Learning Flow Management and Semantic Data Exchange between Blog-Based Personal Learning Environments

Tomberg, Vladimir; Laanpere, Mart; Lamas, David

doi:10.1007/978-3-642-16607-5_23

Cited by 8 publications

(5 citation statements)

References 3 publications

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“….The activity system was designed and developed by several theorists through different periods. According to Tomberg (2013), Activity theory draws inspiration from the work of the Russian semiotician and psychologists Lev Semenovich Vygotsky (1962), who posted the unity of perception, speech, and action. Kaptelinin & Nardi (2006) stated that activity theory was introduced to an international audience in the late 1970s and 1980s.…”

Section: Cultural-historical Activity Theory (Chat)mentioning

confidence: 99%

Knowledge, Attitude, Barriers, Motivation, and Adaption of Blended Learning

Fiel¹

2020

SHERJ

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Educational Institutions worldwide are transitioning to blended learning where technology is used and supplement traditional face-to-face instruction. This study investigated the knowledge, attitude, barrier, motivation, and adaption of blended learning in one of the uprising HEI in Mindanao, Saint Michael College of Caraga. The study was conducted to 150 faculty, both full-time and part-time in basic education and tertiary level. A descriptive correlational and causal design utilized the data in describing the relationship among variables. The research found out that the majority have less experience in blended learning. The results also showed that blended learning helps students conveniently though they lack the availability of computers. Subsequently, making the knowledge, attitude, and motivation the most predicted reason for teachers' application. In lieu of this, institutional administrator, especially the human resource office, is highly recommended to take appropriate interventions to sustain the engagement of the faculty toward blended learning. Thus, continuous proceedings of how well-blended learning strategies are accepted and adapted in multicultural settings are significant.

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Section: Cultural-historical Activity Theory (Chat)mentioning

confidence: 99%

Knowledge, Attitude, Barriers, Motivation, and Adaption of Blended Learning

Fiel¹

2020

SHERJ

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“…LePress have been examined in previous iterations. These include the problem statement and idea (Tomberg & Laanpere, 2008), issues of semantic interoperability (Tomberg & Laanpere, 2009), technological implementation of test-based assessments in a blog-based environment (Tomberg, Kuli, Laanpere, & Normak, 2010), and the design of learning workflow and semantics (Tomberg, Laanpere, & Lamas, 2010…”

Section: Several Different Pedagogical and Technological Questions Rementioning

confidence: 99%

“…The course coordination space was proposed as a lightweight system that sits "between the personal system and the enterprise" (PLE and institution) and introduces a common course related view and semantics in an otherwise distributed PLE environment. For example, the course coordination space can play the role of a central point for gathering data from distributed Web 2.0 tools, provide required (Tomberg & Laanpere, 2008, Tomberg & Laanpere, 2009, Tomberg, Kuli, Laanpere, & Normak, 2010, Tomberg, Laanpere, & Lamas, 2010, a balance was achieved between learner autonomy and teacher control in the blog-based personal learning environment. This study presents the final iteration of a major design-based research exercise.…”

Section: Introductionmentioning

confidence: 99%

Sustaining teacher control in a blog-based personal learning environment

Tomberg

Laanpere²,

Ley³

et al. 2013

IRRODL

Self Cite

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Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role of the teacher is being transformed into that of a facilitator. This change inevitably means a reduced level of control on the part of the teacher. This is evidenced, for example, in difficulties experienced in retaining the necessary levels of control when the learning process moves away from institutionally maintained systems to blog-based personal learning environments. In conducting a course in a formal education setting however, it is still essential for the teacher to retain control over certain learning activities, such as course enrolment, assignments, and the assessment process.A course management plug-in for the WordPress blog platform called LePress was designed and developed as a possible solution to this problem. By using LePress, teachers are able to more easily manage and coordinate courses in a distributed blog-based environment. Teachers are able to regain control over some important aspects of online course management, while maintaining the learners’ freedom and choice for self-directed learning. This paper documents the results of a survey of a group of 37 teachers who used LePress for at least six months. The study demonstrates that by using LePress, teachers experienced an enhanced level of control over several aspects of the course and this reinforced their perception about the ease of use of the system.

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“…To alleviate this issue, several blog extensions have been proposed in the literature. LePress [39], for example, is a plugin which includes a learning flow in Wordpress; it has little interference in the usual blog publishing process, being based on the typical features of blog engines: trackback, categories and sidebar widgets. It allows teachers to create and manage courses, enroll students, publish and manage assignments and provide feedback.…”

Section: Co-writing Wikimentioning

confidence: 99%

Approaches to Designing Social Media-based Learning Spaces

Popescu

2015

Proceedings of the 7th Balkan Conference on Informatics Conference

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Social media tools have been used in educational settings for several years, with good results with regard to student satisfaction, motivation and/or learning gain. In an attempt to exploit this Web 2.0 potential for education, many researchers have started to design social media-based environments for educational use, enhanced with dedicated learning support features. This paper provides a classification and synthesis of the proposed approaches, offering a comparative review of the design solutions. Three main categories are identified, each of which being analyzed and illustrated with representative systems: i) extending general-purpose social media tools with educational support features; ii) building dedicated stand-alone educational social media tools; iii) integrating multiple social media tools in fullyfledged educational platforms. Categories and Subject Descriptors• Information systems~Web applications • Human-centered computing~Collaborative and social computing systems and tools • Applied computing~Interactive learning environments • Applied computing~Collaborative learning Keywords social media in education, special-purpose Web 2.0 tools, social learning environments

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Learning Flow Management and Semantic Data Exchange between Blog-Based Personal Learning Environments

Cited by 8 publications

References 3 publications

Knowledge, Attitude, Barriers, Motivation, and Adaption of Blended Learning

Knowledge, Attitude, Barriers, Motivation, and Adaption of Blended Learning

Sustaining teacher control in a blog-based personal learning environment

Approaches to Designing Social Media-based Learning Spaces

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