By Harrison Hao Yang, Steve Chi-Yin Yuen
With the arrival of net 2.0, e-learning has the capability to turn into way more own, social, and versatile. Collective Intelligence and E-Learning 2.0: Implications of Web-Based groups and Networking presents a beneficial connection with the most recent developments within the zone of academic know-how and e-learning. This cutting edge assortment incorporates a number of world-class chapters addressing present learn, case stories, top practices, pedagogical ways, and techniques regarding e-learning assets and tasks.
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With the appearance of net 2. zero, e-learning has the aptitude to develop into way more own, social, and versatile. Collective Intelligence and E-Learning 2. zero: Implications of Web-Based groups and Networking presents a worthy connection with the most recent developments within the region of academic know-how and e-learning.
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Extra info for Collective Intelligence and E-Learning 2.0
Kay Dartmouth College, USA Teresa S. Foulger Arizona State University, USA Heather L. Carter Arizona State University, USA ABSTRACT This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace. A social cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabilities are identified in the use of social networking tools: 1) the medium provides a magnified forum for public humiliation or hazing, 2) a blurring of boundaries exists between private and public information on social networking sites, and 3) the medium merges individuals’ professional and non-professional identities.
The Buntine oration: Learning networks. International Journal of Instructional Technology and Distance Learning, 1(11), 3-14. itdl. pdf Downes, S. (2005). 0. elearnmag. section=articles&article=29-1 Downes, S. (2005). Understanding PISA. Turkish Online Journal of Distance Education-TOJDE, 6(2). tr/tojde18/articles/article10. htm Dretske, F. (1999). Knowledge and the flow of information. Stanford, CA: Center for the Study of Language and Inf. , & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer.
4). The idea behind the personal learning environment is that the management of learning migrates from the institution to the learner. As the diagram shows, the PLE connects to a number of remote services, some that specialize in learning and some that do not. Access to learning becomes access to the resources and services offered by these remote services. The PLE allows the learner not only to consume learning resources, but to produce them as well. Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge.