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Social software: E-learning beyond learning management systems

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Saved by 80 people (-20 private), first by anonymouse user on 2006-08-22


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on 2006-09-02 by jeddco

Social software: E-learning beyond learning management systems

on 2008-11-21 by leiaoise

this paper is over 2 years old but i think still raises some interesting points. i would suggest that in the two years since this paper was written may of the social software available have developed greatly, but functionality of a LMS still remains the same it manages learning outputs. i would agree that the social software available have not been designed to promote learning but can facilate learning non the less. by visiting some of these social software sites and sharing with other internet users and not just their own class it will help share from different prespectives. i would also add that a tutor/teacher can direct students so that they can visit these sites and learning and if they have a good understanding of how these technologies work, which will hopefully improve the quality of the assignments submitted. learning is encouraged to take place out of the class and is applied in a real life context, the students will be developing life skills too.

Public Sticky notes

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

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Social software: E-learning beyond learning management systems

Highlighted by jeddco

The educational potential of social software is to facilitate self-governed, problem-based and collaborative activities by supplying students with loosely joined personal tools for independent construction, and by engaging them in social networks. This approach to e-learning empowers students by giving them the ability to navigate and participate on the web and to use it actively to solve problems.

Highlighted by jeddco

Social software: E-learning beyond learning management systems

Christian Dalsgaard [cnd@imv.au.dk]

Highlighted by anitari

Resources are not learning materials, until they are used actively by students.

Highlighted by lblanken

This conception of a learning process means that it is not possible to structure or pre-determine the students' activities in a learning process – the activities must develop on the basis of the student's own problem-solving.

Highlighted by lblanken

Using social software to support self-governed activities necessitates a different organization of e-learning than the sole use of an LMS.

Highlighted by lblanken

LMS are well suited for managing student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc. However, self-governed and problem-based activities are not very well supported by LMS.

Highlighted by lblanken

Individual personal tools are owned and controlled by individual students. Such tools could be weblogs or wikis. The potential of these kinds of personal tools is to support a student's independent work process. For instance, a student involved in a project, working on solving a problem, can use a weblog to communicate and present ideas and thoughts.

Highlighted by lblanken

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

Highlighted by naxnax

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative is

Highlighted by vuorikari

learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students.

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constructivist

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distance education or campus based education,

Highlighted by dingding18

LMS so far have had a limited impact on pedagogy:

"ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom." (OECD, 2005, p. 15)

Highlighted by marita72

Yet the OECD (2005) report "E-learning in Tertiary Education: Where do we stand?" indicates that universities primarily use LMS for administrative purposes, and that LMS so far have had a limited impact on pedagogy:

"ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom." (OECD, 2005, p. 15)

Highlighted by tomlaigle

"ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom." (OECD, 2005, p. 15)

Highlighted by dingding18

social software tools can support a social constructivist approach to e-learning by providing students with personal tools and engaging them in social networks. Using social software in this way requires that organization of e-learning moves beyond centralized and integrated LMS and towards a variety of separate tools which are used and managed by the students in relation to their self-governed work.

Highlighted by tomlaigle

t is argued that social software tools enable a different way of using the web within an educational context. The article discusses how social software can be used to support a social constructivist approach to e-learning, or more specifically, how social software can support self-governed, problem-based and collaborative activities.

Highlighted by dingding18

The question of organizing e-learning tools involves the problem of integration vs. separation. On the one hand, it is possible to integrate different tools in a single stand-alone system, a learning management system, also called virtual learning environments or e-learning systems (such systems include Blackboard, WebCT, Moodle). On the other hand, tools can be separated in a number of distributed and independent applications used for different purposes.

Highlighted by marita72

The question of organizing e-learning tools involves the problem of integration vs. separation. On the one hand, it is possible to integrate different tools in a single stand-alone system, a learning management system, also called virtual learning environments or e-learning systems (such systems include Blackboard, WebCT, Moodle). On the other hand, tools can be separated in a number of distributed and independent applications used for different purposes.

Highlighted by dingding18

One approach to e-learning is the use of LMS. All LMS are not alike, and they can be used in different ways. However, a common idea behind LMS is that e-learning is organized and managed within an integrated system. Different tools are integrated in a single system which offers all necessary tools to run and manage an e-learning course. All learning activities and materials in a course are organized and managed by and within the system. LMS typically offer discussion forums, file sharing, management of assignments, lesson plans, syllabus, chat, etc.

Highlighted by marita72

The question of organizing e-learning tools involves the problem of integration vs. separation. On the one hand, it is possible to integrate different tools in a single stand-alone system, a learning management system, also called virtual learning environments or e-learning systems (such systems include Blackboard, WebCT, Moodle). On the other hand, tools can be separated in a number of distributed and independent applications used for different purposes.

Highlighted by tomlaigle

on 2009-08-11 by tomlaigle

Intégration ou agrégation...

Recently, the emergence of social software has questioned the use of integrated LMS

Highlighted by marita72

ocial software has initiated discussions about the extent to which tools should be separated or integrated in systems (see Levine 2004; Blackall 2005; Cormier 2005; Wilson 2005; Siemens 2005; Anderson 2006a; 2006b)

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"[...] networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship."
(Anderson 2005a, p. 4)

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social software is a very difficult concept to define.

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A weblog

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social software is a very difficult concept to define. The term not only includes a wide range of different technologies, but the social aspect of the technologies often emerges from a combined use of different technologies

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Social bookmarking tools can also support relations between people.

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Finally, wikis can be catalogued as social software tools.

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According to a social constructivist approach, learning is considered a social and active process (Vygotsky, 1978; Brown, Collins & Duguid, 1989; Jonassen, 2000). Problem-based activities describe a learning process in which students are directed at solving a problem. It is important to a social constructivist approach that a student tries to solve the problem him- or herself. In other words, students should direct their own problem-solving process.

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According to a social constructivist approach, learning is considered a social and active process (Vygotsky, 1978; Brown, Collins & Duguid, 1989; Jonassen, 2000)

Highlighted by marita72

Further, learning materials are considered resources or tools which students use to solve problems. Resources are not learning materials, until they are used actively by students.

Highlighted by marita72

This conception of a learning process means that it is not possible to structure or pre-determine the students' activities in a learning process – the activities must develop on the basis of the student's own problem-solving.

Highlighted by dingding18

This conception of a learning process means that it is not possible to structure or pre-determine the students' activities in a learning process – the activities must develop on the basis of the student's own problem-solving.

Highlighted by marita72

As a consequence, a learning environment needs, in the words of Land & Hannafin (1996), to be open-ended.

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Surrounding the student are different tools and resources which support the student's problem-solving process.

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The approach to e-learning presented below uses social software technologies to empower students in their self-governed activities. Students are directed at solving a problem, and the purpose is to provide students with tools which they can use to solve problems on their own and in collaboration with other students. Self-governed, problem-based and collaborative activities call for tools which support construction, presentation, reflection, collaboration, and tools for finding people and other resources of relevance to their problem. Using social software to support self-governed activities necessitates a different organization of e-learning than the sole use of an LMS.

Highlighted by tomlaigle

on 2009-08-11 by tomlaigle

Une approche pédagogique par projet/problème nécessite de fournir aux apprenants un ensemble d'outils permettant construction, présentation, réflexion, collaboration, et recherches de personnes ressource ; ce qui ne peut être réalisé au sein d'un seul LMS

The approach is an organization of a number of different tools: a management system, personal tools and social networks.

Highlighted by marita72

A management system differs from what is typically meant by a learning management system. The term management system is meant to indicate a limited use of an LMS. Whereas LMS refer to systems which organize and manage e-learning activities within a system, a management system is used only for administrative purposes. LMS are well suited for managing student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc. However, self-governed and problem-based activities are not very well supported by LMS. LMS are to a large extent developed for the management and delivery of learning – and not for self-governed activities of students.

Highlighted by marita72

Learning processes of the kind described in the social constructivist approach outlined in this article cannot be managed. What can be managed, however, is the administrative aspects of a course. Thus, a management system is limited to organizing administrative issues. Anderson (2005b) describes the potential of social software as "overlay networks":

Highlighted by marita72

However, self-governed and problem-based activities are not very well supported by LMS.

Highlighted by dingding18

LMS are to a large extent developed for the management and delivery of learning – and not for self-governed activities of students.

Highlighted by dingding18

Collaborative personal tools are owned and controlled by students working together in groups.

Highlighted by dingding18

LMS are well suited for managing student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc. However, self-governed and problem-based activities are not very well supported by LMS. LMS are to a large extent developed for the management and delivery of learning – and not for self-governed activities of students.

Highlighted by tomlaigle

Personal tools are defined as tools owned and controlled by students. They are used by students for various kinds of construction and reflection; for instance, writing, presenting, drawing or programming. T

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  • networks between people working collaboratively,
  • networks between people sharing a context, and
  • networks between people sharing a field of interest.

    • Highlighted by dingding18

    Compared to networks of students and teachers within the same course, networks between individual students and other people are networks of more loosely related participants. Parallel to a closely related network of students and teachers, students can create and participate in networks of people from all over the world. For instance, a student can easily create an individual network simply by subscribing to RSS feeds from a number of different weblogs.

    Highlighted by marita72

    It is important to stress that the argument for using separate tools instead of an integrated system is a pedagogical argument. The argument is that the learning activities of students cannot be structured or pre-determined. Choice of a variety of tools will better support the required flexibility of open-ended activities than any one integrated system.

    Highlighted by marita72

    Use of personal tools combined with social networks form the basis of an individualization or personalization of the web (Downes, 2004b). On the basis of a personal page, a student can use social software to navigate the web to find resources

    Highlighted by dingding18

    Instead of integrating all functions within a system, the approach suggests making available several separate tools to support different needs of students – in other words, providing students with a tool box of different opportunities.

    Highlighted by tomlaigle

    "Collaboration via the net does not necessarily require monolithic, expensive tool suites that aim to do everything under one umbrella. We will share and demonstrate the use of readily available, mostly free, discrete sets of "small" and "loosely joined" technologies - weblogs, wikis, instant messaging, audio/video chat. The loose joining means that how they are connected are not necessarily in the programming of the software, but the ways people can use them in a social context that is an environment of dynamic, changing relationships and connections, rather than the rigid, limited ones defined by computer code."
    (http://careo.elearning.ubc.ca/wiki?SmallPiecesLooselyJoined/AboutSmallPieces)

    Highlighted by tomlaigle

    As stated, learning cannot be managed. Learning can, however, be facilitated. The educational potential of social software is to facilitate self-governed, problem-based and collaborative activities by supplying students with loosely joined personal tools for independent construction, and by engaging them in social networks. This approach to e-learning empowers students by giving them the ability to navigate and participate on the web and to use it actively to solve problems. It is important to stress that the argument for using separate tools instead of an integrated system is a pedagogical argument. The argument is that the learning activities of students cannot be structured or pre-determined. Choice of a variety of tools will better support the required flexibility of open-ended activities than any one integrated system.

    Highlighted by tomlaigle

    A student-centred approach to e-learning is approached by:

    1. using a management system for administrative issues,
    2. offering students personal tools for construction, presentation, reflection, collaboration, etc.,
    3. facilitating networks between students within the same course, and
    4. facilitating networks between students and other people working within the field.

    Highlighted by marita72

    However, it would be extremely difficult for students to navigate the vast amount of resources.

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    and people that can help solve the problem.

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    Instead, it is important to support students' independent work and actively facilitate relations between collaborating students and also between students and teachers connected to the same course.

    Highlighted by dingding18

    student-centred approach to e-learning is approached by:

    1. using a management system for administrative issues,
    2. offering students personal tools for construction, presentation, reflection, collaboration, etc.,
    3. facilitating networks between students within the same course, and
    4. facilitating networks between students and other people working within the field.

    Highlighted by tomlaigle

    "Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning."
    (Koper 2004b, p. 1)

    Working as proposed here, students not only learn a specific topic, but they are equipped with tools to navigate and make active use of the web to solve future problems. After the end of a course or an education, the networks continue to exist. Continued participation in social networks and creation of new networks give people access to a vast number of people and other resources.

    Highlighted by marita72