Web 2.0 landscapes in elearning 2.0

Examples of students understanding

Kai Pata

The learners’ initial idea for constructing landscape schema was demonstrating themselves as the central owners of the personal landscapes, however the information flow between tools was not perceived and the users categorize tools by functionalities

Learner has listed traditional activity-based labels as affordances (Reflecting,Collaborative, learning, Communication,Social bookmarking) or used tool functions (Feeds)

The affordance-based individual-centered schema of learning landscape distributes same tools between several affordances.

Joint creation

Collaborative writing

Collaborative drawing

Collecting and filtrating artifacts

Personalised desktop (feeds, calendar) Community-based feeds

Creating and sharing artifacts Me as a learner

Communication with the community

Information exchange and getting feedback

Friends RSS feeds

Comments to the weblog

Bookmarks

images

presentations

Learner didn’t see the integration between personal and the institutional landscape elements: learner has a personal environment but the teacher publishes learning materials in LMS system (IVA) and the communication between them takes place in LMS or by email.

student

teacher

Information search

Making videos

Individual landscape of one learner, which implicitly indicates the affordance as the communication with other learners using aggregator. However, learners expected affordances for aggregators are higher than the real functionalities the aggregator tools currently offers (e.g. Slideshare and wiki feeds).

The activity diagram of the self-directed learner demonstrates, which tools have the affordance of supporting certain activities.

This activity diagram indicates that the learner perceives that more than one tools would afford her to perform this pattern.

Collaborative writing and learning from it

Self-reflection and analysis

Sharing files

Communication with peers

Interest- or community-based reading weblogs

Based on weblog information searching videos, images, books

Marking important information found from weblogs

Individualized aggregation of information

Activity diagram of the teacher and learner, which implicitly demonstrates the teacher as the creator of learning materials, the broadcasting of materials in teacher’s weblog and social bookmarks, and the students’ interaction with the teacher by individual weblog and aggregator.

Interesting is that the activities, which the schema author (teacher) demonstrates in relation with tools (e.g. weblog, aggregator, social bookmarks) as are emerging differently for the teacher and learner.

The teacher sees aggregator as the tool for broadcasting information and learning materials (e.g. Spaschcast) to the students who would perform activities in their weblogs. The second affordance of the aggregator is perceived as the monitoring for students’ activity.

Example aggregator (Pageflakes) application in course design.

Students’ weblogs - homework and reflection, tutor’s comments

Instructor’s weblog - information, learning materials and reflection

Information

Learning material broadcast (Splaschcast)

Example aggregator (Pageflakes) application in course design.

Forum for communication

Group bookmarks with tag-feed

Course bookmarks with individual feed

Gabbly chat (private room) for course

The learner has integrated the activity-diagram view with the learning landscape view - however the activities are implicit and the affordances are demonstrated supposedly thinking of these implicit activities in the pattern

Can add videos

Exchange environments

Aggregating into one personally administrated page

Tool for work

library

learner

computer

How the activity pattern was born - remix pattern for radio-broadcast!

Searching info

Collecting info to one place

Self-directed administration of info filtration

aggregator

Social repository

Searching info

Collecting info to one place

Sharing information

Avoiding similar info

Using in broadcast

FeedbackUser catches the information feed, evaluates, feedback, commertial

Recording info for future

The self-directed learner’s learning landscape

Implicitly the filtering affordance is in the focus

Self-directed learning landscape schema involves aggregation and filtering tools, but also reflection, communication, collaboration and management tools

Noticable is that the learner perceives the group of tools as the self-administrable reflection tools and also integrates into its learning landscape the LMS systems and tools, which are owned by other learners and organisations.

No interrelations are perceived between the LMS system (IVA, VIKO) and the other social software tools.

outcome

Problem question

Collaboration environment

Team-analysis

Vocational learning network

Vocational learning network

Network weblog

Course weblog