Archive for February, 2008

Since I discussed E-Learning 2.0 in this blog couple days ago, I want to take this opportunity here to invite you to consider contributing your expertise to a forthcoming book edited by me and Prof. Harrison Yang of the State University of New York at Oswego, entitled Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking.

E-learning 2.0 is evolving to one of the most exciting, dynamic, and challenging fields involving teaching and learning. The widespread Web 2.0 applications have the capacity for educational institutions and corporations involved in training to extend the possibilities of e-learning. E-learning 2.0 has the potential to become far more personal, social, and flexible. In the fields of e-learning, distance education, instructional technology, knowledge management, etc., there exists a need for an edited collection of chapters that provide a balance of research, theory, and applications on both innovative Web 2.0 technologies and future e-learning.

Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking
will aim to introduce theoretical framework of e-learning 2.0 based on Web 2.0 technologies and provide practical aspect of e-learning 2.0 that includes research, case studies, best practices, pedagogical approaches and strategies, related resources and projects, etc.

Recommended topics include, but are not limited to, the following:

Part 1: From Web to Web 2.0 and E-learning 2.0

  • The Read/Write Web, The Social Web, Web 2.0, The Web as Platform
  • E-learning 2.0
  • Social Networking
  • Digital Natives or Net Generation
  • New Learning Paradigms, Approaches to Studying/Learning Styles
  • Connectivism, Constructivism, and other Learning Theories
  • Learning and Knowledge Communities, Knowledge Management

Part 2: Web 2.0 Technologies in Education and Training

  • Blogs, Content Aggregation, Feeds (RSS and Atom), Tagging and Syndication
  • Online File/Work Editing and Sharing (Google Doc, Writeboard, etc.)
  • Media Sharing (Flickr, SlideShare, YouTube, Zoomr, Putfile, etc.)
  • Podcasting and screencasting, iTunes U
  • Wikis (Web-based, Desktop, and Mobile Wikis, etc.)
  • Folksonomy, Social Bookmarking (del.icio.us, Furl, etc.)
  • Social Networking Services (EduSpace, Facebook, MySpace, etc.)
  • Educational Games and Simulations
  • Virtual Worlds (Second Life, Active Worlds, Galaxiki, etc.)

Part 3: Issues and Trends Related to E-learning 2.0

  • Blended Learning, Rapid E-learning, Flexible Learning, Microlearning
  • Corporate E-learning, E-Moderating
  • Mobile Learning, Mobile Web 2.0, Mobile Collaborate Learning
  • Informal and/or formal Network Learning
  • Virtual Learning Environments or Learning Management System
  • Knowledge Forum and Knowledge Building Theory
  • Online Learning Community
  • Computer-Mediate Communication, Computer-Supported Collaborative Learning
  • Theory and Practices of E-learning 2.0 in Teaching and Training, Pedagogical Approaches or Perspectives for E-learning 2.0, Designing and Delivering E-learning 2.0

Part 4: E-Learning 2.0 and Beyond

  • Web 3.0, School 2.0, University 2.0, Classroom 2.0, Library 2.0
  • Critical Factors in Implementing E-learning 2.0
  • Assessing E-learning 2.0 in Teaching and Learning
  • Future of E-learning

For more information and recommended topics, please visit the website at: http://book.yuen.us

Should you accept this invitation, I would like to kindly ask that, on or before April30, 2008, you submit via e-mail a 2-3 page chapter proposal for review that clearly explains the mission and concern of your proposed chapter. Should your proposal be accepted, you will be notified by May 31, 2008, and given until August 31, 2008, to submit your chapter upon which it will be sent for double-blind peer review. The book is scheduled to be published by IGI Global (formerly Idea Group Inc.), www.igi-global.com, publisher of the IGI Publishing (formerly Idea Group Publishing), Information Science Publishing, IRM Press, CyberTech Publishing, Information Science Reference (formerly Idea Group Reference), and Medical Information Science Reference imprints.

IGI Global

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Online information and communication is changing the way instructors and learners interact and learn. Today, the Web is no longer just an information repository or a place to search for resources. Traditional Web applications typically consist of browsing and searching on the Internet and are essentially a reading operation. In contrast, the new Web (Web 2.0 or Read/Write Web) is a place to find other users, to exchange ideas and thoughts, to demonstrate creativity, and to create new knowledge. Web 2.0 applications, such as wikis, blogs, social bookmarking, and podcasts, have emerged in a rich, interactive, user-friendly application platform that allow users to read and also to write to the Web. Web 2.0 has transformed the Web into a global network community where every user is invited to create content. The Web is shifting from being a medium, in which information is transmitted and consumed, into being a platform, in which content is created, shared, remixed, repurposed, and exchanged. The unique feature of many Web 2.0 applications is that it harnesses the collective intelligence of users. Learners become part of a global human network in which they can harness the collective intelligence of people in the world that could have never been possible previously. Learners can interact with other learners, gain from their experiences, and then construct their own knowledge. The advent of Web 2.0 technologies allows teachers and trainers to empower learners and create exciting new learning opportunities.

The widespread Web 2.0 applications have the capacity for educational institutions and corporations involved in training to extend the possibilities of e-learning. Consequently, the model of e-learning 2.0 (as coined by Stephen Downes) has been emerged. Stephen Downes, in his 2005 article  E-Learning 2.0, noted:

What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is “delivered,” and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read- and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

Similarly, Steve O’hear, in his 2006 article e-learning 2.0 – how Web technologies are shaping education, pointed out that the early promise of e-learning has not been fully realized. He wrote:

The traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive – and which tends to be structured around courses, timetables, and testing. That is an approach that is too often driven by the needs of the institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a ‘small pieces, loosely joined’ approach that combines the use of discrete but complementary tools and web services – such as blogs, wikis, and other social software – to support the creation of ad-hoc learning communities.

Web is no longer an information repository or a place to search for resources. The new Web a place to find other learners, to exchange ideas and thoughts, to demonstrate creativity, and to create new knowledge. With the new tools and services provided by the new Web, it starts laying the foundation for innovative ideas such as Classroom 2.0, Library 2.0, School 2.0, University 2.0, and E-learning 2.0.

E-learning 2.0 can capitalize on many sources of content aggregated together into learning experiences and utilize various tools including online references, courseware, knowledge management, collaboration and search. E-learning 2.0 differs from traditional e-learning. Instead of learners simply receiving, reading, and responding to learning content in traditional e-learning; e-learning 2.0 allows learners to create content and to collaborate with peers to form a learning network with distribution of content creation and responsibilities. In addition, e-learning 2.0 allows learners to easily access content through search, aggregation, and tagging. It provides learners with opportunities to interact with the content and share their thoughts and comments with not only the instructors but also with other learners. E-learning 2.0, therefore, is evolving to one of the most exciting, dynamic, and challenging fields involving teaching and learning.

[My colleague, Dr. Harrison Yang at the State University of New York at Oswego, also contributes to this post]

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I have introduced SlideShare and ShowBeyond for creating online multimedia slideshows in my previous posts. For the past few weeks, I found several other Web 2.0 applications for creating slideshows which I think they deserve my attention.  They are:

  • Animoto – A web application that automatically generates professionally produced videos using their own patent-pending technology and high-end motion design. Each video is a fully customized orchestration of user-selected images and music.

    • MyPlick – Like Slideshare, MyPlick allows users to create slideshows and offer an interactive widget for viewers. Images, PowerPoint presentations, and PDF files can be uploaded to create your slideshow. You can add audio narration or music to your slideshow. Also, you can add notes for each slide to provide additional information to viewers.

    • Slide – A great tool to express yourself and tell stories through personalized photos and videos created on Slide.com and viewed anywhere on the Web.

    • SlideRocket – A web application that provides users to design professional quality presentations, manage and share libraries of slides and assets, and to deliver presentations in person or remotely over the web.

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    My colleague, Dennis Vital, came across an article “The Top 50 Proprietary Programs that Drive You Crazy – and Their Open Source Alternatives” on the WHDb. The article is written by Jimmy Atkinson who compares various proprietary programs/products with open source programs. Dennis alerts me about this post since he knows I am a strong advocate for the use of Open Source in schools. I am glad he did and I found the article is very interesting. Overall, Mr. Atkinson does a great job of compiling the list. I am not surprised that many of my favorite Open Source programs are included although some are missing (i.e., KompoZer, NotePad++, GimpShop, VLC player, and etc). Nonetheless, here are the top 50 proprietary programs and their Open source alternative discussed in the article. To read the full article, please visit Jimmy Atkinson’s post on the WHDb.


    1. Windows Vista OS to Ubuntu OS

    2. Internet Explorer Browser to Firefox Browser

    Office Suites

    3. Microsoft Office to OpenOffice

    4. Mactopia to NeoOffice

    Office Tools

    5. MathWorks MATLAB to Scilab

    6. Microsoft Access to Kexi

    7. Microsoft Word to OpenOffice Writer

    8. Microsoft Excel to OpenOffice Calc

    9. Microsoft Visio to Dia


    10. Blackboard to Moodle

    11. Box to Cabos

    12. Microsoft Project to Open Workbench

    13. Mindjet to FreeMind

    Graphic Programs

    14. Adobe Illustrator to Inkscape

    15. Adobe PhotoShop to GIMP

    16. Adobe Premiere to Avidemux

    17. AutoCAD to Archimedes

    18. Microsoft PowerPoint to OpenOffice Impress

    19. Microsoft Paint to Tux Paint

    Web Editors

    21. Adobe GoLive CS2 to Mozilla SeaMonkey

    22. Adobe Dreamweaver to NVU

    23. Macromedia Flash Professional to OpenLaszlo

    24. Microsoft Frontpage to Bluefish

    25. Windows Notepad to ConTEXT

    26. Altova XMLSpy to XML Copy Editor


    27. Adobe Acrobat to PDFCreator

    28. Adobe Framemaker to DocBook

    29. Microsoft Publisher to Scribus


    30. AIM to Pidgin

    31. FeedDemon to RSS Bandit

    32. Microsoft MSN Messenger to aMSN

    33. Microsoft Outlook to Thunderbird

    34. Skype to Wengophone


    35. iTunes to Songbird

    36. Nero Burning Rom to K3b

    37. Quicktime to Darwin Streaming Server

    38. TiVo Desktop to Galleon.tv

    39. Windows Media Player to Miro


    40. CuteFTP to Filezilla

    41. iBackup to ZManda

    42. Norton Ghost to Partition Image

    43. Rational Purify to Valgrind

    44. WinZip to 7-Zip


    45. Kaspersky Anti-Virus Personal to Winpooch

    46. McAfee VirusScan to ClamWin

    47. Norton Personal Firewall to WIPFW


    48. Authorize.net to OpenSSL

    49. Microsoft Money (Plus) to TurboCash

    50. Quickbooks to Compiere

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    I just returned from attending the Creating Futures Technology Conference (CFTTC) in Biloxi, Mississippi.  The CFTTC is Mississippi’s only statewide technology conference and trade show for post-secondary education.  The first CFTTC was held in 1997 and was sponsored by the Institutions of Higher Learning (IHL) and the State Board for Community and Junior Colleges (SBCJC).  This was my fifth time to present at the CFTTC.  I have always enjoyed the opportunity of sharing my ideas and thoughts on the use of technology to help Mississippi students learn with colleagues at other colleges and universities in Mississippi.  For the past two days, I made three presentations at the CFTTC and thought they went well.  Here are my slideshows.  Hopefully, they are helpful for those who were unable to attend the CFTTC this year.

    Presentation 1

    Teaching and Learning with the Digital Natives


    Presentation 2

    The University of Southern Mississippi’s Podcasting Pilot Project




    Presentation 3

    Open Source in Higher Education



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    Mobile devices are getting smaller and more powerful.  They have the ability to deliver learning objects and provide access to online systems and services.  Today, mobile devices such as cell phones, personal digital assistants (PDAs), smart phones, Blackberry, iPods, MP3 and MP4 players are finding their way into classrooms in students’ pockets.  These high tech gadgets are useful learning support tools for students.  Unfortunately, many teachers and administrators have serious concerns about the use of these high tech gadgets in schools.  Some schools are so afraid and go extreme to ban these mobile devices for security and other reasons.  It is true that mobile devices could be disruptive and dangerous in schools.  So can pencils and scissors, as Doug Johnson made his points in the article “A Proposal for Banning Pencils” as well as Wesley Fryer argued in his online article “Scissors and Cell Phones.”  Banning these devices is not a good solution since the Internet is not going away, and neither are online social networks, cell phones, mp3 players, and other mobile devices.As teachers and educators, we should educate our students with the proper use of the mobile technologies.  We should work together with our students who are digital natives to figure out how these devices can be used in authentically ways to enhance teaching and learning.  Teachers and school administrators should embrace the rich learning enhancing possibilities that these mobile devices provides and will provide even more so in the future.  Instead of banning these wonderful learning tools in schools, we must ensure that educational practices include the adoption of mobile technologies in productive ways.

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    Shelfari is a book centered social network where members can catalog, tag, review, and discuss books. With Shelfari, you can create virtual bookshelves of books you have read, plan to read and currently own. Your bookshelf is literally a shelf that allows visitors to browse through your book collection. You can search for books by title, author, ISBN and subject, or import a text file from services like Delicious Library or LibraryThing. You can sign up for free and register an unlimited number of books.

    Shelfari has a simple interface with some great features and the best of social networking, Also, Shelfari comes with a Shelfari widget with a sleek look and simple interface. The Shelfari widget works on most blogs and social networks, including Blogger, Typepad, Xanga, and Vox. I like Shelfari and think it is a great tool for teachers and librarians. They can use Shelfari to share books with their students and colleagues as well as post the new book collection in their library.

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