from: www.publish.com/article2/0,1895,1868672,00.asp DOWNES, S. E-learning 2.0, ACM eLearn Magazine, 2006, [online] [cit. 2006-06-18].URL: http://www.elearnmag.org/subpage.cfm?section=articlesarticle=29-1 Dan Collins, Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod- casts, and other internet based tools in the foundation art studio, a panel presented at the 11th Biennial FATE conference in Milwaukee, March 28 – 31, 2007,from: www.asu.edu/cfa/art/people/faculty/collins/social_networking_FATEinREVIEW_final.doc Davor Moravek, Social Networks – The Change of Communication Paradigm. Noebius.com, 2008,from:http://noebius.com/wiki/tiki- index.php?page=Social+Networks+%E2%80%93+The+Change+of+Communication+Paradigm Darren Sharp ,SMART INTERNET 2010- – SOCIAL NETWORKS, March 2006,from:www.smartinternet.com.au/ArticleDocuments/121/Social-Networks-2010.pdf.aspx Doval D., O’Mahony, D. (2003). Overlay networks: A scaleable alternative for P2P. IEEE Internet Computing, 7(4), 79-82. Retireved Nov. 2005 from: http://www.dynamicobjects.com/papers/w4spot.pdf Eva Kaplan-Leiserson, We Learning: Social Software and E-Learning p1+p2,2003-2004,from: http://www.astd.org/LC/2003/1203_kaplan.htm http://www.astd.org/LC/2004/0104_kaplan.htm Etienne Wenger, Communities of practice a brief introduction,2004,from: http://www.ewenger.com/theory/ Eren KESIM, Esmahan AGAOGLU, A Paradigm Shift in Distance Education: Web 2.0 and Social Software, Turkish Online Journal of Distance Education-TOJDE July 2007 ISSN 1302-6488, Volume: 8 Number: 3 Article: 4,from http://tojde.anadolu.edu.tr/tojde27/pdf/article_4.pdf ˺̀ of ˺˽Page
- 77. Futurelab 2006, Martin Owen, Lyndsay Grant, Steve Sayers and Keri Facer, Social software and learning,2006,from: http://www.futurelab.org.uk/resources/documents/opening_education/Social_Software_report.pdf G., Siemens, Connectivism Connectivism:A Learning Theory for the Digital AgeUpdate (April 5, 2005),from: http://www.elearnspace.org/Articles/connectivism.htm Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm Hodgins, Grand Challenges for Learning Objects,Presentation at Learntec, Karlsruhe, Germany, 2005.from: http://serv2.ist.psu.edu/showciting;jsessionid=3EFD212B7C27B90FC71F8344A1A072A7?cid=5354943 Jeff Cobb,Learning 2.0 for associations,2008,from: http://blog.missiontolearn.com/files/Learning_20_for_Associations_eBook_v1.pdf Jeff Jarvis,Buzzmachine, Who owns the wisdom of the crowd? The crowd,2005,from: http://www.buzzmachine.com/2005/10/26/who-owns-the-wisdom-of-the-crowd-the-crowd/ JOSH BERSI N, Social Networking and Corporate Learning, October 2008,from: http://www.bersin.com/uploadedFiles/Bersin/Website_(Pages)/News_and_Events/Bersin_in_the_Press/ JoshBersinArticle_Oct08CLO.pdf Kleiner, A. (2002). Karen Stephenson’s Quantum Theory of Trust. Retrieved December 10, 2004 from http://www.netform.com/html/s+b%20article.pdf. Mohamed Amine Chatti, Satish Srirama, David Kensche, Yiwei Cao, Mobile Web Services for Collaborative Learning,2006: Fourth IEEE International Workshop onWireless, Mobile and Ubiquitous Technology in Education (ICHIT'06) Marc Prensky, Digital Natives, Digital Immigrants, From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001): http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Maurya, A. (2005). Social Overlay Networks. WiredJournal Blog, Retrieved Nov. 2005 from : http://www.wiredjournal.com/?p=43 OECD (2005). E-learning in Tertiary Education: Where do we stand?,from: http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm Tim O'Reilly, Design Patterns and Business Models for the Next Generation of Software, 2005, From: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html Pavel Drášil, Tomáš Pitner, E-LEARNING 2.0: METHODOLOGY, TECHNOLOGY AND SOLUTIONS,from:http://www.fi.muni.cz/~tomp/l2/elearning2.0/icte/l2_platform.pdf ROCKWELL,An infrastructure for social software, Volume 34, Issue 3, Mar 1997 Page(s):26 – 31,from : http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel3/6/12503/00576005.pdf?temp=x Rajat Paharia, Launchpad at Web 2.0: Bunchball -2005,from: http://delhigovt.nic.in/RTI/spio/search.asp Rob Koper, Use of the Semantic Web to Solve Some Basic Problems in Education, Published 21 ay 2004, ISSN: 1365-893X,from: http://www-jime.open.ac.uk/2004/6/koper-2004-6.pdf Stowe Boyd, Are You Ready for Social Software?, January 2005,from: http://www.stoweboyd.com/message/2006/10/are_you_ready_f.html Shirky, A Group Is Its Own Worst Enemy, 2003,from: http://www.shirky.com/writings/group_enemy.html ˺̀ of ˺˾Page
- 78. THE HORIZON REPORT 2 0 0 8 E D I T I O N: The 2008 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative An EDUCAUSE Program, ISBN 0-9765087-6-1,from: http://www.nmc.org/pdf/2008-Horizon-Report.pdf WERDMULLER, B., TOSH, B. Elgg learning landscape, [online] [cit. 2006-06-18]. http://elgg.org ˺̀ of ˺˿Page