The document discusses examples of student understanding of Web 2.0 landscapes in elearning 2.0. It provides several summaries and diagrams created by students to represent their individual learning landscapes and how different tools can be used to support various learning activities and affordances. The students' initial landscapes focused on themselves as central to their tools, but they did not perceive connections between the tools. The diagrams also show how teachers can use tools like aggregators to broadcast materials to students and monitor their activities.

1. Web 2.0 landscapes in elearning 2.0 Examples of students understanding Kai Pata

2. The learners’ initial idea for constructing landscape schema was demonstrating themselves as the central owners of the personal landscapes, however the information flow between tools was not perceived and the users categorize tools by functionalities Learner has listed traditional activity-based labels as affordances (Reflecting, Collaborative, learning, Communication, Social bookmarking) or used tool functions (Feeds)

3. The affordance-based individual-centered schema of learning landscape distributes same tools between several affordances. Joint creation Collaborative writing Collaborative drawing Collecting and filtrating artifacts Personalised desktop (feeds, calendar) Community-based feeds Creating and sharing artifacts Me as a learner Communication with the community Information exchange and getting feedback Friends RSS feeds Comments to the weblog Bookmarks images presentations

4. Learner didn’t see the integration between personal and the institutional landscape elements: learner has a personal environment but the teacher publishes learning materials in LMS system (IVA) and the communication between them takes place in LMS or by email. student teacher Information search Making videos

5. Individual landscape of one learner, which implicitly indicates the affordance as the communication with other learners using aggregator. However, learners expected affordances for aggregators are higher than the real functionalities the aggregator tools currently offers (e.g. Slideshare and wiki feeds).

6. The activity diagram of the self-directed learner demonstrates, which tools have the affordance of supporting certain activities. This activity diagram indicates that the learner perceives that more than one tools would afford her to perform this pattern. Collaborative writing and learning from it Self-reflection and analysis Sharing files Communication with peers Interest- or community-based reading weblogs Based on weblog information searching videos, images, books Marking important information found from weblogs Individualized aggregation of information

7. Activity diagram of the teacher and learner, which implicitly demonstrates the teacher as the creator of learning materials, the broadcasting of materials in teacher’s weblog and social bookmarks, and the students’ interaction with the teacher by individual weblog and aggregator. Interesting is that the activities, which the schema author (teacher) demonstrates in relation with tools (e.g. weblog, aggregator, social bookmarks) as are emerging differently for the teacher and learner.

8. The teacher sees aggregator as the tool for broadcasting information and learning materials (e.g. Spaschcast) to the students who would perform activities in their weblogs. The second affordance of the aggregator is perceived as the monitoring for students’ activity.

9. Example aggregator (Pageflakes) application in course design. Students’ weblogs - homework and reflection, tutor’s comments Instructor’s weblog - information, learning materials and reflection Information Learning material broadcast (Splaschcast)

10. Example aggregator (Pageflakes) application in course design. Forum for communication Group bookmarks with tag-feed Course bookmarks with individual feed Gabbly chat (private room) for course

11. The learner has integrated the activity-diagram view with the learning landscape view - however the activities are implicit and the affordances are demonstrated supposedly thinking of these implicit activities in the pattern Can add videos Exchange environments Aggregating into one personally administrated page Tool for work library learner computer

12. How the activity pattern was born - remix pattern for radio-broadcast!

13. Searching info Collecting info to one place Self-directed administration of info filtration aggregator Social repository Searching info Collecting info to one place Sharing information Avoiding similar info Using in broadcast Feedback User catches the information feed, evaluates, feedback, commertial Recording info for future

14. The self-directed learner’s learning landscape Implicitly the filtering affordance is in the focus

15. Self-directed learning landscape schema involves aggregation and filtering tools, but also reflection, communication, collaboration and management tools

16. Noticable is that the learner perceives the group of tools as the self-administrable reflection tools and also integrates into its learning landscape the LMS systems and tools, which are owned by other learners and organisations. No interrelations are perceived between the LMS system (IVA, VIKO) and the other social software tools. outcome Problem question

17. Collaboration environment Team-analysis Vocational learning network Vocational learning network Network weblog Course weblog