A social software for mobile learning

The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices.The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices

Social Media Tools on the Eve of E-Learning 3.0

In the present paper, we2019;ll explore how social media tools provide an opportunity for new developments of the e-Learning in the context of managing personal knowledge. There will be a discussion how social media tools provide a possibility for helping knowledge workers and students to gather, organize and manage their personal information as a part of the e-learning process. At the centre of this social software driven approach to e-learning environments are the challenges of personalization and collaboration. We2019;ll share concepts of how organizations are using social media for e-Learning and believe that integration of these tools into traditional e-Learning is probably not a choice, but inevitability. Students2019; Survey of use of web technologies and social networking tools is presented. Newly developed framework for semantic blogging capable of organizing results relevant to user requirements is implemented at Varna Free University (VFU) to provide more effective navigation and search

Um Mecanismo para a Integração entre o LMS Moodle e o Site de Redes Sociais Facebook

Social networking sites are great tools for aggregating and bringing people together, in the sense that they offer various forms of interaction, provi-ding its participants the ease of communication and the ability to create discus-sions, comments and share resources that they find relevant. The popularity of these sites is undeniable, with thousands of new users every day, they attract es- pecially younger people, who often come to incorporate them into their daily lifeand use them to discuss various themes, also related to the classroom. There- fore, many researchers have dedicated themselves to investigate whether the useof these sites in the context of formal education would be beneficial. Althoughstill fairly recent, these studies usually identify great potential in these sites asa way to motivate students to be more involved and engaged. The aim of this paper is to present a mechanism for the integration between the Learning Ma-nagement System Moodle and Facebook, in order to explore the potential of thissite for educationSocial networking sites are great tools for aggregating and bringing people together, in the sense that they offer various forms of interaction, provi-ding its participants the ease of communication and the ability to create discus-sions, comments and share resources that they find relevant. The popularity of these sites is undeniable, with thousands of new users every day, they attract es- pecially younger people, who often come to incorporate them into their daily lifeand use them to discuss various themes, also related to the classroom. There- fore, many researchers have dedicated themselves to investigate whether the useof these sites in the context of formal education would be beneficial. Althoughstill fairly recent, these studies usually identify great potential in these sites asa way to motivate students to be more involved and engaged. The aim of this paper is to present a mechanism for the integration between the Learning Ma-nagement System Moodle and Facebook, in order to explore the potential of thissite for educatio

Estudo sobre aprendizagem pessoal com telemóveis, calculadoras e computadores

Dissertação de mestrado em Estudos da Criança (área de especialização em Tecnologias de Informação e Comunicação)As caraterísticas da sociedade atual estimulam o trabalho intelectual, a criatividade e o progressivo desvanecimento dos limites físicos dos locais onde a aprendizagem poderia ter lugar, tudo isto é uma consequência do recurso a tecnologias digitais que possibilitam a realização de uma mesma atividade independentemente do local físico (Lisboa, Junior, & Coutinho, 2010). Os próprios alunos têm plena consciência que aprender é algo que se faz ao longo da vida inteira e que as instituições de educação não são os únicos lugares onde podem aprender e que aprender não tem hora marcada (Aresta, Pedro, Moreira, & Santos, 2011). Surgem assim novas formas de aprendizagem e novos modelos de aluno no cenário educacional, entre os quais estão alunos que constroem os seus próprios sistemas pessoais de aprendizagem em função de todos os recursos que têm ao seu dispor. No entanto, o recurso a tecnologia como suporte para a aprendizagem não é, por si só, fator de motivação para os alunos (Dias, 2000) e a motivação desempenha um papel chave no processo de aprendizagem (Dexler, 2010). É neste contexto que a presente investigação tem lugar, centrando-se no estudo das implicações do uso de calculadoras, telemóveis e computadores na aprendizagem pessoal. Pretende-se com este trabalho investigar a forma como ocorre a aprendizagem pessoal dos alunos, fora do contexto habitual de sala de aula, em ambiente informal portanto, e de que forma os meios tecnológicos de uso comum entre os alunos têm influência nessa mesma aprendizagem. Metodologicamente este estudo insere-se no paradigma de investigação qualitativa tendo participado na investigação alunos do 10º, 11º e 12º ano do ensino secundário. Os resultados deste estudo sugerem que a tecnologia desempenha um papel fundamental no processo de construção de conhecimento, tendo claras implicações em termos de motivação e predisposição para o estudo. Além disso, parecem apontar no sentido de o aluno atual estar conectado a uma rede de aprendizagem à qual recorre em qualquer instante e em qualquer lugar, ultrapassando claramente as barreiras físicas do espaço escolar.Modern society characteristics encourage intellectual work, creativity and the progressive blurring of physical boundaries where learning could take place. All this is the result of using digital technologies that allow carrying out the same activity, regardless of a physical location (Lisboa, Junior, & Coutinho, 2010). The students themselves are fully aware that learning is something done along the lifetime and that educational institutions are not the only places where learning takes place or even that learning is something that happens on a previously set time (Aresta, Pedro, Moreira, & Santos, 2011). This means new learning ways and new models of students in the educational landscape who build their own personal learning systems according to all the resources that they have at their disposal. However, the use of technology as a support for learning is not, by itself, a motivating factor for the students (Dias, 2000) and motivation plays a key role in the learning process (Dexler, 2010). It is here that this research takes place by studying the implications that the uses of mobile phones, calculators and personal computers, have in learning. The aim of this study is to investigate how students' personal learning happens outside the usual context of the classroom, in an informal setting, and how the technological means in common use among students influence learning. Methodologically this study fits into the paradigm of qualitative research and the students that have participated in the research attend the 10th, 11th and 12th year of schooling. The results of this study suggest that technology plays a key role in the process of knowledge construction with clear implications in terms of motivation and willingness to study. The study also seems to point towards the current student to be connected to a network that he uses for learning at anytime and anywhere clearly surpassing the physical barriers of the school