Development and evaluation
I found that Web 2.0 technologies offer online communication and sharing in an e-learning enviroment.
Web 2.0 uses instructional stratagies such as collaborative learning or blended learning to engage students online while others develop new tools and technologies for rich learning enviroments. Web 2.0 allows students to use online tools and collaborate and learn from collegagues e.g. blogs and wikis. Learning Management Systems (LMS) offers a supplimentary seperate place for knowledge sharing. Web 2.0 provides intitutive ways for students to learn and interact at the same ime as using multimedia materials.
Web 2.0 could not be as effective because of lack of ability to make notes and annotations which is common learning behaviour.
Learning is not only limited to Learning Management Systems (LMS) but can happen through information and outside systems.
I also found that Web 2.0 has a theoretical framework that is facilitating online learning interaction, which has always been an issue in managing learning enviroments.
Next, I found that there are online learning communities which are virtual places which combine learning with a community atmosphere. A learning community is grown itself and this way the community will be strong. Once the community is realised it can be sustained and personal narrative is encouraged because its what makes the community grow. It provides identity and a feeling of ‘closeness’. Creating a sense of commitment is important. Once trust is in a community people will be more likely to be able to share learning and personal experiences. Successful learning communities can be built through course management. Content and communication should be integrated together; learning cannot be isolated from content.
After that I found out about collaborative learning where students learnt as a team and contributed to cognitive learning. Students can verbalise what they think, help each other and complete a task together. Solve problems together using discussion and interaction through Learning Objectives (LO). Constructivism suggests that knowlege built through people, interaction and materials in enviroments. Oline enviroments allow students to interact, cmmunicate and argue enhancing ther learning performance. Learning through sharing ecperiences and discussion to build knowledge. Construction of online knowledge management.
Finally, I learnt about Annotation systems such as discussion boards, learning journals and blogs. There is necessity to provide animation systems online. There is a prototype of web 2.0 annotation systems where web 2.0 brings out interactive social software (Alexander 2006), alowing users to actively share opinions, engage in online activities, pan connected devices, not limited on the web but requiring lightweight programming models (O’Reily, 2005). Important characterstics of Web 2.0 is:
- Dynamic content
- Connective intellegence
Collabroative learning is most important to harness collective intellegence systems, therefore Web 2.0 technolgy offers neice to develop online annotation systems; should provide interface with learners annotating contexts, especially multimedia learning objects. LEarners can share annotations based on preference. It should serve to harness collective intelegence like blogs and wikis with access control. Learners:
- Read annotations made by others
- Reply to questions posted by others
- Search annotations via keyword or category.
- Annotations filtered easily
Quade suggested that students learnt more on a computer based system. Ahern suggested that the use of online annotation systems encouraged students to engage in learning activities. Although, it may interfer with reading. Students elaborate more about work. In the workplace, web annotations successfully promote the work efficiancy through contect based discussion with documents.
Most online learning annotation systems are mainly utilised on statistic web pages or documents while some focused on photo or video. Some require registration. IN LMS, LO’s are multimedia based invlving animations, videos, streaming and slide presentations. This may go into a deeper analysis of content. There is a concern that these are for universal use.
The three principle to develop annotation systems are, elearning including: usefulness, share ability and useability.
In online learning enviroments, anotation systems should take teaching and learning context in to consideration. E-learning annotation systems can failitate communictions of learners through annotation. The e-learning annotation system requires a user friendly interface, offering an easy way to interact.
Computers and Education [August 2012] [author: the CAL conference] http://www.sciencedirect.com/science/journal/03601315 (27th Febuary 2012)