Developing Learning Platform with Web 2.0 Features to Promote Web-
based 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
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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 student-
student, student-teacher, and student-content
Web 2.0 technologies are changing pedagogies and bringing out the necessity for
more effective two way communication,
promoting interaction and collaboration,
sharing and flexible participation.
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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.
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Web 2.0 Concepts
Web 2.0 is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, user-
centered design, and collaboration on the World Wide Web.
The concept of Web-as-participation-platform captures many of these characteristics.
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Web 2.0 Features
Two way communication
User generated content
Openness
Easy sharing
Writing comment and feedback
Rich design
RSS feeding
Collective Intelligence
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Principles of Web 1.0
Reading Receiving Researching
Principles of Web 1.0 and Web 2.0
Principles of Web 2.0
Contributing Collaborating
Creating
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Web 1.0 vs Web 2.0 by Jim Cuene
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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?
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Developing PasteWall Community Platform for Supporting Effective
Idea Sharing and Discussion
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Learning Scenario for Knowledge Construction based on Idea Sharing and Discussion
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
Yes, we found it!!
Sticky notes
Quick Note
( note-taking APPs )
Knowledge Management ( database and mind map )
Community Interaction ( social platform )
Micro-blog Plurk/Facebook Personal Database
Evernote
Online Cooperation Platform Google Doc
Sticky Notes
Why Have Sticky Notes Not Still Been Replaced by Computers?
Using legal registered ID or Email to login the PasteWall system based on https security design
The Login User Interface of PasteWall
Beginning to Paste Your Thoughts by Virtual Sticky Notes!!
Writing down your thoughts and selecting the corresponding type of tag to paste your virtual sticky note then click “Paste” button to paste your sticky note on private or public wall
Sharing Hyperlinks and Multimedia Gathered from the Internet
Pastewall can paste various types of contents including text, Youtube video, picture, and hyperlink. Each virtual sticky note pasted can be revised by editing interface
Text and hyperlink
Picture and
image Video
Enlarging the Picture for Watching Details
Enlarging video or picture for watching details
Replying and Promoting Your Favorite Virtual Sticky Notes
Replying notes that your feel interest
Write down your
responses to some note
Promoting 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
Browsing Historical Notes based on Time Management Interface
Users can utilizes the time management interface to browse historical notes belonging to different periods
Data Information Knowledge
Web 2.0 Web 3.0
Tim Berners-Lee （2010)
Social Network building Social Network update
The Developing Scenario of the PasteWall
Developing Collaborative Problem- based 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.
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
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Designing a teaching plan of integrating
information technology into instruction based on the proposed problem-based learning
procedures
Cognition-Action-Reflection Mental Processes for PBL
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Cognition-action-reflection mental processes for problem-solving learning
The Teacher Interface for Designing Learning Scaffolding
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Design learning scaffolding for learners
Message Center for Supporting Interaction with Peers
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Sending messages to seek peer’s assistance
The Learner Interface for Displaying Current Learning Status
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Displaying
current learner’s learning stage in PBL
An Example of Learning Social Networks in PBL
A B
C F
D
E
Source
Hub Island Sink
A B
C F
D
E
Source
Hub Island Sink
Item Interactive Type
The Judgment Rule for
Identifying Interactive Types Interactive Character Hub Both in-degree and out-degree
interaction values are high
Actively and frequently bidirectional interaction with the
other learning peers Source
In-degree interaction value is low and out-degree interaction
value is high
Actively unidirectional interaction with the other
learning peers Sink
In-degree interaction value is high and out-degree interaction
value is low
Passively unidirectional interaction with the other
learning peers Island Both in-degree and out-degree
interaction values are low
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.
Teacher Interface for Understanding all Learners Interaction Statuses
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Display each learner’s
interaction status with peers
Social Position Presentation for Encouraging Interaction with Peers
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Top three learners with highest social position
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
Identifying Learning Roles based on In-Out Interaction Degree
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Identifying
learning role for teacher
Identifying Learning Roles based on In-Out Interaction Degree and Message Types
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Identifying
learning role for teacher
Group Formation based on Learning Roles Identified for Collaborative PBL
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Group formation for collaborative PBL
The Finished Teaching Plan of the First PBL Stage
The finished teaching plan of the first PBL stage
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
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
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
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The Developed Collaborative Reading Annotation System
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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)
Selecting Reading Annotation Range
Setting Reading Annotation as Public or Private State
Increasing a Reading Annotation based on a Reading Annotation Type Selected
Amending or Deleting an Existed Reading Annotation
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Replying, Arguing or Rating Reading Annotations Contributed by Others
Arguing Reading Annotations Contributed by Others
Setting Configuration for Recommending High Quality Reading Annotations
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Automatically Suggesting Reading Annotation Skills and High Quality Reading Annotations
Using Wiki to Co-editing Reading Report After Performing Collaborative Reading Annotation Learning Activity
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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
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Editing Reading Report by HTML Editor
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Browsing Co-editing Processes
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