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Talk about Web 2.0 and technology-supported learing at the World Wide Web Conference 2008 (WWW2008) See http://www2008.org/papers/fp420.html
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Why Web 2.0 is Good for Why Web 2.0 is Good for Learning and for Research:Learning and for Research:Principles and PrototypesPrinciples and Prototypes
Carsten Ullrich, Kerstin Borau, Heng Luo, Carsten Ullrich, Kerstin Borau, Heng Luo, Xiaohong Tan, Liping Shen, Ruimin ShenXiaohong Tan, Liping Shen, Ruimin Shen
Shanghai Jiao Tong UniversityShanghai Jiao Tong University
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
OverviewOverview
MotivationMotivation Web 2.0 from a Web 2.0 from a learning perspectivelearning perspective Web 2.0 as a Web 2.0 as a research toolresearch tool ExamplesExamples
social bookmarking for learning object social bookmarking for learning object annotationannotation
microblogging for language learningmicroblogging for language learning Lessons learnedLessons learned
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
TechnologyTechnology PedagogyPedagogy
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Class room in Class room in 文庙 文庙 (Confucian Temple (Confucian Temple Wén Miào), Shanghai Wén Miào), Shanghai
TeacherTeacher
StudentsStudents
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Technology-Enhance LearningTechnology-Enhance Learning
Learning Management SystemsLearning Management Systems ““Administered Learning”Administered Learning” Teacher centeredTeacher centered If a lesson is mastered, If a lesson is mastered,
then allowed to then allowed to continuecontinue
≈ ≈ BehaviorismBehaviorism
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Technology-Enhance LearningTechnology-Enhance Learning
Learning Management SystemsLearning Management Systems Cognitive TutorsCognitive Tutors
Cognitive Cognitive Learning Learning TheoriesTheories
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Web 2.0 and Learning?Web 2.0 and Learning?
Often associated with constructivismOften associated with constructivism ConstructivismConstructivism
Learners play the active roleLearners play the active role Learning takes place in context and collaborationLearning takes place in context and collaboration Teachers provide assistance, adviceTeachers provide assistance, advice
不闻不若闻之,闻之不若见之,见之不若知之,知之不若行之。
荀子 (300–230 BC)(300–230 BC)"Tell me, and I'll forget. Show me, and I may remember. "Tell me, and I'll forget. Show me, and I may remember.
Involve me, and I'll understand“Involve me, and I'll understand“Xún Zǐ (300–230 BC)Xún Zǐ (300–230 BC)
Picture by ryyo
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
What is Web 2.0?What is Web 2.0?
Until now, no analysis of the technological Until now, no analysis of the technological foundations of Web 2.0 from an foundations of Web 2.0 from an educational perspectiveeducational perspective
What is Web 2.0? Tim Berners-Lee: What is Web 2.0? Tim Berners-Lee: Works on the same standards as Web 1.0Works on the same standards as Web 1.0 Web always a tool for collaborationWeb always a tool for collaboration
But the Web of today is different from the But the Web of today is different from the Web 5 years agoWeb 5 years ago
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Characterization of Web 2.0Characterization of Web 2.0
In 2005, term “Web 2.0” became popularIn 2005, term “Web 2.0” became popular Used by Tim O’Reilly to capture principles Used by Tim O’Reilly to capture principles
of Web sites/services that distinguish of Web sites/services that distinguish themselves from earlier onesthemselves from earlier ones
Here: From an educational perspectiveHere: From an educational perspective teacher/learnerteacher/learner researcherresearcher
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Stimulation of Stimulation of Individual CreativityIndividual Creativity
Enable and facilitate active participationEnable and facilitate active participation pictures, videos, text, bookmarks, slidespictures, videos, text, bookmarks, slides good usabilitygood usability
Highly interesting for educational research & Highly interesting for educational research & practitioners. Variety ofpractitioners. Variety of ways for students to express themselvesways for students to express themselves new tools for teachingnew tools for teaching
Facilitates constructivist learningFacilitates constructivist learning
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Harnessing the Harnessing the Power of the CrowdPower of the Crowd
Value of a Web 2.0 service increases the Value of a Web 2.0 service increases the more people are using itmore people are using it explicitly & implicitlyexplicitly & implicitly
Social NetworksSocial Networks
Education:Education: large amounts of large amounts of
potential peerspotential peers member of a communitymember of a community facilitates collaborative learning facilitates collaborative learning
Photo by wishymom
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Diverse DataDiverse Dataon an Epic Scaleon an Epic Scale
Huge variety of data availableHuge variety of data available Accessible via browser & APIAccessible via browser & API Often annotatedOften annotated Semantic Web: LinkedDataSemantic Web: LinkedData
EducationEducation lots of information sources to read and to combinelots of information sources to read and to combine data from real contextsdata from real contexts facilitates learning/teaching in real contextsfacilitates learning/teaching in real contexts
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Architecture of AssemblyArchitecture of Assembly
Web 2.0 makes data and functionality accessibleWeb 2.0 makes data and functionality accessible Access via browser and APIAccess via browser and API Functionality exported via WidgetsFunctionality exported via Widgets Functionality on high level of Functionality on high level of
abstractionabstraction e.g., Open Calaise.g., Open Calais
EducationEducation Students: combining data sourcesStudents: combining data sources Research: building prototypesResearch: building prototypes Learning environments can be extended easilyLearning environments can be extended easily
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Personal Learning Personal Learning EnvironmentsEnvironments
Pic by Scott Wilson
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
PLE for Language LearningPLE for Language Learning
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Perpetual BetaPerpetual Beta
Software development: Web 2.0 Software development: Web 2.0 applications constantly refinedapplications constantly refined
EducationEducation improvement not a bad thing but can be improvement not a bad thing but can be
confusing & distractingconfusing & distracting adapting manualsadapting manuals developers open to feedbackdevelopers open to feedback
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Additional PrinciplesAdditional Principles
Independent access to dataIndependent access to data Leveraging the Long TailLeveraging the Long Tail Lightweight modelsLightweight models
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Web 2.0 for LearningWeb 2.0 for Learning
Analysis has shown that the defining Analysis has shown that the defining principles of Web 2.0 enable social & principles of Web 2.0 enable social & active learningactive learning
Best used for teaching & learning when Best used for teaching & learning when exploiting these principlesexploiting these principles
Active role for teacherActive role for teacher
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Web 2.0 for ResearchWeb 2.0 for Research
Wealth of functionalityWealth of functionality multitude of services (freely) availablemultitude of services (freely) available high-level functionalityhigh-level functionality
Architecture of assemblyArchitecture of assembly easy to combine/access serviceseasy to combine/access services
Quick assembly of prototypesQuick assembly of prototypes allow evaluationallow evaluation assessing research hypothesesassessing research hypotheses
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Social Bookmarking for Social Bookmarking for Learning Object AnnotationLearning Object Annotation
Authoring learning resources is time consuming Authoring learning resources is time consuming and difficult taskand difficult task
Our goal: Our goal: support lecturers with no or little knowledge about support lecturers with no or little knowledge about
learning resources and metadata standardslearning resources and metadata standards integration in existing workflow & LMSintegration in existing workflow & LMS
Hypothesis: social bookmarking can simplify Hypothesis: social bookmarking can simplify integration of existing learning material in coursesintegration of existing learning material in courses
Method: Method: lecturers bookmark resourceslecturers bookmark resources use predefined tagsuse predefined tags
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Predefined TagsPredefined Tags
Predefined tags Predefined tags concepts and relationships of subject domainconcepts and relationships of subject domain instructional typeinstructional type difficulty leveldifficulty level
To minimize noise: use of prefixTo minimize noise: use of prefix
sjtu:type:exercise, sjtu:kp:linear_list, sjtu:difficulty:easy
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
ImplementationImplementation
Usage of del.icio.usUsage of del.icio.us LMS: For each page about concept LMS: For each page about concept c, look , look
up resources in del.icio.us and add them up resources in del.icio.us and add them on the pageon the page
Implementation effort of prototype: Implementation effort of prototype: almost nonealmost none
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
ResultsResults
Lecturers’ feedbackLecturers’ feedback easy to useeasy to use use it for studentsuse it for students
Students don’t look up external resources Students don’t look up external resources if the textbook is good enoughif the textbook is good enough
Currently re-implemented in LMS with Currently re-implemented in LMS with additional functionalityadditional functionality
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Micro-Blogging for Micro-Blogging for Language LearningLanguage Learning
Context: distant university of SJTUContext: distant university of SJTU vocational learners: limited time, seldom vocational learners: limited time, seldom
active, shyactive, shy Goal: provide practice possibilitiesGoal: provide practice possibilities Hypothesis: Micro-bloggingHypothesis: Micro-blogging
increases sense of communityincreases sense of community reduces transactional distance to teacherreduces transactional distance to teacher quick & easy way for active participationquick & easy way for active participation
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
TwitterTwitter
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
ImplementationImplementation
Twitter-update downloaderTwitter-update downloader stores all Twitter updates in databasestores all Twitter updates in database automatic grading based on number of automatic grading based on number of
updatesupdates Based on Twitter APIBased on Twitter API
some effort due to API limitationssome effort due to API limitations not all functionality available through Web not all functionality available through Web
interface was in APIinterface was in API
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Quantitative ResultsQuantitative Results
English Listening & SpeakingEnglish Listening & Speaking 98 students out of 110 participated98 students out of 110 participated 5574 updates during 7 weeks5574 updates during 7 weeks
35 students sent 1 to 19 updates35 students sent 1 to 19 updates 39 students sent 20 to 99 updates39 students sent 20 to 99 updates 12 students sent more than 100 updates12 students sent more than 100 updates
Regular homework: Regular homework: 6 ‘originals’, rest are copies6 ‘originals’, rest are copies
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Qualitative ResultsQualitative Results
Questionnaire at the end of the lectureQuestionnaire at the end of the lecture Only 5% of the students disagreed with the Only 5% of the students disagreed with the
statements that Twitter...statements that Twitter... improved the overall atmosphereimproved the overall atmosphere relaxed of communication with teacherrelaxed of communication with teacher improved sense of communityimproved sense of community
““This "TWITTER" same as schoolyard~~~”This "TWITTER" same as schoolyard~~~” 50% stated they communicated with native 50% stated they communicated with native
speakersspeakers Monologues and discussions of eventsMonologues and discussions of events Main criticism: seldom correction of mistakesMain criticism: seldom correction of mistakes
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Lessons Learned: Lessons Learned: Learning in the Web 2.0Learning in the Web 2.0
Individual creativity: Web 2.0 services can stimulate active participation
Usage of Twitter continued after lecture was over Power of the crowd: social dimension was important
students encouraged each other to participate discussions But:
• not task-centered (posts in other languages)• pejorative messages
Teacher as moderator & participator Independent access: seldom mobile usage Architecture of assembly: not used by students
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Lessons Learned: Lessons Learned: Web 2.0 for PrototypesWeb 2.0 for Prototypes
Architecture of assembly quick prototypes
collecting feedback, requirements, suggestions
BUT you become dependent of third-party API rate limits (were removed upon request) not all functionality is available as API yet another login, yet another social network changing user interfaces/metaphors
Fine for prototypes, be careful in case of regular usage
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
ConclusionConclusion
Web 2.0 tools & learningWeb 2.0 tools & learning less suited for designed instructionless suited for designed instruction have potential to stimulate active participation & have potential to stimulate active participation &
improve sense of communityimprove sense of community learners will think of unanticipated ways of usagelearners will think of unanticipated ways of usage requires active teacher: stimulation & monitoringrequires active teacher: stimulation & monitoring one becomes dependent of third-party toolsone becomes dependent of third-party tools
Web 2.0 & researchWeb 2.0 & research functionality at high level of abstractionfunctionality at high level of abstraction quick way to assemble prototypesquick way to assemble prototypes one becomes dependent of third-party toolsone becomes dependent of third-party tools
25.4.2008 – WWW 200825.4.2008 – WWW 2008 Carsten Ullrich: Web 2.0 for Learning & ResearchCarsten Ullrich: Web 2.0 for Learning & Research
Thank YouThank You
[email protected][email protected] Slides: Slides: http://www.slideshare.net/ullrichhttp://www.slideshare.net/ullrich