E-learning 2.0

Ferretti, Stefano; Mirri, Silvia; Muratori, Ludovico Antonio; Roccetti, Marco; Salomoni, Paola

doi:10.1145/1368044.1368070

Cited by 26 publications

(4 citation statements)

References 11 publications

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“…(ej., chat, videoconferencias, blogs, correos electrónicos, etc.). Un enfoque diferente centrado en las herramientas que mejoran la colaboración es We-LCoME (Ferretti et al, 2008). Esta herramienta se orienta a contextos educativos en los que se necesite cooperar y compartir recursos de Synchronized Multimedia Integration Language (smil).…”

Section: Requerimientos Para Una Plataforma Colaborativaunclassified

AYLLU : plataforma de cooperación mediada por agentes aplicada en un contexto de e-learning colaborativo : aprender a cooperar y cooperar para aprender

Ovalle Carranza

2023

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Las propuestas innovadoras sobre estrategias de enseñanza y aprendizaje han permitido el avance de la educación buscando cambiar la clásica concepción de aprendizaje individual y competitivo por modelos como la enseñanza y aprendizaje colaborativos. Por tal motivo, para la validación de la plataforma AYLLU se desarrolló un entorno educativo que permite aplicar diferentes estrategias en las cuales los participantes de cada equipo asumen roles y responsabilidades que garantizan el éxito del aprendizaje. En el proyecto de investigación AYLLU se ha desarrollado una plataforma que proporciona mecanismos que faciliten la interacción entre las personas; en efecto, las personas son apoyadas por agentes de software que trabajan como mediadores y facilitadores de la colaboración. Por ello, y considerando las necesidades al realizar un proceso colaborativo, la plataforma AYLLU se focaliza en cubrir tres aspectos principales: la comunicación y cooperación entre personas, la diversidad y el contexto, y la gestión de los recursos compartidos. En un primer nivel, el modelo de agentes cooperativos asegura una comunicación estructurada y semántica en un marco en el cual los participantes tengan conciencia de grupo. En un segundo nivel, los componentes AES y MATEO proporcionan los mecanismos para personalizar, adaptarse al contexto y gestionar los grupos de trabajo, teniendo en cuenta las particularidades de los usuarios. En el tercer nivel, el gestor de recursos AYPUY administra el acceso y el almacenamiento de los recursos que comparten las personas en forma concurrente. Finalmente, los resultados obtenidos fueron satisfactorios: los procesos colaborativos se desarrollaron de manera fluida y efectiva.

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Section: Requerimientos Para Una Plataforma Colaborativaunclassified

AYLLU : plataforma de cooperación mediada por agentes aplicada en un contexto de e-learning colaborativo : aprender a cooperar y cooperar para aprender

Ovalle Carranza

2023

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“…Based on the rationale of Web 2.0, Huang & Shiu (2012) [12] proposes a user-centric Elearning 2.0 system (UALS), which conducts sequential pattern mining to construct adaptive learning paths to collect users' collective intelligence, and employs Item Response Theory (IRT) with collaborative voting to estimate learners' abilities for materials recommendation. By inviting learners to be "prosumers", Ferretti et al (2008) [13] presents an E-learning 2.0 tool to support users in editing educational resources and compounding multimedia contents through collaborative work. Cristea & Ghali (2011) [14] study how to effectively combine the peers' recommendation with content adaptation to enhance the learning outcome in an E-learning 2.0 environment.…”

Section: Related Workmentioning

confidence: 99%

A Collaborative Framework for Customized E-Learning Services by Analytic Hierarchy Processing

2022

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Thanks to the drastic proliferation of the Internet, e-learning has been recognized as an effective medium for various kinds of aggressive learners. However, due to the deficiencies of tutoring and guiding functionalities in current learning platforms, casual learners may deviate from the original course direction with frustration, when confronting inflexible course materials and fixed learning models. In the post-COVID-19 era, we believe that the most important functionality for a personal learning environment (PLE) to offer is a course recommendation process which adaptively provides a versatile course combination scheme for different learners from different perspectives. In this paper, we propose a flexible framework for users to customize their e-learning environment based on a two-stage Analytical Hierarchical Processing (AHP) structure for building adaptive course portfolios, which adaptively provides a versatile course scheme for different learners. The main objective of our framework is to transform a learner from a role of passively accepting the course content organized by instructors, into another role of proactively selecting the courses and contributing their knowledge to continuously improve the learning platform. We believe the approach proposed is a versatile way for supporting various challenges for the next generation of personal e-learning environment.

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“…The need to share educational resources is reflected into annotation systems. Some tools allow to exchange annotations by e-mail or instant messaging software as ICQ8 for We-LCoME [28]. From the proposal of W3C recommendation for the RDF-schema, designers of annotation systems intend to use this formalization to PAPER FUNCTIONALITIES PROVIDED BY ANNOTATION SYSTEMS FOR LEARNERS IN EDUCATIONAL CONTEXT: AN OVERVIEW represent annotations.…”

Section: E To Share Annotationsmentioning

confidence: 99%

“…The items in this list are inserted at the end of document displayed in a section entitled 'to read'. Ferretti et al, [28] present a prototype of annotation system called We-LCoME which determines by means of judgments (sentences), expressed towards the annotated passages, a value of correlation between learners. Thus, students who have similar profiles are mutualized to create an information exchange.…”

Section: G To Recommend Data Related To Annotationsmentioning

confidence: 99%

Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

Kalboussi

Mazhoud

Kacem

2016

Int. J. Emerg. Technol. Learn.

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Abstract-During his activities, the learner usually uses comments, highlights and circles sections to tag consulted digital documents. Therefore, many systems have been developed to annotate different electronic resources, often adapted to specific users and for particular uses of documents. This great variety of annotation systems reveals a lack of a clear strategy of how to compare the developed annotation systems of the literature according to their functionalities. As a result, few works have tried to present comparative studies of these tools. The aim of this article is to provide a study of some annotation tools used by learners in educational practices. Therefore, we present a comparison of functionalities provided by forty annotation systems developed by industry and academia during the last decade. The study further reveals gaps in systems and opportunities for further research.

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E-learning 2.0

Cited by 26 publications

References 11 publications

AYLLU : plataforma de cooperación mediada por agentes aplicada en un contexto de e-learning colaborativo : aprender a cooperar y cooperar para aprender

AYLLU : plataforma de cooperación mediada por agentes aplicada en un contexto de e-learning colaborativo : aprender a cooperar y cooperar para aprender

A Collaborative Framework for Customized E-Learning Services by Analytic Hierarchy Processing

Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

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