No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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19. Johansen, J.K. “The Impact Of Opencourseware On Paid Enrollment In Distance Learning Courses,”Doctoral Thesis in Brigham Young University Electronic Theses and Dissertations (ETD) archive,2009. Available: http://contentdm.lib.byu.edu/ETD/image/etd3317.pdf.20. Tapscott, D. & A.D. Williams. “Innovating the 21st-Century University: It’s Time!” in EDUCAUSEReview, vol. 45, no. 1 (January/February 2010): 16-2921. Hagel, III J. & J.S. Brown. Harvard Business School Blog, “The Big Shift” February 13, 2010.22. Hamel, G. & C. K. Prahalad. (1991). "Corporate Imagination and Expeditionary Marketing" inHarvard Business Review 69(4): 81-92.23. Hagel, III J. & J.S. Brown. The Only Sustainable Edge: Why Business Strategy Depends onProductive Friction and Dynamic Specialization, Cambridge, Harvard Business School Press, 2005.24. Members of the 2005 “Rising Above the Gathering Storm” Committee. “Rising Above theGathering Storm, Revisited: Rapidly Approaching Category 5”. Washington, National AcademiesPress, 2010.25. Norris, D.M. “What’s New in Analytics at EDUCAUSE 2010?” Wiki posting on ww.edu1world.org,http://www.edu1world.org/PublicForumActionAnalytics/wiki/document/2786.26. Norris, D.M., L. Baer, J. Leonard, L. Pugliese, and P. Lefrere. “Action Analytics: MeasuringPerformance that Matters in Higher education,” EDUCAUSE Review, Jan/Feb 2008.CREATIVE COMMONS INFORMATIONThis article is licensed under a Creative Commons Attribution-Share Alike License, cc by-sa, This letsyou remix, tweak, and build upon our document even for commercial reasons, as long as you credit usand license your new creations under the identical terms. This license is often compared to opensource software licenses. All new works based on this document will carry the same license, so anyderivatives will also allow commercial use. http://creativecommons.org/licenses/by-sa/3.0.White paper presented for the first time at National Productivity Conference, November 15-16 2010.http://drupalkc1.iskme.org/system/files/DonaldNorris_TransformationThroughOnlineLearning_0.pdf
Wiki Tools and English for Academic Purposes -FosteringCollaborative and Autonomous Learning in Higher EducationCristina FELEA, Ph.D.Faculty of Letters, Babeş – Bolyai UniversityCluj–Napoca, Romaniacristina.felea@gmail.comLiana STANCA, Ph.D.Faculty of Economic Sciences and Business, Management,Babeş – Bolyai University, Cluj–Napoca, Romanialiana_stanca@yahoo.comAbstractIn the second stage of Web evolution, known as semantic Web, collaboration is the key word of most human activitiesperformed on and offline. According to Lev Vygotsky, learners develop socially when they collaborate with their morecapable peers. In this context, individuals learn in accordance with their own aspirations to reach the social level theyinitially planned to attain. As numerous research projects have demonstrated, wiki technology and wiki tools areefficient instruments for implementing collaborative learning in teaching English as a Foreign Language (EFL) andparticularly English for Academic Purposes (EAP). Our article will describe the authors’ first attempt at introducing awiki tool in the process of teaching EAP for EFL undergraduate students in social sciences and the lessons learned fromboth success and failure. Initially used for course and syllabus management, our wiki project also aimed at enhancingstudents’ and teacher’s involvement in collaborative online content creation with special emphasis on theparticipatory dimension of both parties and developing autonomous study skills. The wiki learning platform wasdesigned to support a blended learning approach of the EAP course. Materials were presented in a variety of formats(text, pictures, audio, video, multimedia) embedded in a gradual guided approach (adapted to students’ needs) tolearning in a Web 2.0 environment. Wiki generated usage statistics and an end-of-project web-based questionnairehelped us collect important information on students’ computer/internet skills as well as their attitudes to using anonline environment for learning English. This is meant to be a first step in investigating the impact of Web 2.0technologies on students’ learning behaviour and language acquisitions. Our research will move on to a series ofexperiments designed to create a device to assist teachers in creating a collaborative environment based on learners’compatibility and affinities drawing on Vygotsky’s social constructivist approach and using methods from the gametheory.Keywords: wiki, collaborative learning, Vygotsky's theory, Web 2.0, statistical factsRezumatÎn a doua etapă a evoluției Web, cunoscut sub numele de web semantic, colaborarea este cuvântul cheie al majoritățiiactivităților umane efectuate on şi off-line. Potrivit lui Lev Vîgotski, elevii îşi dezvoltă competențele/abilitățile socialeatunci când colaborează cu colegii lor mai capabili. În acest context, indivizii învață în conformitate cu aspirațiile lor dea ajunge la nivelul social planificat inițial. După cum au demonstrat numeroase cercetări recente, tehnologia şiuneltele de tip wiki sunt instrumente eficiente pentru implementarea învățării prin colaborare în predarea limbiiengleze ca limbă străină (English as a Foreign Language sau EFL) şi în special în engleza pentru scopuri academice(English for Academic Purposes sau EAP). Articolul nostru va descrie prima încercare a autorilor de a introduce un wikiîn procesul de predare a englezei pentru scopuri academice pentru studenți non-nativi aflați în anul întâi ai uneifacultăți de ştiințe sociale şi lecțiile învățate din succesele şi eşecurile înregistrate. Initial utilizat pentru organizareacursului şi a materialelor de studiu, proiectul nostru a mai vizat consolidarea implicării studenților şi a profesoruluiîntr-un efort comun de creare de conținut online, cu un accent special pe dimensiunea participativă a ambelor părți şidezvoltarea competențelor de studiu autonom. Platforma de învățare wiki a fost concepută pentru a sprijini oabordare de tip „învățare combinată” (blended learning) a cursului. Materialele au fost prezentate într-o varietate deformate (text, imagini, audio, video, multimedia), încorporate într-o abordare graduală (adaptată la nevoilestudenților), menită a ghida procesul de învățare într-un mediu Web 2.0. Statisticile de utilizare generate de aplicațiawiki şi un chestionar de final de proiect ne-au ajutat să adunăm informații importante despre deprinderile de utilizarea calculatorului şi a internetului ale studenților, precum şi atitudinile lor față de utilizarea unui mediu on-line pentruînvățarea limbii engleze. Acest proiect este menit să fie un prim pas în investigarea impactului tehnologiilor Web 2.0asupra comportamentului de învățare şi achiziționare a limbii străine. În continuare, amm dori să extindem cercetareanoastră prin realizarea unor experimente care să faciliteze realizarea unui mediu colaborativ în baza abordării socialconstructiviste a lui Vîgotski şi a unor metode derivate din teoria jocului.Cuvinte cheie: wiki, învățare colaborativă, teoria învățării a lui Vygotsky's, Web 2.0, date statisticeRevista de Informatică Socialăanul VII, nr. 14, decembrie 2010ISSN 1584-384X
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Revista de Informatica Sociala 14 /
Page 7: ● ● ●CONTENTS● ● ●[9-20
Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
Page 12 and 13: 30252023.420.325.11510500.85.5Never
Page 14 and 15: Overall, we can therefore sum up on
Page 16 and 17: n.a.I often use itI seldom use it6.
Page 18 and 19: - Traditional web use: searching th
Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
Page 22: IntroductionIn 1995, Bernie Dodge o
Page 25 and 26: The Web-Inquiry Project [WIP] is a
Page 27 and 28: and even orally. The teacher will a
Page 29 and 30: environment in which the teacher gu
Page 31 and 32: Transformation Through Online Learn
Page 33 and 34: INTRODUCTIONLeading practitioners a
Page 35 and 36: learning. We also describe how the
Page 37 and 38: Some of these transformations are b
Page 39 and 40: Recently, Twigg has received suppor
Page 41 and 42: Stage III: Unbundled Learning, Mark
Page 43 and 44: perhaps using Second Life-like virt
Page 45 and 46: performance. Indeed, Stage V will l
Page 47 and 48: Free-Range Open LearningOver time,
Page 49 and 50: New communities, tools and services
Page 51 and 52: Embed enterprise-wide predictive an
Page 53: In collaboration with Strategic Ini
Page 57 and 58: eality. Besides being an additional
Page 59 and 60: StudentPage 1StudentPage nTeacher
Page 61 and 62: 100%90%80%70%60%50%40%30%20%10%0%Ac
Page 63 and 64: 200Correlation View/Page Edits150Vi
Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
Page 67 and 68: Simularea şi comunicarea electroni
Page 69 and 70: RespondenţiRăspunsuriLa nivelul
Page 71 and 72: RespondenţiRăspunsuriLa nivelul
Page 73 and 74: Respondenţii au fost rugaţi să i
Page 75 and 76: Itemul 9 doreşte să identifice ti
Page 77 and 78: Identificara opţiunii, chiar şi p
Page 79 and 80: EşantioaneRăspunsuri/Ranguriagita
Page 81 and 82: modalităţile practice prin care u
Page 83 and 84: 1. INTRODUCEREÎn prezent, complexi
Page 85 and 86: Figura 1. Analiza grafică a evolu
Page 87 and 88: Faţă de această situaţie se deg
Page 89 and 90: variabilele acesti noi culturi cybe
Page 91 and 92: INTRODUCEREÎncă din anul 2000 am
Page 93 and 94: după tipul lecţiei: prezentare de
Page 95 and 96: Funcţiile oferite de AEL asigură
Page 97 and 98: • elevi/studenţi, beneficiari di
Page 99 and 100: Se poate folosi cadrul formal de co
Page 102 and 103: Evaluarea formativă este comentari
Page 104 and 105:
Rezultatele elevilor, pe itemi:Diag
Page 106 and 107:
Nr. Denumirea activităţii AEL MOO
Page 108 and 109:
SEMNAL EDITORIALLaura MALITA, Vanna
Page 110:
IN MEMORIAMConstantin TraianCHEVERE
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