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E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence

Copyright © 2010. 23 pages.
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DOI: 10.4018/978-1-60566-788-1.ch003
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MLA

Chaka, Chaka. "E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 38-60. Web. 23 Oct. 2014. doi:10.4018/978-1-60566-788-1.ch003

APA

Chaka, C. (2010). E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence. In H. Yang, & S. Yuen (Eds.) Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 38-60). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch003

Chicago

Chaka, Chaka. "E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 38-60 (2010), accessed October 23, 2014. doi:10.4018/978-1-60566-788-1.ch003

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Abstract

This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW has the potential to take e-learning 2.0 to new frontiers of advancement. Most significantly, the chapter argues that Web 2.0 and the SW provide an ideal platform for harnessing collective intelligence, collective knowledge, the power of the groundswell, the network effect, and the collective power of simulation for higher education institutions (HEIs) in the area of elearning 2.0. Against this backdrop, the chapter provides, first, a short overview of e-learning 2.0, Web 2.0 and the SW. Second, it characterises the way in which Web 2.0 social software technologies (e.g., blogs, wikis, social networks and virtual worlds) can be deployed in HEIs for delivering e-learning 2.0 for educational purposes. In addition, it outlines the manner in which the SW (in the form of semantic blogs, semantic wikis, semantic social networks and semantic virtual worlds) can enhance each of these Web 2.0 technologies for deploying e-learning 2.0 in HEIs.
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E-Learning 2.0, Web 2.0 And The Sw: Overview

This section offers a brief overview and related multidimensional definitions of e-learning 2.0, Web 2.0 and the SW. It also establishes the nexus existing between the last two instances of hybrid technologies and e-learning 2.0.

E-Learning 2.0

E-learning 2.0 is perceived in three related perspectives here. First, it is an approach that involves virtual collaborative and distance learning leveraged through computer-mediated communication technologies. Accordingly, it enables learners to actively participate in the learning value chain as creators and co-creators of content, and as authors, co-authors and contributors of knowledge by harnessing each other's CI. In this sense, it entails an e-learning 2.0 ecosystem existing within a Web 2.0 universe (Ivanova, 2007) – such as reflected in Figure 1 - that views a learning space as a medium for personal activities and for communication and collaboration with members of learning communities. Second, it is about Web 2.0 social software technologies and services applied to e-learning (Calvani, Bonaiuti & Fini, 2008; Downes, 2004; Spadavecchia, 2008). In this instance, it is a loosely coordinated, components approach that harnesses the synergy of distinct but complementary applications and web services such as blogs, wikis, and other social software tools to support learning. As such, it is a bottom-up and learner-driven peer learning.

Figure 1.

The sample e-learning 2.0 ecosystem made up of composite Web 2.0 applications (Source htpp://bp2.blogger.com/_OxsnUFtqD1o/R0bENKEeIwIAAAAAAAAAFo/Tgx--cYEQGE/s1600-h/el2.jpg)

Third, it refers to an architecture of learning networks. Such networks are decentralised, distributed, emergent and dynamic. Therefore, it encompasses networked learning. The latter is a learning in which information and communication technologies are employed to foster connections between learners, between learners and tutors, and between learning communities and learning resources.

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Complete Chapter List

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Table of Contents
Preface
Harrison Hao Yang, Steve Chi-Yin Yuen
Chapter 1
Chien Yu, Wei-Chieh Wayne Yu, Chun Fu Lin
Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become... Sample PDF
Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?
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Chapter 2
Clara Pereira Coutinho, João Batista Bottentuit Jr.
In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social... Sample PDF
From Web to Web 2.0 and E-Learning 2.0
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Chapter 3
Chaka Chaka
This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW... Sample PDF
E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence
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Chapter 4
Jianxia Du, Yunyan Liu, Robert L. Brown
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This... Sample PDF
The Key Elements of Online Learning Communities
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Chapter 5
Ke Zhang, Curtis J. Bonk
This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning... Sample PDF
Generational Learners & E-Learning Technologies
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Chapter 6
Robin M. Roberts
The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering... Sample PDF
The Digital Generation and Web 2.0: E-Learning Concern or Media Myth?
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Chapter 7
Jeffrey Hsu, Karin Hamilton
Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest... Sample PDF
Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program
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Chapter 8
Dazhi Yang, Jennifer C. Richardson
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge... Sample PDF
Online Interaction Styles: Adapting to Active Interaction Styles
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Chapter 9
Yuliang Liu
Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six... Sample PDF
Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning
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Chapter 10
Bo Kyeong Kim, Youngkyun Baek
Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its... Sample PDF
Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment
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Chapter 11
Jeannine Hirtle, Samuel Smith
Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for... Sample PDF
When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
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Chapter 12
Luiz Fernando de Barros Campos
This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations.... Sample PDF
Could Web 2.0 Technologies Support Knowledge Management in Organizations?
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Chapter 13
Colleen Carmean
Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it... Sample PDF
E-Learning Design for the Information Workplace
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Chapter 14
Paraskevi Mentzelou, Dimitrios Drogidis
The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to... Sample PDF
The Impact of Information Communication Technology (ICT) to the Greek Educational Community
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Chapter 15
Richard Hartshorne, Haya Ajjan, Richard E. Ferdig
In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant... Sample PDF
Faculty Use and Perceptions of Web 2.0 in Higher Education
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Chapter 16
Susanne Markgren, Carrie Eastman, Leah Massar Bloom
In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in... Sample PDF
Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library
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Chapter 17
Betül C. Özkan
Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and... Sample PDF
Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age?
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Chapter 18
Hsiu-Ting Hung
The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores... Sample PDF
New Literacies in New Times: A Multimodal Approach to Literacy Learning
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Chapter 19
Rajani S. Sadasivam, Katie M. Crenshaw, Michael J. Schoen, Raju V. Datla
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the... Sample PDF
Transforming Continuing Healthcare Education with E-Learning 2.0
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Chapter 20
Brian Smith, Peter Reed
The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase... Sample PDF
Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0
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Chapter 21
F. R. Nordengren, Ann M. York
This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of... Sample PDF
Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning
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Chapter 22
Kathryn Kennedy, Jeff Boyer, Catherine Cavanaugh, Kara Dawson
Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the... Sample PDF
Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers
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Chapter 23
Clara Pereira Coutinho
In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho... Sample PDF
Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice
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Chapter 24
Pearl Chen
This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as... Sample PDF
From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design
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Chapter 25
Carl Scott, Youmei Liu, Madhuri Kumar
This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of... Sample PDF
Authentic Learning in Second Life: A Constructivist Model in Course Design
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Chapter 26
C. Candace Chou
This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service... Sample PDF
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
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Chapter 27
Steve Chi-Yin Yuen, Harrison Hao Yang
Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction... Sample PDF
Using Blogfolios to Enhance Interaction in E-Learning Courses
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Chapter 28
Priti Srinivas Sajja
Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning... Sample PDF
Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML
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Chapter 29
Ivan Angelov, Sathish Menon, Michael Douma
This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups... Sample PDF
Finding Information: Factors that Improve Online Experiences
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Key Terms in this Chapter

Second Life (SL): SL is a synthetic 3D online world (simulation) where users or their avatars can virtually walk, fly, swim, teleport, etc.

BuRST (Bibliography Management using RSS Technology): This is a lightweight specification for publishing bibliographic information using RSS 1.0 and bibliography-related metadata standards.

Facebook: Interactive social networking site (started at Harvard University) allowing users to create networks of friends, personal profiles, blogs, music, photos and videos.

Paraverses: Also known as mirror worlds, paraverses are VWs such as Google Earth that operate beyond metaverses.

Intraverses: Intraverses are VWs operating within corporate firewalls.

Ontologies (Ontology): Ontologies consist of a set of knowledge terms, including the vocabulary, the semantic interconnections and some simple rules of inference and logic for a particular topic. Technically, an ontology is a text-based piece of reference-knowledge, stored somewhere on the Web (for agents to consult it when necessary) and is represented and accessed through the syntax of an ontology representation language.

Semantic Desktop: This is a SW based virtual desktop allowing users to file and store personal data like messages, documents, multimedia, etc. It is an instance of desktop and cloud computing.

Metaverses: These are VWs (such as SL) that are essentially socially inclined as opposed to being game oriented.

Networked Semantic Desktop: This is a global desktop network which can connect people and communities to directly collaborate with their peers while reducing the amount of time spent filing and filtering information.

MMORPGs (Massively multi-player online role-playing games): These are Web-based simulated computer games (such as World of Warcraft) involving multiple players simultaneously.