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Developing and Utilizing
E-Learning Applications
Fotis Lazarinis
University of Teesside, UK

Steve Green
Teesside University, UK

Elaine Pearson
Teesside University, UK

InformatIon scIence reference

Hershey • New York
Director of Editorial Content: Kristin Klinger
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Published in the United States of America by

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or com-
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Library of Congress Cataloging-in-Publication Data

Developing and utilizing E-learning applications / Fotis Lazarinis, Steve Green and Elaine Pearson, Editors.
p. cm.
Includes bibliographical references and index.
Summary: "This book augments the expanding e-learning industry by offering methods and tools necessary to create and
maintain e-learning applications"--
Provided by publisher.
ISBN 978-1-61692-791-2 (hardcover) -- ISBN (invalid) 978-1-61520-793-6 (ebook)
1. Internet in education. 2. Computer-assisted instruction. 3. Instructional systems--Design. 4. Human-computer interaction.
I. Lazarinis, Fotis. II. Green, Steve, 1957- III. Pearson, Elaine, 1957-
LB1044.87.D493 2011
371.33'44678--dc22
2009052435

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Editorial Advisory Board
Kinshuk, Athabasca University, Canada
Chris Panagiotakopoulos, University of Patras, Greece
Norm Friesen, Thompson Rivers University, Canada
Alexandra Cristea, University of Warwick, UK
Ashok Patel, De Montfort University, UK
Yongwu Miao, Open University, The Netherlands
Dimitris Kanellopoulos, University of Patras, Greece
Spiros Sirmakessis, Technological Educational Institute of Mesolonghi, Greece
George Styliaras, University of Ioannina, Greece
Jesus G. Boticario, Universidad Nacional de Educacion a Distancia, Spain
Kyparisia Papanikolaou, School of Pedagogical and Technological Education, Greece
Stephen Marshall, Victoria University of Wellington, New Zealand
Dimitrios Koukopoulos, University of Ioannina, Greece
Piers MacLean, Cranfield University, UK

List of Reviewers
Michael Piotrowski, ZHAW Zurich University of Applied Sciences, Switzerland
Marta Covadonga Mora Aguilar, Universitat Jaume I, Spain
Kate Taylor, Newnham College, UK
George Koutromanos, University of Athens, Greece
Luis Payá Castelló, Universidad Miguel Hernández, Spain
Helen Farley, University of Queensland, Australia
Jocene Vallack, CQ University, Australia
Sabrina Leone, Università Politecnica delle Marche, Italy
Anthonia N. Maduekwe, University of Lagos, Nigeria
Lea Kuznik, University of Ljubljana, Slovenia
Minoru Nakayama, CRADLE, Tokyo Institute of Technology, Japan
Alicia Maria Mateos Ronco, Universidad Politécnica de Valencia, Spain
Brian Nolan, Institute of Technology Blanchardstown, Dublin, Ireland
Natasha Hughson, University of Advancing Technology, USA
Sergio Gutierrez-Santos, University of London, UK
Lilyana Nacheva-Skopalik, Technical University of Gabrovo, Bulgaria
Bob Barrett, American Public University, USA
Mª del Mar Marín Sánchez, Universidad Politécnica de Valencia, Spain
Vasillis Tsoulkas, General Secretariat for Research and Technology, Greece
Ugo Barchetti, Università del Salento, Italy
Carmen Bao Iturbe, Universidad de la Rioja, Spain
Eleonora Pantano, University of Calabria, Italy
Juan José Miralles Canals, Universidad de Castilla-La Mancha, Spain
Olú Ekúndayò, Jackson State University, USA
Table of Contents

Preface .................................................................................................................................................xiii

Chapter 1
Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments .................. 1
Sabrina Leone, Università Politecnica delle Marche, Italy
Giuliana Guazzaroni, Università Politecnica delle Marche, Italy

Chapter 2
Customizing and Personalizing an Adult Blended Course: An Italian Experience on Lifelong
Learning ............................................................................................................................................... 25
Valeria Pandolfini, University of Genoa, Italy

Chapter 3
Development of a Web-Based Educational Platform to Interact with Remote Mobile Robots ............ 46
Luis Payá, Miguel Hernández University, Spain
Oscar Reinoso, Miguel Hernández University, Spain
David Úbeda, Miguel Hernández University, Spain
Luis M. Jiménez, Miguel Hernández University, Spain
José M. Marín, Miguel Hernández University, Spain

Chapter 4
Evaluating and Implementing Teaching Standards: Providing Quality Online Teaching
Strategies and Techniques Standards .................................................................................................... 66
Bob Barrett, American Public University, USA

Chapter 5
Patterns of Interaction in Online Learning............................................................................................ 84
Kevin Downing, City University of Hong Kong, Hong Kong S.A.R.
Kristina Shin, Hong Kong Polytechnic University, Hong Kong S.A.R.
Flora Ning, City University of Hong Kong, Hong Kong S.A.R.
Chapter 6
Design and Implementation Issues of Interoperable Educational Application: An ICT
Application for Primary School English Education in Japan ............................................................. 100
Yasushige Ishikawa, Kyoto University of Foreign Studies, Japan
Mutsumi Kondo, Tezukayamagakuin University, Japan
Craig Smith, Kyoto University of Foreign Studies, Japan

Chapter 7
Virtual Worlds: New Ways of Learning .............................................................................................. 125
Lea Kuznik, University of Ljubljana, Slovenia

Chapter 8
E-Learning Challenges in the European Knowledge-Based Society: Romania Case Study .............. 138
Cristina Barna, Spiru Haret University, Romania
Manuela Epure, Spiru Haret University, Romania
Ruxandra Vasilescu, Spiru Haret University, Romania

Chapter 9
Online Learning Management and Learners’ Behavior: A Case Study of Online Learning
in Japan ............................................................................................................................................... 155
Minoru Nakayama, Tokyo Institute of Technology, Japan
Hiroh Yamamoto, Tokyo Institute of Technology, Japan
Rowena Santiago, California State University - San Bernardino, USA

Chapter 10
E-Learning Methodologies in Higher Education: The Case of Accounting ....................................... 175
Alicia Mateos-Ronco, Universidad Politécnica de Valencia, Spain
Mª del Mar Marín-Sánchez, Universidad Politécnica de Valencia, Spain

Chapter 11
Learning Methods in Entrepreneurial and Managerial Training......................................................... 187
Mario G.R. Pagliacci, Università degli Studi di Perugia, Italy

Chapter 12
Including Nomadic People in Collaborative E-Learning: Experiences in Research Projects ............ 203
Ugo Barchetti, University of Salento, Italy
Alberto Bucciero, University of Salento, Italy
Luca Mainetti, University of Salento, Italy

Chapter 13
Usability of Interoperable Educational Tools in Language Teacher Education: The Nigerian
Context ................................................................................................................................................ 225
A. N. Maduekwe, University of Lagos, Nigeria
A. O. Adeosun, University of Lagos, Nigeria
Chapter 14
Myth, Magic & Method: Using Subphenomenology to Analyse Weblog Data.................................. 246
Jocene Vallack, CQ University, Australia

Chapter 15
E-Learning: A Management-Oriented Fourfold Strategy in Some East African Universities ............ 269
Peter Neema-Abooki, Makerere University, Uganda
Alfred Kitawi, Strathmore University, Kenya

Compilation of References ............................................................................................................... 286

About the Contributors .................................................................................................................... 314

Index ................................................................................................................................................... 323

Detailed Table of Contents

Preface .................................................................................................................................................xiii

Chapter 1
Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments .................. 1
Sabrina Leone, Università Politecnica delle Marche, Italy
Giuliana Guazzaroni, Università Politecnica delle Marche, Italy

This chapter aims to discuss the pedagogical sustainability of interoperable formal and informal learn-
ing environments. Advantages and drawbacks will be highlighted, in terms of technological and peda-
gogical effectiveness and appropriateness, through two case studies illustrating respectively the com-
bined use of Moodle (LMS) and Elgg (PLE) at the University of Florence to facilitate lifelong learning,
and a recent experience of integration of Moodle, Mediawiki and De.li.cious.

Chapter 2
Customizing and Personalizing an Adult Blended Course: An Italian Experience on Lifelong
Learning ............................................................................................................................................... 25
Valeria Pandolfini, University of Genoa, Italy

This chapter analyzes how it is possible to integrate teaching models and use of new technologies in an
adult blended course, and to adapt training experiences to the target group, in order to offer a personal-
ized course.

Chapter 3
Development of a Web-Based Educational Platform to Interact with Remote Mobile Robots ............ 46
Luis Payá, Miguel Hernández University, Spain
Oscar Reinoso, Miguel Hernández University, Spain
David Úbeda, Miguel Hernández University, Spain
Luis M. Jiménez, Miguel Hernández University, Spain
José M. Marín, Miguel Hernández University, Spain

This chapter discusses an implementation of an interactive tool so that students can monitor and control
the evolution of a team of mobile robots through Internet. This platform is designed for a computer vi-
sion and robotics taught subject and it allows students to learn and practice the basic concepts on those
fields and their relationships.

Chapter 4
Evaluating and Implementing Teaching Standards: Providing Quality Online Teaching
Strategies and Techniques Standards .................................................................................................... 66
Bob Barrett, American Public University, USA

This chapter surveys current online teacher training standards and trends, in terms of what is required
of new online instructors. It focuses on the use of the online learning environment as a vehicle to help
instructors to prepare for online teaching.

Chapter 5
Patterns of Interaction in Online Learning............................................................................................ 84
Kevin Downing, City University of Hong Kong, Hong Kong S.A.R.
Kristina Shin, Hong Kong Polytechnic University, Hong Kong S.A.R.
Flora Ning, City University of Hong Kong, Hong Kong S.A.R.

This chapter describes a case study which examines detailed data related to student and tutor usage of
an asynchronous discussion board as an interactive communication forum during a first semester as-
sociate degree course in applied psychology, and identifies ‘what works’ in relation to discussion board
use.

Chapter 6
Design and Implementation Issues of Interoperable Educational Application: An ICT
Application for Primary School English Education in Japan ............................................................. 100
Yasushige Ishikawa, Kyoto University of Foreign Studies, Japan
Mutsumi Kondo, Tezukayamagakuin University, Japan
Craig Smith, Kyoto University of Foreign Studies, Japan

This chapter reports on the development of an innovative interoperable Information and Communica-
tion Technology (ICT) application for English teaching in primary schools in Japan. An investigation
into the use of the ICT application during a four month period at two primary schools is also described.

Chapter 7
Virtual Worlds: New Ways of Learning .............................................................................................. 125
Lea Kuznik, University of Ljubljana, Slovenia

Virtual worlds for adults (e.g. Second Life), youth (e.g. Habbo) and children (e.g. Whyville) have a
great potential for learning and teaching practices for enriching wider public and engendering collec-
tive experience and collaboration. This chapter discusses these potentials and the new challenges in the
educational field.
Chapter 8
E-Learning Challenges in the European Knowledge-Based Society: Romania Case Study .............. 138
Cristina Barna, Spiru Haret University, Romania
Manuela Epure, Spiru Haret University, Romania
Ruxandra Vasilescu, Spiru Haret University, Romania

The work reported in this chapter relates to the importance of e-learning in the European Lifelong
Learning Program 2007 – 2013, and presents the Romanian case as a comparative study with the EU
and US standards in higher education.

Chapter 9
Online Learning Management and Learners’ Behavior: A Case Study of Online Learning
in Japan ............................................................................................................................................... 155
Minoru Nakayama, Tokyo Institute of Technology, Japan
Hiroh Yamamoto, Tokyo Institute of Technology, Japan
Rowena Santiago, California State University - San Bernardino, USA

For three consecutive years, the authors have surveyed bachelors and masters students who were en-
rolled in online courses at a Japanese university, in order to study learners’ behavior while they are
engaged in online courses. It was also their goal in this study to identify learning strategies and in-
structional design techniques that can contribute to the development of e-learning standards and can be
applied to online course design and management. This book chapter will discuss how these issues were
addressed using the survey data collected over three years, and based on the results of data analyses,
provide a discussion of some guiding principles for the design and implementation of online learning.

Chapter 10
E-Learning Methodologies in Higher Education: The Case of Accounting ....................................... 175
Alicia Mateos- Ronco, Universidad Politécnica de Valencia, Spain
Mª del Mar Marín- Sánchez, Universidad Politécnica de Valencia, Spain

This chapter describes the authors’ experience in designing E-learning methodologies for the teaching
of accountancy in the Business Administration Degree Course at the Polytechnic University of Valen-
cia. The methodology designed for teaching accounting, is based on PBL (Problem Based Learning).

Chapter 11
Learning Methods in Entrepreneurial and Managerial Training......................................................... 187
Mario G.R. Pagliacci, Università degli Studi di Perugia, Italy

This chapter focuses on learning methods in entrepreneurial and managerial training. ICT changed the
role of entrepreneurs and managers and as a consequence, targets, contents and methodologies of en-
trepreneurial and managerial training need to be revised and inter-active teaching methods have to be
adopted: learning by doing, by playing and dramatization.
Chapter 12
Including Nomadic People in Collaborative E-Learning: Experiences in Research Projects ............ 203
Ugo Barchetti, University of Salento, Italy
Alberto Bucciero, University of Salento, Italy
Luca Mainetti, University of Salento, Italy

The focus of this chapter is the design of a solution for Computer-Supported Cooperative Learning
(CSCL) that is able to connect both stationary and mobile users in live shared-learning sessions. The
authors started from experiences that were mainly technology-driven to arrive at the development of
two subsystems, OpenWebTalk and MobileWebTalk in which users cooperate to perform the same
learning task.

Chapter 13
Usability of Interoperable Educational Tools in Language Teacher Education: The Nigerian
Context ................................................................................................................................................ 225
A. N. Maduekwe, University of Lagos, Nigeria
A. O. Adeosun, University of Lagos, Nigeria

This chapter presents a survey aimed at identifying the level of usability and applicability of interoper-
able educational tools in Nigeria language teacher education.

Chapter 14
Myth, Magic & Method: Using Subphenomenology to Analyse Weblog Data.................................. 246
Jocene Vallack, CQ University, Australia

Subphenomenology is a formula, which can be applied to any weblog data, or indeed any creative
work, to enable researchers to understand more about the universal implications of their most subjec-
tive reflections. This chapter formulates how subphenomenology uses intuition to access unconscious
knowing, and reveal an archetypal image of the research in question. The case studied, like all case
studies, may not be applicable to every learner who, in the described sample, shies away from technol-
ogy. But it may provide profound insight to those who self-identify with the given universal myth.

Chapter 15
E-Learning: A Management-Oriented Fourfold Strategy in Some East African Universities ............ 269
Peter Neema-Abooki, Makerere University, Uganda
Alfred Kitawi, Strathmore University, Kenya

This Chapter aims at highlighting and proposing an e-learning fourfold strategy in the management
of universities. The strategies to this effect are: Ideological, Methodological, Output, and Ecological.
Universities are therefore called to develop a clear e-learning strategy framework that is commensurate
with the existential needs; hence, a strategy that reflects and actuates the mission and vision of a uni-
versity within a specific context.
Compilation of References ............................................................................................................... 286

About the Contributors .................................................................................................................... 314

Index ................................................................................................................................................... 323

 xiii

Preface

E-learning is a field at the crossroads of different scientific areas bringing together technologists and
instructors. E-learning is the unifying term to describe the fields of online learning, web-based training,
distance learning and technology-delivered instruction. More terms have been devised in the past to
reflect the different views of people working in the broad area of computer supported learning.
Being such a broad field, it has advanced at a very fast pace; practitioners and scientists from differ-
ent disciplines work together to deliver a wide range of educational tools. While the interdisciplinary
nature of e-learning yields specific tools and solutions, designed on pedagogical principles, new, more
intelligent and adaptive tools are needed to satisfy the needs of different groups of students and different
instructional aims. A deeper understanding of the implications of e-learning for students and for learning
is another demand, if we are to improve the quality of the services on offer.
Therefore, although there are a number of scholarly publications related to e-learning, there is always
a need for alternative applications and viewpoints. Hence, the main aim of this publication is to present
specific tools and discuss issues related to the development and utilization of e-learning tools. A number
of tools and use cases are presented, some of which relate to specific educational systems and topics.
Adaptivity, utilization of new technologies in informal learning, engineering and accounting, are among
the discussed topics.
Chapter 1, by Sabrina Leone and Giuliana Guazzaroni, discusses the pedagogical sustainability of
interoperable formal and informal learning environments. Advantages and drawbacks are highlighted,
in terms of technological and pedagogical effectiveness.
Valeria Pandolfini in Chapter 2 analyzes how it is possible to integrate teaching models and use of
new technologies in an adult blended course, and to adapt training experiences to the target group, in
order to offer a personalized course.
Chapter 3 by Luis Payá, Oscar Reinoso, David Úbeda, Luis M. Jiménez and José M. Marín presents
the implementation of an interactive tool so that students can monitor and control the evolution of a
team of mobile robots through the Internet. This platform is designed for a computer vision and robotics
taught subject and it allows students to learn and practice the basic concepts on those fields and their
relationships.
Chapter 4 written by Bob Barrett surveys current online teacher training standards and trends, in terms
of what is required of new online instructors. It focuses on the use of the online learning environment
as a vehicle to help instructors to prepare for online teaching.
Kevin Downing, Kristina Shin and Flora Ning in Chapter 5 describe a case study which examines
detailed data related to student and tutor usage of an asynchronous discussion board as an interactive
communication forum.
xiv

Chapter 6, written by Yasushige Ishikawa, Mutsumi Kondo and Craig Smith, reports on the devel-
opment of an innovative interoperable Information and Communication Technology (ICT) application
for English teaching in primary schools in Japan. An investigation into the use of the ICT application
during a four month period at two primary schools is also described.
Lea Kuznik in Chapter 7, discusses the potentials and the new challenges in the educational field of
virtual worlds for adults, youth and children.
Chapter 8 by Cristina Barna, Manuela Epure and Ruxandra Vasilescu, relates to the importance of
e-learning in the European Lifelong Learning Program 2007 – 2013, and presents the Romanian case
as a comparative study with the EU and US standards in higher education.
Chapter 9 by Minoru Nakayama, Hiroh Yamamoto and Rowena Santiago surveyed bachelors and
masters students who were enrolled in online courses at a Japanese university for a period of three years,
in order to study learners’ behavior while they are engaged in online courses.
Chapter 10 by Alicia Mateos- Ronco and Mª del Mar Marín- Sánchez, describes the authors’ experi-
ence in designing e-learning methodologies for the teaching of accountancy in the Business Administra-
tion Degree Course at the Polytechnic University of Valencia. The methodology designed for teaching
accounting, is based on PBL (Problem Based Learning).
Mario G.R. Pagliacci in Chapter 11, focuses on learning methods in entrepreneurial and managerial
training. ICT changed the role of entrepreneurs and managers and as a consequence the study claims
that, targets, contents and methodologies of entrepreneurial and managerial training need to be revised
and inter-active teaching methods have to be adopted.
Ugo Barchetti, Alberto Bucciero and Luca Mainetti in Chapter 12, present the design of a solution
for Computer-Supported Cooperative Learning (CSCL) that is able to connect both stationary and
mobile users in live shared-learning sessions. The authors started from experiences that were mainly
technology-driven to arrive at the development of two subsystems, OpenWebTalk and MobileWebTalk
in which users cooperate to perform the same learning task.
Chapter 13 by Anthonia Maduekwe and Adeola Adeosun, presents a survey aimed at identifying the
level of usability and applicability of interoperable educational tools in Nigeria language teacher education.
Chapter 14 by Jocene Vallack, formulates how subphenomenology uses intuition to access uncon-
scious knowing, and reveal an archetypal image of the research in question. Subphenomenology is a
formula, which can be applied to any weblog data, or indeed any creative work, to enable researchers
to understand more about the universal implications of their most subjective reflections.
The last Chapter 15 by Peter Neema-Abooki and Alfred Kitawi aims at highlighting and proposing
an e-learning fourfold strategy in the management of universities based on Ideological, Methodological,
Output, and Ecological factors.
These studies discuss various aspects related to the development and utilization of learning technol-
ogy applications. Researchers and lecturers of tertiary education shared their experiences in engaging
with learning technology tools. Innovative approaches to the use of virtual world tools in education and
to teaching with learning tools have been presented. Overall, this research publication focuses on the
utilization and adoption of e-learning tools by educators and presents a number of current studies of
best practice.

Fotis Lazarinis, Steve Green, Elaine Pearson

Editors
 1

Chapter 1
Pedagogical Sustainability
of Interoperable Formal and
Informal Learning Environments
Sabrina Leone
Università Politecnica delle Marche, Italy

Giuliana Guazzaroni
Università Politecnica delle Marche, Italy

AbsTRACT
Nowadays interaction and networks appear to be crucial. The impact that new technologies have had
in every field has flowed into a rethinking of knowledge, knowledge management, teaching and learn-
ing, networks and the individual. Formal, non-formal and informal learning have become key words of
this age. New technologies and the revolution of Web 2.0 social tools have deeply influenced learning
approaches. However, the effectiveness of Web 2.0 educational tools depends on the pedagogical sustain-
ability beneath and on internationally shared standards to facilitate interoperability. This chapter aims
to discuss the pedagogical sustainability of interoperable formal and informal learning environments.
Advantages and drawbacks will be highlighted, in terms of technological and pedagogical effectiveness
and appropriateness, through two case studies illustrating respectively the combined use of Moodle
(LMS) and Elgg (PLE) at the University of Florence to facilitate lifelong learning, and a recent experi-
ence of integration of Moodle, Mediawiki and De.li.cious that we have carried out as PhD students in
elearning at the Università Politecnica delle Marche.

INTRODUCTION tance of interaction and networks. The knowledge

society requires new roles and skills, and a new
The revolution that new technologies have brought awareness as “active citizens” (Demetrio, 2002;
about in every field is urging a new vision: knowl- Leone, 2009). Learning to learn has turned out
edge and knowledge management, teaching and to be a key skill to actively participate in society
learning, social relations and the individual need to along life. Formal, non-formal and informal
be reconsidered in the light of the current impor- learning have become key words of this age; in
particular, there is an increasing understanding
DOI: 10.4018/978-1-61692-791-2.ch001

Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
 Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

that learning occurs for the most part outside the interpretation of teaching and learning methods
traditional formal situations. in education (Catarsi, 2007; Conole, 2008a;
Few years ago knowledge was a matter of cat- Marconato, 2003) to support the new educational
egorization and hierarchies; today it is represented models that are being introduced in the light of
through networks and “ecologies” (Morin, 2008), the lifelong learning paradigm. Emphasis on the
it is diffused and distributed. As a whole, life is shift from formal to informal e-learning through
both a learning and a knowledge-based process. knowledge management and sharing (Leone,
Knowledge, people, and technology nodes 2009; Sclater, 2008; Trentin, 2005) has been
represent useful resources. In this view, human placed, with particular attention to Personal Learn-
mind, too, is a network, an ecology. It adapts to ing Environments (PLE) as learner-centred spaces.
the environment and, accordingly, learning has be- Researchers (Annacontini, 2007; Varisco,
come chaotic, continual, co-created and complex. 2002) have highlighted the necessity to look
Learning is an integrated process where changes at the learning paradigm (Barr & Tagg, 1995;
with one element alter the entire ecology of the Jonassen & Land, 2000; von Glasersfeld, 1998)
network. As a result, knowledge is subject to as the suitable framework to support an effective
complex and adaptive systems (Siemens, 2006). implementation of lifelong learning policies. The
In this scenario, the changing role of education passage from the traditional instruction paradigm
systems into networked organizations, into “ecolo- to the learning paradigm allows to give promi-
gies”, is decisive in order to support learners in nence to the learner’s needs and to the learning
constructing various personal learning networks process, rather than to the teacher as a repository
to deeply understand complex fields (Fini, 2008; of knowledge and to teaching itself. The mission
Sclater, 2008). of the education system is to generate learning,
Over next years, teaching and learning will to build meaningful learning environments and to
go through essential changes. Massive use of bring forth student’s construction of knowledge
new technologies and the revolution of Web 2.0 (Leone, 2008a; Marconato, 2003; Trentin, 2001).
social tools are only two of the elements that have Success is measured by student learning and
deeply influenced learning approaches, for three achievement outcomes, learning growth and the
main reasons: quality of arousing students’ interest and engage-
ment (Leone, 2008a).
1. many web services are free and easy to use In this view, information overload, diversity
by a connection to the Internet; and distribution highlight the necessity for content
2. people may access nodes of information and and infrastructure applications to interoperate and
create knowledge; exchange data in order to better support learners’
3. learners are becoming technically profi- and educators’ needs.
cient, networked, multi-tasking and lifelong Technology plays an important role in e-learn-
learners (Seely-Brown, 2009; Siemens & ing through the use of many systems relating to
Tittenberger, 2009). specific net-pedagogies (Stojanovic & Handschuh,
2002; Varlamis & Apostolakis, 2007; Trentin,
The effectiveness of Web 2.0 educational 2004). In the late 1990’s, Learning Management
tools depends on the pedagogical sustainability Systems (LMS)/Virtual Learning Environments
beneath and on internationally shared standards (VLE) were the main protagonists of e-learning
to facilitate interoperability. with their clear boundaries. Nevertheless, bound-
In this regard, over recent years research litera- aries don’t fit a complex society where different
ture has underlined a need for a new theoretical educational tools may be used with specific peda-

2
Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

gogical aims. Social technologies may provide The second case study reports a recent expe-
sets of different tools as an effective alternative rience of integration of Moodle, Mediawiki and
to LMS/VLE. Blogs, Wikis, podcasts, Google De.li.cious to build up a community of practice,
Docs, YouTube, Del.icio.us, Elgg, for example, that we have carried out as PhD students in e-
represent powerful educational tools to learn in learning at the Università Politecnica delle Marche.
a networked era.
Networked knowledge environments may
expose learners to information overload and in- THEORETICAL FRAMEWORK
teroperable systems help users to avoid it.
This chapter aims to discuss the pedagogical Networks and Ecologies
sustainability of interoperable formal and informal
learning environments. The emergence of Web 2.0 has changed the use of
Advantages and drawbacks of interoperable the Internet and has deeply affected society and
learning environments will be highlighted, in terms education (Downes, 2005; Levine et al., 2009).
of technological and pedagogical effectiveness Virtual “ecologies” and digitally networked
and appropriateness. “ecosystems” (Siemens, 2007) are the result of
Starting point of this analysis will be the this ongoing evolution.
growth of digital ecologies to support cooperative By the term “ecology” we define the space or
interaction, connective knowledge and learning environment in which cooperation takes place
networks. Definitions of formal and informal and the socially organized modes by which the
learning environment within research literature environment facilitates collaboration (Crabtree
will be commented, with particular attention to & Rodden, 2008).
PLE as the emerging learner-centred learning Over the years the development of digital
environments. ecologies to support cooperative interaction has
Models, approaches and theories about been investigated. Researchers have deepened
LMS/VLE and PLE will be explored. In particular, three main areas: models of face-to-face col-
the differences and peculiarities of the two learn- laboration, in which media spaces (Bly et al.,
ing paradigms applied to LMS/VLE and PLE will 1993), dual ecologies (Kuzouka et al., 2004), and
be highlighted. mixed ecologies (Kirk et al., 2005) have emerged;
The second section will be focused on the main secondly, spatial forms of collaboration, which
issues of interoperability of educational tools at have encompassed collaborative virtual environ-
present, through a comparison between SCORM ments (Benford & Fahlén, 1993), mixed reality
1.3 and IMS Common Cartridge 1.1. environments (Koleva et al., 2000), and graphical
The final section will illustrate two case stud- interfaces that exploit spatial metaphors (Sawyer
ies. The first one consists in the combined use of & Mariani, 1995); finally, hybrid ecologies which
Moodle (LMS) and Elgg (PLE) at the Univer- match mixed reality environments with ubiquitous
sity of Florence to facilitate lifelong learning. computing environments to join the physical-
In January 2007 the Laboratorio di Tecnologie digital dimensions.
dell’Educazione (Laboratory of Technologies for Within these dynamic spaces, knowing and
Education – LTE) started out an experience of learning are shaped and fed by connections.
combination of the University’s existing LMS – Connective knowledge (Downes, 2005;
Moodle – with LTEver – Elgg -, which is a virtual Siemens, 2006), which is characterized by di-
community for staff, students, alumni, contributors versity, autonomy, interactivity and openness, is
and teachers. co-created by individuals sharing and participat-

3
 Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

ing in one or more specific cultural systems, in individuals, in their numerous roles (as citizens,
ecosystems. As nowadays human beings live customers, students and Internet users), no longer
integrated experiences, and as life represents a accept pre-packaged “products”.
rich and interconnected occurrence, knowledge “Digital Natives”, “the Net Generation”, or
is enriched by the integrations of different per- “the Google Generation”, as the new Internet users
spectives (Downes, 2005; Downes, 2006). A are labelled, are approaching work and learning
continuous dialogue may generate a forum, an differently. Today’s learners are digitally literate
always renewed conversational space that may and constantly connected. They use the Internet
constantly re-invent knowledge and action (Ma- socially to communicate, interact and cooperate
pelli & Margiotta, 2009). with peers, globally. On these premises, contem-
Knowledge should reveal the following factors porary mainstream education seems inadequate
to be adequate to the post-modern complex world: to grasp global realities seen as transnational,
multidimensional, polydisciplinary and planetary.
• the context (information and data must be Today’s students learn differently, through massive
considered in their context); connections to other people and resources. As a
• the global (containing various different result, learners are getting accustomed to meet
parts of reality); and share in “tribes” (Maffesoli, 2004).
• the multidimensional (human beings are In this sense, learning networks resemble ecol-
considered biologically, psychologically, ogies. Developing learning ecologies (Siemens,
socially, emotionally, rationally, as well as 2006), or learning habitats (Cormier, 2008), atelier
societies include historical, economic, so- learning (Seely-Brown, 2009), studio learning
ciologic, religious dimensions); (Fisher, 2008), is a first, important step toward a
• the complex (relevant knowledge is in- more general culture of learning (Seely-Brown,
volved with complexity) (Morin, 1999). 1999) and, thus, toward lifelong learning. Learn-
ing might be seen as a learner-centred, holistic
Indeed, complexification is an essential aspect experience which involves a complex, continual,
of knowledge (Weinberger, 2005). As a conse- chaotic and co-creative process.
quence, technology plays an important role as a
device for knowledge management, as a vehicle VLE vs. PLE: Toward the Merging
for knowledge sharing and as a tool for augmented of Formal and Informal Learning
learning environments.
A traditional and static view of knowledge is The terms “learning society” and “lifelong learn-
being substituted by a more dynamic and multi- ing” represent the labels of the change in society
faceted vision. Knowledge is becoming increas- and education that has taken place over the last
ingly fluid (Downes, 2006; Siemens, 2006). The two decades, concurrently with pervading tech-
well-organized blocks of knowledge are turning nological development.
into a flux (Siemens, 2008). Rapid economical, political and social evolu-
Concurrently, significant changes are occur- tion urge “all learning activity” to be “undertaken
ring in social spaces and structures. Governments, throughout life, with the aim of improving knowl-
corporations and schools are urged to replace edge, skills and competencies within a personal,
directive relationships with a different approach civic, social and/or employment-related perspec-
to promote, nurture and connect by knowledge. tive.” (European Commission, 2002).
Since knowledge dissemination facilitates Lifelong learning denotes “a new paradigm”,
dynamic, adaptive and personalized experiences, “a shift away from the notion of provider-driven

4
Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

‘education’ toward individualised learning.” However, when a society becomes pedagogi-

(UNESCO, 1999). cal, when a lifelong learning process is started
Protagonist of the learning society is the “active by the media, at work, in the street, in education,
citizen”, that is an autonomous individual who is and within associations, the definite distinction
capable of self-learning and who participates in between initial education and lifelong education
both civil and civic society. He/she is engaged “in fades away.
the active development of citizenship dimensions, In this scenario, the ability of learning to
not just knowledge and understanding, but skills learn appears strategic. Learning to learn means
development and behaviours picked up through getting the necessary skills to arrange one’s own
experience of participation in a range of contexts” knowledge and learning, selecting and exploiting
(Nelson & Kerr, 2006, p.11). various resources and tools among those formal,
The stress on active citizenship is strengthened non-formal and informal environments which
by the key role given to education. The education offer the learner adequate flexibility and tailored
system is increasingly considered as a crucial so- solutions in terms of learning goals and strategies.
cial change agent. Educational policy should aim Moreover, information overload, the neces-
at preparing the youth and at supporting the adults sary solutions for knowledge management and
to keep the pace of change in modern society, but the growing knowledge sharing emphasise the
also to develop the necessary knowledge, skills importance of interaction and networks.
and attitudes to make the most of the challenges In this regard, Web 2.0 technologies and tools
individuals face in their lifetime. Education is facilitate learning ecologies and a society in which
now seen as much more holistic and flexible people can learn any subject, any way, anywhere,
than in the past, taking place in a wider range of anytime, a society that will enable the citizens
contexts and intending to increase personalisation of the world to live a fuller life, that is a lifelong
and autonomy for the learner. learning society.
Jacques Delors, in the UNESCO report Learn- E-learning 2.0, in particular, is mediating the
ing: The Treasure Within by the International shift from formal to informal e-learning (Leone,
Commission on Education for 21st Century (1996), 2009; Sclater, 2008; Trentin, 2005), from Vir-
defines education as being grounded on four pil- tual Learning Environments (VLE), which are
lars: learning to know, learning to do, learning to organization-centred spaces (Bonaiuti, 2007),
live together and learning to be. to Personal Learning Environments (PLE) as
UNESCO’s (1999) definition of the educa- emerging learner-centred spaces (Rogers, 1983;
tional process encompasses formal, informal and Vygotsky, 1986).
non-formal learning. Formal learning consists A decade ago, VLEs were the main setting of
in the hierarchically structured, chronologically e-learning. Over recent years, however, as a result
graded educational system running from primary of the growing adoption of a lifelong learning ap-
through to tertiary institutions; informal learning proach, traditional VLE has shown the following
allows persons to acquire attitudes, values, skills weaknesses:
and knowledge from daily experience, within
the individual’s environment (such as family, • rigid schemes and blocks, which cause the
friends, peer groups, the media and other influ- lack of social interaction and sharing;
ences); non-formal learning takes place through • asymmetric relations (teachers/learners, on
education organized for specific learners with the model “I teach, you learn”);
specific learning objectives, outside the formal • no adoption of open and simple standards
established system. (e.g., RSS);

5
Another random document with
no related content on Scribd:
donne des exemples indiscrets, maladifs. Le chat porte son amour
avec sérénité.

LA LECTURE
Je connais une femme qui ne lit rien, ou plutôt qui ne lit que ce
qui est exquis, mais comme l'exquis est rare, cela revient au même,
ou quasi. Cinq ou six poètes français ou anglais, quelques écrivains
d'hier et d'aujourd'hui dont elle aime presque tout, et cela lui suffit
comme nourriture spirituelle. Qu'elle a d'esprit et que ne faisons-
nous comme elle! Pour moi qui ai la manie de lire souvent n'importe
quoi, tout ce qui me tombe sous la main, que j'en ai été puni! Il
m'arrive de m'embarquer dans un livre nouveau si plat ou si
nauséeux que mon esprit en ressent comme un dégoût et, comme
on se lave les mains après avoir touché quelque chose de sale, je
suis forcé de lire quelques belles pages pour me remettre le cœur. Il
y a des lectures qui sont vraiment purificatrices et, par le jeu des
concordances, on pourrait leur attribuer un parfum. Mais mieux
encore, je les considérais comme des cordiaux. Il faut toujours avoir
quelqu'un de ces livres sous la main quand une triste curiosité,
presque toujours déçue, vous pousse à ce périlleux exercice de la
lecture sans choix. On peut aussi les prendre comme antidote.
Quelques pages de Spinoza, le commerce habituel de Flaubert, de
Mallarmé, neutralisent admirablement les effets de la sottise en
prose ou en vers. Mais l'inconvénient de ce procédé est qu'il vous
rend de plus en plus difficile pour les lectures nouvelles, et de tel
livre qu'on aurait lu jusqu'à la moitié, les premières pages suffisent à
vous dégoûter complètement. Mais aussi quelle joie lorsque, l'esprit
muni de cet antidote, qui est aussi une pierre de touche, on se sent
entrer sans répugnance, même avec un certain plaisir, dans la
connaissance d'une œuvre nouvelle. On s'aperçoit alors que l'art
n'est pas tant de faire du nouveau (il n'y en a peut-être pas) que de
faire une œuvre qui se soutienne auprès des belles œuvres
anciennes.
 TABLE
La petite ville. 7
Les coquelicots 9
La gare 13
Le petit chemin de fer 17
La cathédrale 21
Le colimaçon 25
Musées 29
Le lycée 34
Le cirque 38
Les ruines 43
Le marché 48
Une vieille abbaye 53
Le savant de province 57
Les petits sujets 61
Rites funéraires 65
Au pays de Flaubert 69

Paysages 73
Musique des saisons 75
L'automne 80
Jardins et paysages 84
Saison perdue 89
Les oiseaux 94
A la rame 99
La maison des chevaux 104
Le ciel 109
Le chat endormi 114
La lecture 119

POITIERS
IMPRIMERIE G. ROY
7, rue Victor-Hugo.
 *** END OF THE PROJECT GUTENBERG EBOOK LA PETITE VILLE;
PAYSAGES ***

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