Finding Information

This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups of subjects – nonprofit organizations and cities, web designers and firms, and the general public.

Challenges for Teacher Education in the Learning Society

In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho University, Braga, Portugal. The main goal of the research was to test the importance of providing technological-rich experiences in teacher education programs as a strategy to promote the integration of technologies in the classroom. As educators in a public university we assume that the failure of ICT integration in Portuguese schools is due to a lack of teacher training in technology-supported pedagogy. We present and discuss a set of principles that we consider essential to understand and sustain the importance of the learning experiences we develop in teacher education programs both for pre-service and in-service teacher education. Different Web 2.0 tools were explored in different contexts and with different pedagogical goals: to build e-portfolios, to enhance cooperation and collaboration among peers, to develop skills in searching, organizing and sharing web resources and to facilitate interaction and communication competencies. Results are presented and discussed in order to infer a set of guidelines for the design of teacher education and training programs regarding the use of ICT in teaching and learning.

Authentic Learning in Second Life

This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of Second Life, using a specifically constructed MBA-level course teaching Systems Analysis and Design. A research study was incorporated in the course design to test the Constructivist Learning Design (CLD) model (Gagnon & Collay, 2006) and social (use of individual- vs. group-oriented activities) domains. This chapter will cover: (1) fundamentals of Systems Analysis and Design course; (2) current research of Second Life in education; (3) course design based on CLD models; and (4) research data analysis of course delivery through constructivist learning in Second Life and student learning experiences in the Virtual Worlds.

Using Blogfolios to Enhance Interaction in E-Learning Courses

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios development, and blogs use in education. It then discussed the potential uses of Weblog-based portfolio for e-learning courses in supporting interactions among students and instructors, and presented a case study on how a blogfolio approach was implemented into three hybrid courses and one fully online course at two universities in the United States. The effectiveness of the blogfolio approach on interactions in both fully online and hybrid courses has been assessed and confirmed in this study.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML

Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning material which is accessed by multiple applications, there is a need for user-friendly and cost-effective knowledge-based approach. This chapter discusses basic concepts of learning object repositories; presents work done so far and establishes the need of knowledgebased access of the learning repositories to improve cost-benefit ratio of an e-Learning solution. For this purpose, a multi-tier knowledge-based system accessing a fuzzy XML learning object repository is described with architectural framework and detailed methodology. The working of course tier, reusable LO tier, presentation tier, fuzzy interface tier and application tier is discussed in detail with an example to identify learners’ level and determine presentation sequence accordingly. The chapter concludes by discussing the advantages and questions related to further enhancement.

Dispatches from the Graduate Classroom

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.

Transforming Continuing Healthcare Education with E-Learning 2.0

The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of static information online to a seamless, digital operation in which all users have the ability to access, create, and share knowledge in a multidimensional, instantaneous, collaborative, and interactive manner. This transformation will be disruptive, blurring existing boundaries between CE/CME professionals, content experts, and student learners, and modifying the traditional structured learning process to a more informal one. While the opportunities are unlimited, the transformation will present not only technology challenges but also social and educational challenges. Recent experiences with similar disruptive technologies show that a meaningful transformation can be achieved only if the application of technology is accompanied by strategic operational changes. This chapter offers a conceptual framework to guide CE/CME professionals interested in transforming their operations with new e-learning 2.0 technologies. Employing several usage scenarios, a new e-learning 2.0-based model of CE/CME operation is introduced. We also present several examples of approaches adopted by our academic group to address the various challenges discussed in this chapter.

Student-Centered Teaching with Constructionist Technology Tools

Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the implications of project-based learning in an undergraduatelevel pre-service teachers’ technology integration course. The chapter evaluates an approach to teaching undergraduate pre-service teachers to teach children to use constructionist technology tools, including Web 2.0 technologies – wikis, blogs, podcasts, etc. Data were collected and analyzed to document preservice teachers’ experiences with these tools as well as to gauge their level of confidence in teaching with the technology in their future classrooms. Data collected included pre-post concept maps, pre-post preinternship interviews, and learning artifacts. Analyses show an increase in pre-service teachers’ complexity of knowledge and awareness of Web 2.0 tools and skills, and a moderate impact on their beliefs about student constructionism in their future classrooms.

Implementing E-Learning in University 2.0

Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and search for better approaches to respond to the demands of the information age. This chapter will address current transformation specifically occurring in e-Learning environments through emerging technologies and discuss new approaches to teaching and learning so the future of education can be better grasped. The chapter will also provide a list of suggestions so adoption of new technologies as well as e-Learning strategies will be more effective in Universities 2.0.