The future of e-learning: a shift to knowledge networking and social software

Chatti, Mohamed Amine; Jarke, Matthias; Frosch-Wilke, Dirk

doi:10.1504/ijkl.2007.016702

Cited by 212 publications

(108 citation statements)

References 16 publications

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“…Social networks and their analysis have lots of potential in various domains, from learning [18] to knowledge management [19] and access control [20]. Social computing (the use of wikis, blogs, networking sites, collaborative filtering, and so on) helped to the birth of a new broad phase in knowledge management [21,22].…”

Section: Background and Related Workmentioning

confidence: 99%

An Annotation-Based Access Control Model and Tools for Collaborative Information Spaces

Nasirifard

Peristeras

Decker

2008

Emerging Technologies and Information Systems for the Knowledge Society

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Abstract. We present an Annotation-Based Access Control model supported by a Collaboration Vocabulary (CoVoc) as a more flexible and user-centric access control approach in social platforms and shared workspaces. We present also briefly two SOA-based tools for enabling our approach: Uncle-Share is a gadget that provides annotation-based access control for bookmarks and uses CoVoc for annotating collaborative relationships. Who-With-Whom uses also CoVoc and visualizes extended social networks in order to help users to select the appropriate contacts to grant access to resources.

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Section: Background and Related Workmentioning

confidence: 99%

An Annotation-Based Access Control Model and Tools for Collaborative Information Spaces

Nasirifard

Peristeras

Decker

2008

Emerging Technologies and Information Systems for the Knowledge Society

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“…One of these most important opportunities is quickly and inexpensively accesses a wide range of learners. However, in recent times it has been understood in e-learning circles that the content is more important than how the content is intended [4]. This increases the importance of Connectivism trying to explain learning in social network structures emerged transformation of the social web or Web 2.0.…”

Section: Introductionmentioning

confidence: 99%

Analysis of 3D Virtual Worlds as Connected Knowledge Networks

Fırat¹

2014

IJIET

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Abstract-The purpose of this study was to analyze 3D virtual worlds in terms of Connective Learning approaches with the direction of educational technology experts' opinions. Questionnaire with two sections and 6 items was used as data collection instrument. Within the context of the purpose of the study 30 participants who have 3D virtual world experience from different countries consulted through a questionnaire developed by the researcher. On this basis, features of 3D virtual worlds analyzed in terms of connected knowledge networks with the help of participant opinions. To the results of this study, the participants who have 3D virtual worlds experience strongly support that 3D virtual worlds and capabilities of these environments cover diversity, autonomy, interactivity, and openness features of connected knowledge networks. Also the participants who see themselves sufficient about technology usage more agree with 3D virtual worlds as connected knowledge network than who see themselves insufficient about technology usage. Some important suggestions presented as result of the research.Index Terms-3D virtual worlds, Connectivism, Connective learning environments, connected knowledge networks.

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“…Nowadays, most of the queries with the purpose of learning are conducted on reference Web sites like Wikipedia as well as the debates around it, through the means of discussion forums, social networks or even e-mails that shifted the learning process from a paper-based activity and solitary task to a Web-based activity [5] and collaborative task.…”

Section: Introductionmentioning

confidence: 99%

Annotation Tool for Enhancing E-Learning Courses

Nunes

Kawase

Dietze

et al. 2012

Advances in Web-Based Learning - ICWL 2012

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Abstract.One of the most popular forms of learning is through reading and for years we have used hard copy documents as the main material to learn. With the advent of the Internet and the fast development of new technologies, new tools have been developed to assist the learning process. However, reading is still the main learning method that is an individual activity. In this paper we propose a highlighting tool that enables the reading and learning process to become a collaborative and shared activity. In other words, the highlighting tool supports the so-called active-reading, a well-known and efficient means of learning. The highlighting tool brings to the digital environment the same metaphor of the traditional highlight marker and puts it in a social context. It enables users to emphasize certain portions of digital learning objects. Furthermore, it provides students, tutors, course coordinators and educational institutions new possibilities in the teaching and learning process. In this work we expose the first quantitative and qualitative results regarding the use of the highlight tool by over 750 students through 8 weeks of courses.

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The future of e-learning: a shift to knowledge networking and social software

Cited by 212 publications

References 16 publications

An Annotation-Based Access Control Model and Tools for Collaborative Information Spaces

An Annotation-Based Access Control Model and Tools for Collaborative Information Spaces

Analysis of 3D Virtual Worlds as Connected Knowledge Networks

Annotation Tool for Enhancing E-Learning Courses

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