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Dippler and EduFeedr: two approaches to blog-based courses
1. Dippler and EduFeedr: two
approaches to blog-based
courses
Hans Põldoja
Tallinn University
2. Development of TEL systems in TLU
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
LMS's and
lightweight
VLE's
Experiments
with weblogs
Digital
learning
ecosystems
LePress
3. Three generations of TEL systems
Dimension 1st generation 2nd generation 3rd generation
Software
architecture
Pedagogical
foundation
Content
management
Dominant
affordances
Desktop software
Single-server monolithic
system
Cloud architecture,
mobile clients
Stimulus-response-
reinforcement
Pedagogical neutrality
Social constructivism,
connectivism
Content was integrated
Separated from
software, re-usable
Open, web-based,
embeddable, placed
outside, rich metadata
Presentation, drill, test
Presentation,
assignments
Reflection, sharing,
remixing, tagging,
mashups, recommenders
(Laanpere, Pata, Normak, & Põldoja, 2012)
15. Publications about EduFeedr
Põldoja, H. (2010). EduFeedr: following and
supporting learners in open blog-based
courses. In Open ED 2010 Proceedings.
Barcelona: UOC, OU, BYU. http://
hdl.handle.net/10609/4861
Põldoja, H., Savitski, P., & Laanpere, M. (2010).
Aggregating Student Blogs with EduFeedr.
Lessons Learned from First Tryouts. In F.Wild,
M. Kalz & M. Palmér (Eds.). Mashup Personal
Learning Environments 2010.Aachen: CEUR-WS.
Aggregating Student Blogs with EduFeedr: Lessons
Learned from the First Tryouts
Hans Põldoja1
, Pjotr Savitski1
, Mart Laanpere1
1
Tallinn University, Institute of Informatics, Narva mnt 25,
10120 Tallinn, Estonia
{Hans.Poldoja, Pjotr.Savitski, Mart.Laanpere}@tlu.ee
Abstract. EduFeedr is a specially designed feed reader for following, managing
and supporting the learning activities in blog-based courses. This paper
describes the technical implementation of EduFeedr and discusses the results of
the initial evaluation after using the prototype with real learners. The main
challenges were related with limitations of Web content syndication
technologies while aggregating blog posts and comments from course blogs.
This paper proposes solutions to overcome these limitations.
Keywords: mash-up learning environments, web syndication
1 Introduction
Web 2.0 has opened up a lot of choices for innovative educators. Early adopters have
abandoned centralized learning management systems and started to experiment with
using blogs, wikis and social networking sites in their courses. However, these new
tools have brought up new kind of problems. One of the challenges is related with the
increase of the teacher’s overhead work while managing, following and supporting
student activities, which take place in a distributed learning environment.
This article builds on our previous publication where we presented the conceptual
design of EduFeedr [1]. EduFeedr is an educationally enhanced feed reader, designed
specifically for courses that take place in a distributed learning environment where all
students use their personal blogs and other social software. It is designed so that only
teachers have a user account in EduFeedr but anyone can access it for monitoring
course activities.
In the second section of the paper we give an overview of some related works.
After that we present the technical implementation of EduFeedr and discuss the main
lessons that we have learned from pilot-testing a prototype of EduFeedr during an
eight week long adult education course in Tallinn University. The pilot test was the
second phase of our study, which is based on the methodology of design-based
research [2]. The main challenge in this phase was effortless and error-prone
aggregation of course-related feeds from various blogging platforms used by learners.
EduFeedr: following and supporting learners in open blog-based courses, Hans Põldoja
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
EduFeedr: following and
supporting learners in open
blog-based courses
Hans Põldoja
Institute of Informatics, Tallinn University.
Abstract
In recent years several educators have organized open courses where participants reflect on
their personal blogs. With a large number of participants it becomes a challenge to follow all
the course discussions. In this paper we present the EduFeedr system that is specifically
designed for following and supporting student activities in blog-based courses.
Keywords
massive open online courses, personal learning environments, research-based design, web
syndication
Recommended citation:
Põldoja, H. (2010). EduFeedr: following and supporting learners in open blog-based courses. In Open
ED 2010 Proceedings. Barcelona: UOC, OU, BYU.
[Accessed: dd/mm/yy].< http://hdl.handle.net/10609/4861>
1
17. Digital learning ecosystem
• Ecosystem (biol.) is a community of living organisms
(plants, animals and microbes) in conjunction with the
nonliving components of their environment (e.g. air,
water, light and soil), interacting as a system. Nutricion
cycle, energy flow, self-regulation.
• DLE is an adaptive socio-technical system consisting of
mutually interacting digital agents (tools, services,
content used in learning process) and communities of
users (learners, facilitators, trainers, developers)
together with their social, economical and cultural
environment.
(Laanpere, 2012)
19. System architecture of Dippler
Social media
Blog Profile
Courses
Activities
RSS
Users
Analytics
Courses
Widgets
Institutional
BOS Middleware:
BackOffice Service
Cloud
Storage
HTTP
WS
Types of tasks:
Post
Structured post
Artefact (file)
Discussion
Self-test
Test
Group task
Offline task
All courses
Featured
My courses
Course page
Summary
Course info
Outcomes
Announcem.
Participants
Groups
Resources
Tasks
Settings
Categories
Learner's Wordpress
with Dippler plugin
Dippler: institutional
client, teacher's tool
IOS
app:
mobile
client
(Laanpere, Pata, Normak, & Põldoja, 2012)