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The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

Jonathan Bishop
Copyright: © 2010 |Pages: 17
ISBN13: 9781605667034|ISBN10: 160566703X|ISBN13 Softcover: 9781616924447|EISBN13: 9781605667041
DOI: 10.4018/978-1-60566-703-4.ch005
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MLA

Bishop, Jonathan. "The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning." Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education, edited by Tiong Thye Goh, IGI Global, 2010, pp. 72-88. https://doi.org/10.4018/978-1-60566-703-4.ch005

APA

Bishop, J. (2010). The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning. In T. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp. 72-88). IGI Global. https://doi.org/10.4018/978-1-60566-703-4.ch005

Chicago

Bishop, Jonathan. "The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning." In Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education, edited by Tiong Thye Goh, 72-88. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-703-4.ch005

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Abstract

Knowledge it could be argued is constructed from the information actors pick up from the environments they are in. Assessing this knowledge can be problematic in ubiquitous e-learning systems, but a method of supporting the critical marking of e-learning exercises is the Circle of Friends social networking technology. Understanding the networks of practice in which these e-learning systems are part of requires a deeper understanding of information science frameworks. The Ecological Cognition Framework (ECF) provides a thorough understanding of how actors respond to and influence their environment. Forerunners to ecological cognition, such as activity theory have suggested that the computer is just a tool that mediates between the actor and the physical environment. Utilising the ECF it can be seen that for an e-learning system to be an effective teacher it needs to be able to create five effects in the actors that use it, with those being the belonging effect, the demonstration effect, the inspiration effect, the mobilisation effect, and the confirmation effect. In designing the system a developer would have to consider who the system is going to teach, what it is going to teach, why it is teaching, which techniques it is going to use to teach and finally whether it has been successful. This chapter proposes a multi-agent e-learning system called the Portable Assistant for Intelligently Guided Education (PAIGE), which is based around a 3D anthropomorphic avatar for educating actors ubiquitously. An investigation into the market for PAIGE was carried out. The data showed that those that thought their peers were the best form of support were less likely to spend more of their free time on homework. The chapter suggests that future research could investigate the usage of systems like PAIGE in educational settings and the effect they have on learning outcomes.

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