SCORM and Social Recommendation: A Web 2.0 Approach to E-learning

The explosion of web 2.0 and social networks has created an enormous and rewarding source of information that has motivated researchers in different fields to exploit it. Our work revolves around the issue of access and identification of social information and their use in building a user profile enriched with a social dimension, and operating in a process of personalization and recommendation. We study several approaches of Social IR (Information Retrieval), distinguished by the type of incorporated social information. We also study various social recommendation approaches classified by the type of recommendation. We then present a study of techniques for modeling the social user profile dimension, followed by a critical discussion. Thus, we propose our social recommendation approach integrating an advanced social user profile model. L’explosion du web 2.0 et des réseaux sociaux a crée une source d’information énorme et enrichissante qui a motivé les chercheurs dans différents domaines à l’exploiter. Notre travail s’articule autour de la problématique d’accès et d’identification des informations sociales et leur exploitation dans la construction d’un profil utilisateur enrichi d’une dimension sociale, et son exploitation dans un processus de personnalisation et de recommandation. Nous étudions différentes approches sociales de RI (Recherche d’Information), distinguées par le type d’informations sociales incorporées. Nous étudions également diverses approches de recommandation sociale classées par le type de recommandation. Nous exposons ensuite une étude des techniques de modélisation de la dimension sociale du profil utilisateur, suivie par une discussion critique. Ainsi, nous présentons notre approche de recommandation sociale proposée intégrant un modèle avancé de profil utilisateur social.

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A Mandarin e-Learning System Based on Web 2.0 and Speech Communication

2008 International Conference on Advanced Language Processing and Web Information Technology ◽

10.1109/alpit.2008.59 ◽

2008 ◽

Cited By ~ 1

Author(s):

Yue Ming ◽

Zhenjiang Miao ◽

Xianqing Ji ◽

Rui Ren

Keyword(s):

Web 2.0 ◽

Learning System ◽

Speech Communication ◽

E Learning

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Students, Internet, eLearning and Web 2.0

Digital Literacy ◽

10.4018/978-1-4666-1852-7.ch090 ◽

2013 ◽

pp. 1720-1742

Author(s):

Rolf Schulmeister

Keyword(s):

Web 2.0 ◽

Teaching And Learning ◽

Digital Natives ◽

Learning Preferences ◽

Net Generation ◽

Internet Services ◽

Parallel Study ◽

E Learning ◽

Media Types ◽

Use Of Internet

An investigation into the students’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.

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Dispatches from the Graduate Classroom

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch021 ◽

2010 ◽

pp. 351-366

Author(s):

F. R. Nordengren ◽

Ann M. York

Keyword(s):

Web 2.0 ◽

Popular Literature ◽

Future Research ◽

Evidence Based ◽

Web 3.0 ◽

E Learning ◽

Theoretical Evidence ◽

Concept Of Information ◽

Concurrent Analysis ◽

The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

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CTE Distance E-Learning Application

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch032 ◽

2009 ◽

pp. 408-420

Author(s):

Brenda C. Ledford

Keyword(s):

Distance Education ◽

Web 2.0 ◽

21St Century ◽

Change Strategies ◽

Pedagogical Approach ◽

Learner Centered ◽

E Learning ◽

Pedagogical Theory ◽

Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

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Web 2.0 Meets Conference

Looking Toward the Future of Technology-Enhanced Education ◽

10.4018/978-1-61520-678-0.ch011 ◽

2010 ◽

pp. 192-204 ◽

Cited By ~ 4

Author(s):

Thomas Bernhardt ◽

Marcel Kirchner

Keyword(s):

Web 2.0 ◽

Teaching And Learning ◽

Educational Context ◽

E Learning

Admittedly the usual conference format stays in opposite to the thoughts of participation and equality in Web 2.0. The EduCamp is a special BarCamp for trends in teaching and learning. It is focused on the educational context and considers important topics like E-Learning 2.0 in schools, universities or business and many others. The main intention of an EduCamp will become obvious which aims on conversations and discussions about different problem areas, searching and finding solutions together and exchanging on application scenarios or appropriate tools for education. It is based on a new concept that finally offers potentials for developing a conference culture with improved participation.

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