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Transcript of Research Proposal v 3.0
Allama Iqbal Open University, Islamabad
Department of Computer Science
Proposed Topic:OLIVE 2.0: A Comparative Study of Existing Olive Model and
Web 2.0
Talat SaeedRoll No. AD716762
Reg. No. 98-FID-0772MS(CS)/09 AIOU
Proposed Supervisor:
Dr. Nazir A. SangiVice Chancellor,
Allama Iqbal Open University, Islamabad.
INTRODUCTION
e-Learning is information, instruction, education, training, communication, collaboration
and knowledge sharing (Tom Kelly,2000) and comprise all kind of electronic learning and
teaching (Wikipedia).Rapid technological innovation demands the change in our education
system because technological innovation provides number of opportunities to meet the
needs of effective learning (Richard Noss ,2008). Use of multimedia technology also making
education more engaging, enjoyable and more effective with extraordinary benefits
(Gerald,Wolfgang,Lars 2008). Learning Management Systems (LMS) are the integral part of
an e-Learning system and provide course information and learning contents used by
academic and training organizations.
Open Learning Institute of Virtual Education (OLIVE) is a teaching and learning management
system that allows teacher and students to interact in a virtual classroom by enabling web-
based management and delivery of courses used by Allama Iqbal Open University (AIOU).
AIOU, Islamabad, Pakistan is the name of repute in of distance learning education in Asia.
Currently AIOU provide an electronic framework for delivery of course syllabus, schedules,
presentations, text-based discussions, chat, online digital resources, assignment grading,
quizzes and test that are accessible from anywhere at any time.
e-Learning also referred to a as Electronic Learning. Electronic Learning encompasses
learning at all levels, both formal an informal, from simple tutoring to the delivery of whole
courses with intentional use of networked information and communications technology (ICT)
in teaching and learning.ICT refers to a diverse set of tools and resources used to
communicate, create, store and manage information. With introduction of ICT into
education, new ways have been opened such as online learning, online tutors, interactive
whiteboards and many others. (Nyarko et al. 2010). But Vladimir Kinelev Director of the
UNESCO Institute for Information Technologies in Education (IITE) comments as “ICTs have
not eliminated the most pressing problems that education systems face”. The problem, he
says, is that “attempts to improve education through the use of ICTs suffer from the absence
of sound education paradigms that could support genuine renewal.” However, the new
technologies are certainly quite different from earlier media.
The web has become an increasingly important part of our everyday life making a profound
impact on the people communication. It is a part of the human nature to seek staying in
touch with friends and being able to share the latest news and experiences. Today, there are
new communication channels that allow us to send messages (email, instant messaging or
texting, etc), blog about our daily activities, find new associates based on common interests
via social bookmarking and share mementos via photo and video sharing services.
Furthermore, anonymity and the capability to communicate with others without a personal
contact have made it more appealing to many users. As a result, by empowering the users to
create shareable content, Web 2.0 applications helped advance the bottom-to-top
information creation paradigm. (Kurkovsky, et al. 2008)
Web 2.0, the second phase in the Web's evolution, is also called the wisdom Web, people-
centric Web, participative Web, and read/write Web. Web 2.0 harnesses the Web in a more
interactive and collaborative manner, emphasizing peers' social interaction and collective
intelligence, and presents new opportunities for leveraging the Web and engaging its users
more effectively. Within the last two to three years, Web 2.0, ignited by successful Web 2.0
based social applications such as MySpace, Flickr, and YouTube, has been forging new
applications that were previously unimaginable (Murugesan, . 2007)
Modern information technologies have changed education methodologies dramatically.
Especially, Web 2.0 provides knowledge sharing, communicating, collaborative creation tools
which have greatly improved learning activities Compares to Web 1.0 kind of e-Learning
environment which emphasizes simplex publication and broadcasting which already been
used in formal learning, the lecturers and learners can focuses much more on informal
learning during Web 2.0 age.(Hsiao-Ya; Shi-Zong n; Chieh-Chung 2009)
Integration and use of Web 2.0 Technologies with existing OLIVE can improve collaboration,
participation and interaction. Therefore I propose a new model of OLIVE 2.0 which will
improve education and student learning through the use of web 2.0.
Theoretical Framework
“We’ve been waiting a long time for computers to dramatically change education, but for
the most part, that promise remains unfulfilled. Unlike in the business world, where the
computer quickly became a fixture on every desk and transformed both day-to-day tasks
and the business landscape as a whole, computers have not transformed the goals of
educators, or even the methods used to achieve those goals. There are a lot of reasons that
this is so — legal, financial, and cultural — but I believe that the bottom line is that there
hasn’t been a computer application that so universally changes things that we stop seeing
computers as an add-on, and start seeing them as integral to the full educational process.
The spreadsheet, the word processor, and email served this seminal role in the business
world; it’s hard to imagine doing business without them. But take the computer out of most
schools and classrooms, and the instruction wouldn’t change much. Admittedly, traditional
software tools on computers can be very helpful in the educational setting — it is easier to
correct drafts written in a word processor — but they aren’t at the core of the educational
process, transforming the process of teaching and learning. Intuitively, though, we have felt
that the computer would bring real change, and the fact that it hasn’t has puzzled many of
us. The advent of the Internet, however, and in particular what we are calling “Web 2.0,” has
so significantly changed our relationship to information and our own personal learning
opportunities outside of formal education, that we’re beginning to see a set of software
tools emerge that are profoundly altering both learning processes and outcomes. These
tools allow us to see the start of a radical evolution in education that will bring such
dramatic changes that we’ll soon be at a point where we won’t be able to imagine education
without them.” (Hsiao-Ya; Shi-Zong n; Chieh-Chung 2009)
“Now e-Learning platforms have not lived up to our expectations for achieving pedagogical
objectives. The reason is that only part of the pedagogical process was being transferred to
the virtual world such platforms served mainly as material delivery channels. Most students
find them boring and un-motivating thus losing interest in their e-Learning sessions fairly
soon. Learning is a social activity involving communication, community formation,
information exchange and resource sharing between teachers and students and it is
imperative that these aspects are transferred to the virtual classroom. Traditional e-Learning
platforms failed to address these aspects, creating an environment not conductive to
learning. Students felt in isolation, cut-off from the rest of the class and unable to
communicate and share resources information and experiences with the rest of the
group.”(Mavromoustakos, S.; Papanikolaou, K.2010)
“Constructivism (Reconstructed) a known learning theory, shows that in the process of
learning there are two major stages. The first stage is intra personal learning – the
reconstruction of new knowledge inside the existing knowledge structures of the learner.
The second stage is interpersonal learning – the interaction between the learner and others
(teacher, peers, and friends) that generates new knowledge inside each learner and inside
the overall group. It has been claimed that this method comes more into play in Web 2.0
since two of its major principles suit the basic methods of constructivism, The principle of
the user as producer of content and not only as its consumer can be matched to the
principle of personal learning, whereas the principle of crowd power and sharing can be
matched to collaborative/peer/social learning.”(Gallula, D.; Frank, A.J.; 2009)
“Constructivism theory emphasizes the active role of learners in the entire learning process.
Therefore, the basic assumption is that human learning is based on the learner’s existed
experiences to self construct his own knowledge. In order to help learners reconcile their
knowledge, lecturers have to change their role from knowledge delivering into a supervisor
or advisor of learning process.
Constructivism believes:
a) Knowledge is actively constructed by individuals but not passively absorbed or
accepted;
b) Knowledge is the reasoning and utilizing process of learner
experiences but not memorize;
c) Knowledge is constructed the mutual influence of socialization based on different
social culture
Since web-based application has moved to web 2.0, it is easy to realize the concept of
learner-centered’ in constructivism. The education value could be seen as activities enhance
learner understands of a topic instead of increase directly the exam grades.
Collaborative Learning
Collaborative learning is an extension of constructivism, which encourages people to
cooperate to achieve the common goal of learning activities. Learners can achieve greater
improvements during the collaborative process by supporting each other or exchange
valuable information. Thus, collaborative learning suggests organizing learners into
collaborative groups to solve problems and achieve learning tasks with social interactions.
Collaborative learning can also represent as peer collaboration, coordinated learning and
collective learning.
Society stands for a group of individuals with common culture, region, and interactions.
Interaction is the fundamental behavior of a society, which can be achieved by language,
symbols, gestures or any other common forms. Society members build up their relationships
by interactions in order to influence the whole community. Interactions can be coordination,
competition, conflict, and swaps”(Hsiao-Ya; Shi-Zong n; Chieh-Chung 2009)
“In e-Learning context, providing effective interaction is an important issue. Many
researchers have emphasized the necessity of different interaction, such as student to
teacher, student to student, student to the content and so on. Current e-Learning
continue to put a heavy emphasis on content delivery and technology. Most e-Learning
content today is designed, authored, delivered, and managed via centralized learning
management systems without focusing on the social aspects of learning. This requires a
change in focus from technology-driven to people-driven models of learning. The new
learning model should be characterized by the combination of formal and informal
learning within a social context.” (Liyong Wan .2010)
OLIVE 2.0 may develop higher level skills in learner and improve problem solving capabilities
by using technology properly.
OLIVE 2.0 improve personal and group learning.
OLIVE 2.0 will provide effective interactions between:
Learner-Learner,
Learner-Educator
Learner-Content.
OLIVE 2.0 increase the learner and educator satisfaction level.
OLIVE 2.0 support formal and Informal Learning.
Literature Survey
Electronic learning (e-Learning ) is a term for all types of technology-enhanced learning
(TEL), where technology is used to support the learning process and pedagogy
empowered by digital technology (Wikipedia). A guiding principle for e-Learning
should always be driven by pedagogical consideration and not the demands of
technologies themselves.
According to the explanation of Wikipedia, the term "Web 2.0" is commonly associated
with web applications that facilitate interactive information sharing, interoperability
user-centered design, and collaboration on the World Wide Web.
Web 2.0 is defined as the collective set of Internet based tools such as wikis, blogs, web
based applications, social networking sites and so on. The use of Web 2.0 is a new era in
the practice of e-Learning . Web 2.0 provides collaborative, user-centric content
production and interactive content access environment and now these concepts are
opening new doors for more effective learning and have the potential to overcome
many of the limitations of traditional learning models. (Liyong Wan .2010)
There are two forms of learning modes in web 2.0.
informal learning
social learning
Informal learning: With informal learning people become proficient in finding and
trying new applications on the web, understanding the role of blogs, wikis, podcasts,
tags in learning, participating and learning in an online community.
Social learning: Social learning refers to learning from groups with social interaction
by using web 2.0 technologies and depends on group dynamics.
Web 2.0 Characteristics:
• Web 2.0 permits the building of virtual applications, drawing data and
functionality from a number of different sources as appropriate.
• Web 2.0 is participative
• Web 2.0 applications work for the user, and are able to locate and assemble
content that meets our needs as users.
• Web 2.0 applications are modular, with developers and users able to pick and
choose from a set of interoperating components in order to build something that
meets their needs.
• Web 2.0 is about communication and facilitating community.
Web 2.0 core technologies:
Blogs:
The word blog is shortened from the word "Webblog". It is a frequent,
chronological publication of personal thoughts and Web links.
Blogs in e-Learning :
Teachers can use blogs as an easy way to produce dynamic learning
environments without previous knowledge of html.
Students can use blogs as an alternative digital portfolio or as a learning log
Wikis:
Wiki is a piece of server software that allows users to freely create and edit Web
page content using any Web browser.
Wikis in e-Learning :
Teacher can use Wiki to distribute the updated information to students/learner
RSS:
RSS (Rich Site Summary) is a format for delivering regularly changing web
content.
RSS in e-Learning :
We can use RSS to construct a distributed learning resource network. The
distributed learning resource network can realize personalized learning, lower
the cost of publication and management and shield rubbish information and
manage the local content easily. The syndicated content can decrease the time
for searching for the useful learning content.
SNS:
A SNS (social network service) is an online community that specially focused on
connecting people. SNS allows a user to create and maintain an online network
of friends or business association for social and professional reasons.
SNS in e-Learning :
Social networks can also be viewed as pedagogical tools that stem from their
affordances of information discovery and sharing, attracting and supporting
networks of people and facilitating connections between them, engaging users
in informal learning and creative, expressive forms of behavior and identity
seeking, while developing a range of digital illiteracies.
Mashups
Combining data from multiple sources to create a new application, tool or
service typically mashups have been about data visualization, such as overlaying
geo-tagged photos over online maps.
Mashup in e-Learning :
Mashup can integrate all kinds of learning tools and application into a
combination. (Liyong Wan .2010)
Collaborative editing
“Collaborative editing now is always used in business space. Web tools are used
collaboratively to design, construct and distribute some digital product Sites may allow
users scattered across large distances to collaborate in making a single entity such as a
film. We can also apply it into e-Learning context. By centralizing documents on a
shared web server, a group of students may edit those learning materials rather than
hold many individual copies.”( Judith B. Harris, Punya Mishra, Matthew J. Koehler.2007)
J.B. Harris, P.Mishra, M.J. Koehler present a Technological Pedagogical and Content
Knowledge (TPACK) model (as shown in Figure 1). The TPACK approach emphasizes
the importance of the intersections between:
Technological Knowledge,
Pedagogical Knowledge
Content Knowledge
and proposes that effective integration of technology into the curriculum requires a
sensitive understanding of the dynamic relationship between all three components.
Figure:1
“The focus was strongly set on technological, practical and pedagogical aspects but
there are relevant reports about failures in embedding innovations in educational
institutions. The institutional lack of strategies to cope with international students
and new technologies as well as supporting for future online developments clearly
appeared in recent studies. Competition in the market of Higher Education has
pushed universities towards the adoption of sophisticated organizational practices
to ensure effectiveness. These new institutional models require changing
traditional functions and roles, as online education does not usually fit into the
existing university structure” (Casanovas, 2010).
Today web2.0 easy to use applications increase the social networking, collaborative
authoring and sharing. Most of the popular and visited websites are due to their low
entry barrier, their user friendly interface and their easy participation. E.g.
Editing a wiki page,
tagging a friend in a picture,
uploading a movie,
book marking an interesting blog,
subscribing to news feeds,
are all part of this new realm of the Read-Write" Web 2.0. (Sandy at. el .2009)
The terms “e-Learning 2.0” also refer to the application of social software in education.
“They account for a shift from traditional LMS mediums used to store course material
and conduct mandatory discussions, to lifelong learning platforms where different
knowledge resources such as course material, blogs, podcasts, and archives of
unplanned discussions are aggregated, shared and augmented in a bottom-up approach
for future exploitation.” Since e-Learning 2.0 is still in its early phases and a previous
study also reveals that students often use social software for sharing media files with
their friends, but rarely for educational purposes. Another study shows that email is the
still the most popular medium adopted in formal learning instead of wikis and blogs.
Therefore new learning models and fine tuned tools are needed for social software to be
adopted in education.(Sandy at. el .2009)
(Hatziapostolou ,Paraskakis,.2010) A Learning Management Systems (LMS) constitutes
such an environment. An LMS could be perceived as a student’s desktop and thus, it
would be more effective if the feedback was delivered on the desktop of the student.
However, opens source LMSs like Moodle and Claroline, do not seem to include an
efficient, build-in functionality for providing formative feedback Effective and high
quality feedback has been identified as an integral part of the learning process
(Ramsden, 2003; Black, 1998]. Extensive research, not only underpins the importance
of feedback in enhancing achievement levels, but also emphasises the obligation of
academic institutions to effectively integrate feedback in the learning experience
(Yorke, 2003). While feedback can be provided to students at various contexts (e.g. class
discussions, teacher’s answers to questions), the formal feedback process commences
with the production of student work as a result of a formative assessment. This section
explains the quality characteristics of feedback given on formative assessment, reviews
various methods of communicating formative feedback to students and discusses the
support for feedback in learning management systems.
Lectures are also an “efficient and economical way of conveying complex information to
large student groups in an enthusiastic and engaging way. They can provide a good
structure and introduction to complex topics, with current information put into an
appropriate context for the students. They can tailor make the material for the students
needs.” Lectures can be used to provoke thought and deepen understanding and
develop independent learning. (Folley, D. 2010)
Video podasting (vodcast) “improves learner cognition through better integration of
visual and textural materials found in paper based manuals improves learner efficiency
through reduced information redundancy and a less abstract representation of the steps
needed for effective software operation it encourages a more flexible approach to
learning. It offers a new element of learner independence and control improves student
motivation by directly engaging with contemporary students’ expectations about the
benefits of mobile technologies for their learning” (Folley, D. 2010)
Though delivery styles of lectures changed over the years and its still changing but its
span can be extended by using ‘active learning’ strategies and encouraging students to
engage more interactively with lecture material, with the lecturer and each other in the
lecture theatre. “We should also remember the lecture does not happen in isolation and
different learning styles necessitate varying delivery and assessment methods and
academics need to try and address these by presenting their material in as many
different formats as possible. Since individual needs differ, there is no reason why a
single learning or teaching technique will work equally well for everyone” (Folley, D.
2010)
A Learning Management System (commonly abbreviated as LMS) is a software
application for the administration, documentation, tracking, and reporting of training
programs, classroom and online events, e-Learning programs, and training content.
(Wikipedia) A LMS could be perceived as a student’s desktop and thus, it would be more
effective if the feedback was delivered on the desktop of the student because effective
and high quality feedback is the integral part of learning process.(Hatziapostolou,
Paraskakis .2010)
“A robust LMS should be able to do the following:
• centralize and automate administration
• use self-service and self-guided services
• assemble and deliver learning content rapidly
• consolidate training initiatives on a scalable web-based platform
• support portability and standards
• personalize content and enable knowledge reuse.” (Ryann K. Ellis. 2009)
“The connectivist theory claims that it is important not only to transfer information and
create information resources, but also to create such an environment which will foster
integration of information into students’ knowledge networks. This process is
supported by the Web 2.0 tools for interaction among students and interaction student
– teacher such as chat, blog, forum and wiki. The teacher then together with the
students evaluates the quality of the work submitted but also controls the students’
activity and their interaction, since the minimal number of comments on other students’
work is given in advance. The training therefore does not only function on the level
teacher – student, but also on the level student – student and naturally also on the level
of individual study from the recommended literature. The teacher’s role in an e-learning
course is predominantly the role of a guide or a moderator.”(Jančařík,Jančaříková,2010)
Problem Statement Since the core concept of Web 2.0 based learning design is the knowledge but
use of its tools in education is a common problem.
Existing OLIVE Model using simple text based limited interaction between the
student and teacher.
There is no social and group learning in existing OLIVE model.
Existing OLIVE does not support only informal learning.
Based on the OLIVE model analysis and literature review, I proposed integration
of web 2.0 tools with existing OLIVE Model as a result with new model of OLIVE
2.0. In my research period, I will investigate suitable web 2.0 tools can be used
for students as well as teachers and then check the performance of OLIVE 2.0 vs
existing OLIVE model.
Objectives of the Proposed Research
OLIVE 2.0 may develop higher level skills in learner and improve problem solving capabilities
by using technology properly.
Since web 2.0 social software tools are very successful therefore OLIVE 2.0 motivates
students to use it frequently and can actively participate in learning activity as well
group task.
OLIVE 2.0 improve individual and group learning.
OLIVE 2.0 will provide effective interactions between:
Learner-Learner,
Learner-Educator
Learner-Content.
OLIVE 2.0 increase the learner and educator satisfaction level.
OLIVE 2.0 support formal and Informal Learning.
Hypothesis
Proposed OLIVE 2.0 will improve individual and group learning.
Proposed OLIVE 2.0 will provide ease of use and usefulness.
Proposed OLIVE 2.0 will provide effective interactions between:
Learner-Learner
Learner-Educator
Learner-Content.
OLIVE 2.0 increase the learner and educator satisfaction level.
Delimitations of the Proposed Research
OLIVE is a teaching and learning management system that allows teacher and students to
interact in a virtual classroom by enabling web-based management and delivery of courses
used by Allama Iqbal Open University (AIOU). And new model OLIVE 2.0 will replace the
existing model at AIOU.
Research Methodology
I will use different methods to evaluate the usability and usefulness of OLIVE 2.0.
By using quantitative method student logs will be used for evaluation for checking their
participation levels throughout the semester and analyzing them.
By using qualitative a Licker scale questionnaire will also be used to collect the feedback
from the students for evaluation of their satisfaction level, usefulness of tools, interaction
feed back and their recommendation.
Significance of the Proposed Research
OLIVE 2.0 may develop higher level skills in learner and improve problem solving capabilities
by using technology properly.
Since web 2.0 social software tools are very successful therefore OLIVE 2.0 motivates
students to use it frequently and can actively participate in learning activity as well
group task.
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