A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

JXTA-Overlay: a P2P platform for distributed, collaborative, and ubiquitous computing

With the fast growth of the Internet infrastructure and the use of large-scale complex applications in industries, transport, logistics, government, health, and businesses, there is an increasing need to design and deploy multifeatured networking applications. Important features of such applications include the capability to be self-organized, be decentralized, integrate different types of resources (personal computers, laptops, and mobile and sensor devices), and provide global, transparent, and secure access to resources. Moreover, such applications should support not only traditional forms of reliable distributing computing and optimization of resources but also various forms of collaborative activities, such as business, online learning, and social networks in an intelligent and secure environment. In this paper, we present the Juxtapose (JXTA)-Overlay, which is a JXTA-based peer-to-peer (P2P) platform designed with the aim to leverage capabilities of Java, JXTA, and P2P technologies to support distributed and collaborative systems. The platform can be used not only for efficient and reliable distributed computing but also for collaborative activities and ubiquitous computing by integrating in the platform end devices. The design of a user interface as well as security issues are also tackled. We evaluate the proposed system by experimental study and show its usefulness for massive processing computations and e-learning applications.Peer ReviewedPostprint (author's final draft

A schema-based P2P network to enable publish-subscribe for multimedia content in open hypermedia systems

Open Hypermedia Systems (OHS) aim to provide efficient dissemination, adaptation and integration of hyperlinked multimedia resources. Content available in Peer-to-Peer (P2P) networks could add significant value to OHS provided that challenges for efficient discovery and prompt delivery of rich and up-to-date content are successfully addressed. This paper proposes an architecture that enables the operation of OHS over a P2P overlay network of OHS servers based on semantic annotation of (a) peer OHS servers and of (b) multimedia resources that can be obtained through the link services of the OHS. The architecture provides efficient resource discovery. Semantic query-based subscriptions over this P2P network can enable access to up-to-date content, while caching at certain peers enables prompt delivery of multimedia content. Advanced query resolution techniques are employed to match different parts of subscription queries (subqueries). These subscriptions can be shared among different interested peers, thus increasing the efficiency of multimedia content dissemination

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

A Peer-to-Peer Architecture for Distributed Knowledge Management.

Most of the knowledge management systems of complex organizations are based on technological architectures that are in contradiction with the social processes of knowledge creation. In particular, centralized architectures are adopted to manage a process that is intrinsically distributed. In this paper, assuming a Distributed approach to Knowledge Management (DKM), is proposed that technological and social architectures must be reciprocally consistent. Moreover, in the domain of Knowledge Management, technological architectures should be designed in order to support the interplay between two qualitatively different processes: the autonomous management of knowledge of individuals and groups - here called Knowledge Nodes (KNs) -, and the coordination required in order to exchange knowledge among them. Finally a peer to peer architecture to support knowledge exchange across distributed and autonomous KNs is presented

Peer mentoring in assisting retention – is a virtual form of support a viable alternative?

Support systems are vital for university entrants and one established means of support is peer mentoring, which has the potential to improve student engagement and retention. Peer mentoring models are generally based on face-to-face contact. However, given the increasing number of higher education institutions using social media, might online models be beneficial in a peer mentoring context? This article describes a literature review and case study that considers the advantages and disadvantages of three potential virtual models to facilitate a peer mentoring scheme. The case study, undertaken at Northumbria University, UK, involved an investigation of mentoring needs and current usage of electronic media where special attention is afforded to a diverse student body. The three models discussed are virtual learning environments (VLE), social networking sites and virtual worlds. We find that the VLE is established within institutions but lacks excitement; social networking is popular particularly with younger students but there may be resentment if this appears to be appropriated by the institution; whilst virtual worlds are unfamiliar to many students and require advanced skills to use successfully. Based on these findings the social networking model is now being run as a pilot study by business programmes at Northumbria University

Learning Lessons with Knowledge Audits

{Excerpt} Knowledge from evaluations will not be used effectively if the specific organizational context, knowledge, and relationships of evaluation agencies, and the external environment they face, are not dealt with in an integrated and coherent manner. Knowledge management can shed light on this and related initiatives can catalyze and facilitate identification, creation, storage, sharing, and use of lessons. Most development agencies have committed to become learning organizations. But the use of evaluation for learning may be less important than that of other inputs, such as self evaluation and training, and evaluation results may only marginally support policy, strategy, and operational changes. In 2006, the Independent Evaluation Department in the Asian Development Bank determined to apply knowledge management to lesson learning. In 2007, it formulated a strategic framework to improve the organizational culture, management system, business processes, information technology solutions, community of practice, and external relations and networking for that. These Knowledge Solutions explain the strategic framework. They also describe the knowledge audit methodology developed to tie in with the department’s audiences. The online, questionnaire-based survey of perceptions conducted as a first exercise that year provided ready and multiple entry points against which the department can take measures to that intent, as well as a comprehensive baseline assessment against which to judge progress. Fundamentally, these Knowledge Solutions contend that evaluation agencies should move from “make-and-sell,” at the simplest level, to “sense-and-respond” in ways that are increasingly satisfying to stakeholders. Knowledge from evaluations will not be used effectively if the specific organizational context, knowledge, and relationships of evaluation agencies, and the external environment they face, are not dealt with in an integrated and coherent manner. Knowledge management can shed light on possible operating frameworks for this and knowledge management initiatives can be applied to catalyze and facilitate identification, creation, storage, sharing, and use of lessons. That would be knowledge utilization indeed

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning