發展具促進互動討論與想法分享之Web 2.0工具提升網路合作學習成效

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(1)Developing Learning Platform with Web 2.0 Features to Promote Webbased Collaborative Learning Performance Graduate Institute of Library, Information and Archival Studies, National Chengchi University. Chih-Ming Chen, Professor. Agenda Introduction Web 2.0 Concepts Benefits of Learning with the Support of Web 2.0 based Learning Platforms The Developed Learning Platforms with Web 2.0 Features for E-learning Master Program of NCCU  PasteWall Community Platform  Collaborative Problem-based Learning System  Collaborative Reading Annotation System. Q & A.

(2) Introduction Providing interaction has always been an important issue in distance education For quality of learning, satisfaction of students and effective learning outcomes, it is necessary to provide different interaction forms for studentstudent, student-teacher, and student-content Web 2.0 technologies are changing pedagogies and bringing out the necessity for  more effective two way interaction,  promoting interaction and collaboration,  sharing and flexible participation.. Introduction (cont.) Education must be not only socially but collaboratively constructed. Namely, learners always expect to collaborate with their peers. Web 2.0 technologies open the doors to collaboration and participation. It encourages and facilitates the natural desire to share what you know and to learn from your colleagues..

(3) Web 2.0 Concepts Web 2.0 is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, usercentered design, and collaboration on the World Wide Web. The concept of Web-as-participation-platform captures many of these characteristics.. Web 2.0 Features Two way communication User generated content Openness Easy sharing Writing comment and feedback Rich design RSS feeding Collective Intelligence.

(4) Principles of Web 1.0 and Web 2.0 Principles of Web 1.0. Principles of Web 2.0. Reading. Contributing. Receiving. Collaborating. Researching. Creating. Web 1.0 vs Web 2.0 by Jim Cuene.

(5) 15 Ways of Web 2.0 Applications. The Impacts of Web 2.0 Technologies on Education Learners have powerful tools for learning Learners create/add/adapt learning content Personal learning environments Power shift from teachers to learners Open access, content, services Social networks; peer-to-peer (P2P) More others?.

(6) Developing PasteWall Community Platform for Supporting Effective Idea Sharing and Discussion. Learning Scenario for Knowledge Construction based on Idea Sharing and Discussion.

(7) We need a more powerful learning platform which simultaneously contains the functionalities of community interaction and knowledge management. But, how to do？ We tried to find out this possibility which has not still been replaced by computers from our daily lives.

(8) Yes, we found it!! Sticky notes. Why Have Sticky Notes Not Still Been Replaced by Computers? Quick Note ( note-taking APPs ). Personal Database Evernote. Knowledge Management ( database and mind map ). Micro-blog Plurk/Facebook. Sticky Notes. Online Cooperation Platform Google Doc. Community Interaction ( social platform ).

(9) The Login User Interface of PasteWall. Using legal registered ID or Email to login the PasteWall system based on https security design. Beginning to Paste Your Sticky Notes!! Writing down your thoughts and selecting the corresponding type of tag to paste your sticky note then click “Paste” button to paste your sticky note on private or public wall.

(10) Sharing Hyperlinks and Multimedia Gathered from the Internet Pastewall can paste various types of contents including text, Youtube video, picture, and hyperlink. Each sticky note pasted can be revised by editing interface. Enlarging the Picture for Watching Details Enlarging video or picture for watching details.

(11) Replying and Promoting Your Favorite Sticky Notes Replying sticky notes that your feel interest. Write down your responses to some sticky note. Promoting and ordering sticky note that you prefer. Sharing Your Wall With Good Friends Browsing the walls of your friends, promising invitations from your friends or inviting someone as your good friend who has willingness to share his/her private wall with you.

(12) Browsing Historical Sticky Notes based on Time Management Interface Users can utilizes the time management interface to browse historical sticky notes belonging to different periods. The Developing Scenario of the PasteWall. Web 2.0 Data. Web 3.0 Information. Knowledge. Social Network update Social Network building. Tim Berners-Lee （2010).

(13) Developing Collaborative Problembased Learning Platform with Facilitating Community Interaction Mechanism. Background  Considering the notion of Dewey’s social aspects of learning, Heo, Lim and Kim’s study (2010) indicated that learners are likely to achieve better learning outcomes from PBL in collaborative contexts.  Moreover, to increase communication and collaboration opportunities, members of a learning group must be aware of the social networks that exist within that learning group (Cadima et al., 2010).  Cadima et al. (2010) argued that the visualization of the social networks, given as feedback, could obtain a positive impact on augmenting learners’ social network awareness in a learning group..

(14) Motivations Incorporating a social network analysis to offer better understanding of the structural pattern of online interaction in PBL. In Web-based cooperative PBL learning environments, peer-to-peer interaction often suffers from the difficulty due to lack of exploring useful social interaction information, so that peers cannot find appropriate learning partners to make an effective cooperative learning. Presenting a novel scheme of mining social interactive networks for promoting social awareness of learners and recommending appropriate learning partners for individual learners in a cooperative problem-based learning environment.. Problem-based Learning System. Designing a teaching plan of integrating information technology into instruction based on the proposed problem-based learning procedures.

(15) Cognition-Action-Reflection Mental Processes for PBL. Cognition-action-reflection mental processes for problem-solving learning. The Teacher Interface for Designing Learning Scaffolding. Design learning scaffolding for learners.

(16) Message Center for Supporting Interaction with Peers. Sending messages to seek peer’s assistance. The Learner Interface for Displaying Current Learning Status. Displaying current learner’s learning stage in PBL.

(17) An Example of Learning Social Networks in PBL Source A B D. E Island Item Interactive Type Hub. Source. Sink Island. C. F Sink. Hub The Judgment Rule for Identifying Interactive Types Both in-degree and out-degree interaction values are high In-degree interaction value is low and out-degree interaction value is high In-degree interaction value is high and out-degree interaction value is low Both in-degree and out-degree interaction values are low. Interactive Character Actively and frequently bidirectional interaction with the other learning peers Actively unidirectional interaction with the other learning peers Passively unidirectional interaction with the other learning peers Few or no interaction with the other learning peers. Interactive Relationship Between Learners. The in-degree and out-degree interaction values represent the degrees of popularity and initiative, respectively, of learners in the cooperative PBL environment. The bidirectional interaction represents the active degree of a learner in the cooperative PBL environment..

(18) Teacher Interface for Understanding all Learners Interaction Statuses. Display each learner’s interaction status with peers. Social Position Presentation for Encouraging Interaction with Peers Top three learners with highest social position.

(19) Detailed Social Interaction Presentation for Individual Learner The detailed social interaction relationships of number 72 learner. Learning Partner Recommendation for Individual Learner Learning partner recommendation for individual learner.

(20) Identifying Learning Roles based on In-Out Interaction Degree. Identifying learning role for teacher. Identifying Learning Roles based on In-Out Interaction Degree and Message Types. Identifying learning role for teacher.

(21) Group Formation based on Learning Roles Identified for Collaborative PBL. Group formation for collaborative PBL. The Finished Teaching Plan of the First PBL Stage. The finished teaching plan of the first PBL stage.

(22) The Finished Teaching Plan of the Second PBL Stage. The finished teaching plan of the second PBL stage. The Finished Teaching Plan of the Third PBL Stage. The finished teaching plan of the third PBL stage.

(23) The Finished Teaching Plan of the Third PBL Stage (cont.). The finished teaching plan of the third PBL stage. Developing Collaborative Reading Annotation System for Supporting Effective E-reading.

(24) Motivation  Reading annotation belongs to explicit reading behavior, which contains reader’s reading knowledge and skills  A digital article with different reading annotations provides benefits in terms of promoting critical thinking and knowledge debate  The developed collaborative reading annotation system provides benefits in terms of accumulating and sharing knowledge of readers who cooperatively participate in reading or learning processes on digital article  The digital article with semantic annotation can help new readers to understand the article more efficiently as well as help readers who had read this article to obtain deeper and broader knowledge  The annotated information comes from collective intelligence of different readers , thus having very high potential on exploring value-added reading knowledge via data mining techniques. The Developed Collaborative Reading Annotation System  Writing and managing reading annotations  Browsing reading annotations contributed by others  Replying and arguing reading annotations contributed by others  Gathering favorite reading annotations  Automatically suggesting reading annotation skills  Automatically recommending high quality reading annotations  Exploring reading annotation experts (current work).

(25) Selecting Reading Annotation Range. Setting Reading Annotation as Public or Private State.

(26) Increasing a Reading Annotation based on a Reading Annotation Type Selected. Amending or Deleting an Existed Reading Annotation.

(27) Replying, Arguing or Rating Reading Annotations Contributed by Others. Arguing Reading Annotations Contributed by Others.

(28) Setting Configuration for Recommending High Quality Reading Annotations. Automatically Suggesting Reading Annotation Skills and High Quality Reading Annotations.

(29) Using Wiki to Co-editing Reading Report After Performing Collaborative Reading Annotation Learning Activity. Wikis in Educational Context Support collaborative learning and writing Support project based and inquiry based learning Promote creativity Encourage critical searching Provide easy online updating content.

(30) Editing Reading Report by HTML Editor. Browsing Co-editing Processes.

(31) Thanks for Your Listening!!.

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