Het Rathenau instituut en de KNAW onderhouden een website met cijfers en feiten over de Nederlandse wetenschap: http://www.denederlandsewetenschap.nl

 We are pleased to announce that the special issue “Towards eLearning 2.0 University” has been published in Interactive Learning Environments, Volume 18, Issue 3 September 2010. 

The special issue is dedicated to the question of how universities should integrate Web 2.0 technologies and tools into educational and institutional practices. This question is driven by the assumption that eLearning 2.0, as this integration is called, will foster the idea of placing the learner in the centre of a more social, personal and flexible learning process. This requires not only a technological shift but also, and more importantly, a conceptual change in which all stakeholders conceive learning as a social activity, which occurs in interaction with others.

Articles

Berlanga, A. J., Peñalvo, F. G. & Sloep, P. B. (2010). Towards eLearning 2.0 University. Interactive Learning Environments, 18(3), 199-201. doi:10.1080/10494820.2010.500498

Lim, W., So, H. & Tan, S. (2010). eLearning 2.0 and new literacies: are social practices lagging behind?. Interactive Learning Environments, 18(3), 203-218. doi:10.1080/10494820.2010.500507

Karasavvidis, I. (2010). Wiki uses in higher education: exploring barriers to successful implementation. Interactive Learning Environments, 18(3), 219-231. doi:10.1080/10494820.2010.500514

Huang, W. & Nakazawa, K. (2010). An empirical analysis on how learners interact in wiki in a graduate level online course. Interactive Learning Environments, 18(3), 233-244. doi:10.1080/10494820.2010.500520

Wopereis, I. G. J. H., Sloep, P. B. & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261. doi:10.1080/10494820.2010.500530

Mendenhall, A. & Johnson, T. E. (2010). Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a Web 2.0 tool coupled with a learning system. Interactive Learning Environments, 18(3), 263-276. doi:10.1080/10494820.2010.500537

Väljataga, T. & Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291. doi:10.1080/10494820.2010.500546

Casquero, O., Portillo, J., Ovelar, R., Benito, M. & Romo, J. (2010). iPLE Network: an integrated eLearning 2.0 architecture from a university's perspective. Interactive Learning Environments, 18(3), 293-308. doi:10.1080/10494820.2010.500553

Acknowledgments

This special issue would not have been possible without the generous support of reviewers. Our sincere thanks go to Terry Anderson, Athabasca University, Canada; Francis Brouns, Open University of The Netherlands, The Netherlands; Carlos Castano, University of the Basque Country, Spain; Peter Dolog, Aalborg University, Denmark; Jon Dron, Athabasca University, Canada; David Griffiths, University of Bolton, UK; Begoa Gros, Open University of Catalonia (UOC), Spain; Marco Kalz, Open University of The Netherlands, The Netherlands; Ralf Klamma, RWTH Aachen, Germany; Milos Kravcik, Open University of The Netherlands, The Netherlands; Katrina Maxwell, INSEAD, France; Paola Monachesi, Utrecht University, The Netherlands; Symeon Retalis, University of Piraeus, Greece; María José Rodríguez Conde, University of Salamanca, Spain; German Ruipírez, Spanish National Open University (UNED), Spain; Sandra Schaffert, Salzburg Research Forschungsgesellschaft m.b.H, Austria; Judith Schoonenboom, University of Amsterdam, The Netherlands; Slavi Stoyanov, Open University of The Netherlands, The Netherlands; Steven Verjans, Open University of The Netherlands, The Netherlands; Riina Vuorikari, European Schoolnet, Belgium; Scott Wilson, University of Bolton, UK; Iwan Wopereis, Open University of The Netherlands, The Netherlands. We would like to thank Steve Wheeler and Joseph Psotka, editors of the Interactive Learning Environments Journal, for their warm acceptance of this special issue, and the support during the preparation process. Last but not least we are grateful to Mieke Haemers for her proof-reading work.

 

We are pleased to inform you that the results of our research project on weblog use in teacher education (DU Project 6066, 'Weblogs als Reflectie-instrument') have been published in the scientific journal Interactive Learning Environments.

Reference article:

Wopereis, I. G. J. H., Sloep, P. B. , & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245-261. doi:10.1080/10494820.2010.500530

Abstract:

This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on teaching practice during an 8-week internship. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. However, weblogs do not incite deep reflection or spiral reflection, which can only be the result of explicit instruction. This exploratory study further shows that large-scale quantitative research is needed to support the premise that weblogs are suitable tools for reflection. 

Keywords: weblogs; blogs; reflection; teacher education; social networks

The UK’s Research Information Network (RIN) recently released a report they commissioned on the use and relevance of  Web 2.0 for researchers. It looks at the extent of adoption of different web 2.0 tools in different subject fields and disciplines, and the different types of researchers who are using them

http://o28421.ning.com/xn/detail/3176600:BlogPost:3760

Hoi allemaal,



Zoals je misschien weet, is ning.com - de aanbieder van onze samenwerkingsomgeving - sinds kort een betalende dienst. Voor jullie als studenten verandert er echter niets. We hebben immers beslist om alvast een jaarabonnement af te sluiten (tot juni 2011) om onze samenwerkingsomgeving te behouden.

Doordat we nu gebruik maken van de betalende dienst, zijn de reclames in de rechterkolom - gelukkig - verdwenen, en kregen we wat ruimte om de hoofdpagina anders in te richten.

Olga en ik hebben dat vanmiddag even gedaan. De ledenlijst zie je nu links bovenaan, gevolgd door informatie over de virtuele klasbijeenkomsten en andere gebeurtenissen. Het info-blokje over delicious.com is een beetje naar beneden verschoven. Rechts zijn de 'recente activiteiten' iets duidelijker aanwezig, zodat je meteen alle nieuws op onze site kan zien.



Commentaren natuurlijk altijd welkom.



Vriendelijke groet,



Steven

It was successful week at Pittsburgh, while attending the PSLC Summer School 2010 at

Carnegie Mellon University. I got the opportunity to learn the technologies and research conducted in broad spectrum of Learning Sciences at LearnLab PSLC

 

I worked under the mentorship of Carolyn Rose and Rohit Kumar in Computer Supported Collaborative Learning (CSCL) track, developing a Language Learning collaborative environment using TuTalk authoring tool and VMT-Basilica framework (VMT-Basilica is an integration of the Virtual Math Teams (VMT) environment for computer supported collaborative learning (Stahl, 2006). It was very neat prototype and easily implemented. (thanks Carolyn and Rohit  for your immense support :-)

 

I think the work can be extended to test language learning in situated learning context.

 

Other track lectures that I closely followed, including general overview ones from Ken Koedinger,  were on Intelligent Tutoring Systems (ITS) ,  CTAT  authoring tools and DataShop for supporting educational data mining.

 

Overall it was a very productive week, with lots of impressions and learning experiences, although I must say PSLC are more into formal learning settings and they have gained good expertise in authoring intuitive Intelligent Tutoring Systems using  Cognitive Task Analysis principles. So if you are into the topic, you might consider applying for any of the upcoming opportunities at PSLC ( make this delicious)

 

If you need to see my presentation, the demo of language learning prototype you can contact me!

 

here are some firehouse impressions ;-)

 [You do not have permission to access this file]   

http://www.nber.org/papers/w16078

Further evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps.

Do you want to know what repositories made it to the top 800 of the world, check the web of world repositories

The EU project OKKAM provides tools to link all kinds of entities and provide additional information about the entiity. Basic idea is that an entity should exist only once. Several plugins for various applications are available.

Surf stops the support for Surfgroepen and teams (per 31 december 2011), but is now looking into collaboratories to allow researchers to collaborate. Check their website http://www.surfnet.nl/nl/Thema/coin/Pages/Default.aspx