Learning 2.0 Promoting Innovation in Formal Education and Training in Europe

Redecker, Christine; Punie, Yves

doi:10.1007/978-3-642-16020-2_21

Cited by 91 publications

(119 citation statements)

References 15 publications

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“…According to [3], social learning has considerable contributions to the Education and Training Principles defined by the European Union. These principles are presented as encouraging innovation and creativity, increasing quality and effectiveness of learning opportunities and results, life-long learning, realization of mobile learning, supporting the equality and active citizenship principles.…”

Section: Social Media Usage In Higher Educationmentioning

confidence: 99%

Utilization of Social Media in Higher Education with a Reflection on Turkey

2017

Oct. 5-6, 2017 Paris - France ICIET-17, CABHS-17, CAEME-17, LHFHM-17 &Amp; BLEDS-17

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Abstract-Social media has become an important part of today's lifestyle changing the way people communicate, entertain, share information, etc. In the past few years, education has become another area where social media has shown an impact. The incorporation of social media in higher education courses enhances the interaction and collaboration between students and faculty, increasing the students' participation, involvement and motivation in the learning process. There have been many examples of blended learning environments where social media is integrated into a course curriculum. The aim of this study is to provide an overview of various examples which successfully integrated social media into the higher education classrooms to provide insight and feedback to researchers and faculty members for future practices. In addition, considering the high interest in using social media in Turkey among the young population, the study focuses on presenting the current utilization of social media in Turkish higher education institutions.

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Section: Social Media Usage In Higher Educationmentioning

confidence: 99%

Utilization of Social Media in Higher Education with a Reflection on Turkey

2017

Oct. 5-6, 2017 Paris - France ICIET-17, CABHS-17, CAEME-17, LHFHM-17 &Amp; BLEDS-17

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“…A pesar de que el uso educativo que se haga de la Web 2.0 pueda estar asociado a la propia idiosincrasia de cada titulación, es inegable que el uso de la Web 2.0 posibilita aspectos positivos (Boza, Toscano y Méndez, 2009;Dabbagh y Reo, 2011;Redecker, Ala-Mutka, Bacigahpo, Ferrari y Punie, 2009;Salgado, Gónzalez y Zamarra, 2013), por lo tanto se hace necesario promover su conocimiento y difundir sus beneficios.…”

Section: Conclusionesunclassified

La web 2.0 en la universidad de Huelva. Estilos de uso educativo

Carreño¹,

Vélez²

2016

Rev. Complut. Educ

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Resumen. El trabajo que se presenta a continuación se centra en el análisis de estilos de uso educativo que el alumnado hace de la Web 2.0 con el propósito de promover el conocimiento y beneficios de las misma y hacer propuestas que favorezcan la incorporación y uso de las herramientas de la Web 2.0. Para la recogida de datos se aplica una escala ad hoc sobre una muestra de 403 alumnos de diferentes titulaciones de la universidad de Huelva. Para el tratamiento de los datos se hace un Análisis de Correspondencia Múltiples. A partir de los resultados obtenidos se identifican tres estilos de uso educativo entre el alumnado de la universidad de Huelva: 1) Estilo enfocado al trabajo individualista y autónomo; 2) Estilo enfocado a la utilidad y aspectos positivos de la Web 2.0; y 3) Estilo enfocado al impacto de la Web 2.0 y dificultades encontradas. Es innegable que el uso de la web 2.0 posibilita aspectos positivos. Palabras clave: Formación; uso; impacto; Web 2.0; educación superior.[en] Web 2.0 at the University of Huelva. Educational styles use Abstract. The work presented below focuses on the analysis of styles of education use that students make use of the Web 2.0 in order to promote the knowledge and benefits of these and make proposals that favor the incorporation and use of tools Web 2.0. For data collection an ad hoc scale on a sample of 403 students from different courses at the University of Huelva is applied. For the treatment of the data, a multiple correspondence analysis is made. From the results, three styles of educational use are identified among students of the University of Huelva: 1) Style focused on individualistic and autonomous work; 2) Style focused on the utility and positive aspects of the Web 2.0; and 3) Style focused on the impact of the Web 2.0 and difficulties encountered. It is undeniable that the use of the Web 2.0 enables positives aspects.

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“…The positive impact of e-learning 2.0 in education is multidimensional. Ohler (2008) and Redecker et al (2010) recognize technological, pedagogical and organizational innovations that have originated from the use of social computing. Therefore, eLearning 2.0 elements were chosen for the expression of the learning material that is presented in the research.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Enhancing Learning Management Systems (LMS) with the use of Web Technologies

Skouradaki¹,

Kalogiannakis

Plexousakis

2016

ICODL

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By using Learning Management Systems (LMS), educators are able to create numerous resources expressed by various technological tools (HTML pages, quizzes, forums, wikis etc.). In this manner, the student is supported throughout the educational process. The students in their turn interact with these resources, by experiencing an enriched learning process. However, the LMSs do not provide adaptivity or guidance to the students' choices. As a result the students use their own criteria to choose between large collections of resources. This usually leads to frustration, and wrong choices, as the students' abilities are not taken into serious consideration. This paper focuses on Information and Communication Technologies (ICT) in Education. More specifically, it proposes a way to enhance the Moodle LMS's functionality by providing more adaptivity. Our ultimate goal is to improve the situation described above. For this purpose, we have designed a user-friendly interface through which the educator can dynamically develop a knowledge base (in the form of an Ontology) of the learning objectives of the e-course's resources. Although the Moodle LMS already supports a mechanism for tagging its resources, this particular proposal extends this functionality, by adding "hierarchical" information. That means that by using the interface the educator adds to the system the knowledge that the learning objectives of «Resource 1», are prerequisite knowledge for understanding the learning objectives of «Resource 2». By offering that knowledge to the system, an agent observes the student's actions and makes personalized suggestions, concerning navigation, or further actions. Finally, the proposed approach can be extended to different LMSs as Web Services were used for the creation of the above functionalities. By implementing the above features, we achieve the enhancement and extension of Moodle LMS's adaptive functionality. Keywords: e-learning, Adaptive Learning, Learning Management Systems ΠερίληψηΧρησιμοποιώντας Συστήματα Διαχείρισης Μάθησης (ΣΔΜ) οι εκπαιδευτικοί εμπλουτίζουν την εκπαιδευτική διαδικασία, με τη δημιουργία ποικιλόμορφου ηλεκτρονικού υλικού (στατικές σελίδες HTML, δραστηριότητες, forums, wikis κτλ.). Με αυτό τον τρόπο αυξάνεται η διαδραστική και συνεργατική φύση της εκπαίδευσης, προσφέροντας στους μαθητές μία διαφορετική εμπειρία στην ηλεκτρονική μάθηση. Αν και οι δυνατότητες που προσφέρουν τα ΣΔΜ σε εκπαιδευτικούς και μαθητές είναι σημαντικές, ωστόσο παρατηρείται μειωμένη υποστήριξη λειτουργιών προσαρμοστικότητας στις ενέργειες του μαθητή. Ως αποτέλεσμα οι μαθητές χρησιμοποιούν τα δικά τους κριτήρια για να επιλέξουν το ηλεκτρονικό υλικό με το οποίο θα αλληλεπιδράσουν. Αυτό πολλές φορές οδηγεί σε λανθασμένες επιλογές, και συναίσθημα απογοήτευσης, και αποπροσανατολισμού αφού οι ικανότητες του μαθητή, και το πρόγραμμα σπουδών δεν λαμβάνονται σοβαρά υπόψη. Το θέμα της παρούσας μελέτης αποτελεί η εφαρμογή των ΤΠΕ (Τεχνολογιών της Πληροφορίας και Επικοινωνίας) στην εκπαίδευση. Αναλυτικότερα, προτείνεται ο εμπλουτι...

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Learning 2.0 Promoting Innovation in Formal Education and Training in Europe

Cited by 91 publications

References 15 publications

Utilization of Social Media in Higher Education with a Reflection on Turkey

Utilization of Social Media in Higher Education with a Reflection on Turkey

La web 2.0 en la universidad de Huelva. Estilos de uso educativo

Enhancing Learning Management Systems (LMS) with the use of Web Technologies

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