RSS and content syndication in higher education: subscribing to a new model of teaching and learning

Abstract

RSS und Inhaltssyndication in höherer Bildung: das Unterstützen eines neuen Modells, zu lehren und zu lernen Während Web 2.0 sich hoher Aufmerksamkeit als Werkzeug, das Lernen zu unterstützen erfreut, bleibt Really Simple Syndication der "arme Vetter" dieser Techniken. Der "Angebotscharakter" von RSS und Inhaltssyndication kann verwendet werden, um inhaltsreiche, aktive, soziale Lernerfahrungen zu liefern, die einen hohen Grad von Anfängerpersonalisierung hervorbringen, Wahlmöglichkeit und Autonomie fördern. Sie beschreiben eine Anzahl von Wegen, in denen das Potential von RSS benutzt werden kann, um Pädagogik so zu transformieren, dass sie mit neuen Theorien und Lernmodellen kongruent sind, Theorien und Modelle zu lernen, die mit der Philosophie und dem Ethos der allgemein vernetzten Gesellschaft übereinstimmen. La «Sindicalización realmente simple» (SRS) de contenidos en la senseñanza superior: suscribiendo a un nuevo modelo de enseñanza y aprendizaje Mientras la Web 2.0 está disfrutando de altos niveles de atención como herramienta de apoyo al aprendizaje,la «sindicalización» realmente simple (SRS) sigue siendo

Asynchronous Network Discussions as Organizational Scaffold Learning: Threaded vs. Flat-Structured Discussion Boards

“…Chronological formats can present difficulties in comprehending discussion contents. Requiring learners to integrate RSS (Lee, Miller, & Newnham, 2008) and social tagging (Godwin-Jones, 2006) as a way of organizing the discussion postings into their own organized structures is required. In other words, online learners define their own organizational learning scaffold rather than following the pre-determined hierarchal structures.…”

Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces

“…Creators of these objects must simply remember to insert appropriate hash tags somewhere within the object, so that Twemes can find it. The pedagogical uses for aggregation tools are not immediately apparent, but Lee, Miller and Newnham offer examples of how RSS feeds can be used to deliver rich, active, social learning experiences that promote high levels of leaner personalization, choice and autonomy [20]. Thus with a little creative thought and planning, distance educators should be able to exploit this tool to generate useful digital repositories for learning and encourage innovative new approaches to learning.…”

Research on e-Learning and ICT in Education

“…(Goddard, 2002 ). The Web 2.0 technologies became an essential tool of daily life and a crucial part of students' personal knowledge tools (Lee, Miller, & Newnham, 2008 ). Consequently, the Web 2.0 tools can be educationally exploited for teaching and learning purposes towards achieving educational objectives, thus transforming social to educational networking.…”