839فلسفة البرمجيات الاجتماعية

1. ƢƳƿȂŶƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơƤȇȂǳơȄǴǟƾǸƬǠŭơǶǴǠƬǳơƨǷȂǜǼǷĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơ ϱΩϮϤόϟ΍Ϳ΍ΪΒϋΖϨΑΓΩΎϏΔΜΣΎΒϟ΍ ΔΣϮΘϔϤϟ΍ΔϴΑήόϟ΍ΔόϣΎΠϟ΍ ΓΪΟ±ΔϳΩϮόδϟ΍ Email: galamoudi@gmail.com /g_alamoudi@arabou.edu.sa ƾǠƥǺǟǶȈǴǠƬǳơȁňȁǂƬǰǳȏơǶǴǠƬǴǳǱȁȋơŅȁƾǳơǂŤƚŭơĿƨǯǁƢǌǷǲǸǟƨǫǁȁ ǲƦǬƬǈǸǴǳǶǴǠƬǳơƨǟƢǼǏ ǑƢȇǂǳơóƨȇƽȂǠǈǳơƨȈƥǂǠǳơƨǰǴǸŭơ ĿǂǠŭơƽƢǐƬǫȏơȁƨŭȂǠǳơǂǐǟĿƾǠƥǺǟǶȈǴǠƬǳơȁňȁǂƬǰǳȍơǶǴǠƬǳơƨƠȈƥǁȂƄơ ˺̀ of ˹Page

2. ǎǴƼƬǈŭơ ΐϳϮϟ΍ϰϠϋΪϤΘόϤϟ΍Ϣ˷όΘϟ΍ΔϣϮψϨϣϲϓ Social softwareΔϴϋΎϤΘΟϻ΍ΕΎϴΠϣήΒϟ΍ϪΛΪΤΗϱάϟ΍ήΛϷ΍ϦϋΚϳΪΤϟ΍ϰϟ·ΔϗέϮϟ΍ϩάϫϑΪϬΗ Ϡ ϲϧϭΎόΘϟ΍ ϢϠόΘϟ΍ ςϤϧ έήϘϳ ϱάϟ΍ϭ ϲϧϭήΘϜϟϻ΍ ϢϠόΘϟ΍ Ϧϣ ϲϧΎΜϟ΍ ϞϴΠϟ΍ Ε΍ϭΩ΃ ϯϮϗ΄ϛ ΕΎϴϨϘΘϟ΍ ϩάϬϟ ήψϨϳ ΚϴΣ ˬWeb-Based Learning ΔθϗΎϨϤΑ ΔϗέϮϟ΍ ΖϤΘϫ΍ Ϊϗϭ ΓήλΎόϤϟ΍ ϢϴϠόΘϟ΍ ϞϛΎϴϫ ϲϓ ϲϛ΍έΩϹ΍ϭ ϲϛϮϠδϟ΍ ϑΪϬϟ΍ ϰϟ· ϑΎπϳ Ύδϴ΋έ ΎϳϮΑήΗ ΎϓΪϫ ΔϴόϤΘΠϤϟ΍ ΔϛέΎθϤϟ΍ϭ EC-

3. ϲϛέΎθΘϟ΍ϲϧϭήΘϜϟϻ΍ϢϠόΘϟ΍ϰϟ· e-learning ϲϧϭήΘϜϟϻ΍ϢϠόΘϟ΍ϦϣΐϳϮϟ΍ϰϠϋΪϤΘόϤϟ΍ϢϠόΘϟ΍ΔϣϮψϨϣϲϓϡϮϴϟ΍ϞλΎΤϟ΍ϝ˷ ΤΘϟ΍ Ϯ Learning e-learning electronic learningc-learning collaborative learning = EC-Learning ,We-Learning , C-Learning ΎΟΫϮϤϧ Social NetworkingΔϴϋΎϤΘΟϻ΍ΕΎϜΒθϟ΍ΔϗέϮϟ΍ΕέΎΘΧ΍ϭΪϳΪΠϟ΍ήϴϐΘϟ΍΍άϫΎϫΪϤΘόϳϲΘϟ΍ΔϳϮΑήΘϟ΍ΔϔδϠϔϟ΍ΔθϗΎϨϣϢΗΎϤϛ ϲΘϟ΍ΔϴϨϘΘϟ΍ΕΎϣΪΨϟ΍ϞϛΎϬΗΎϘϴΒτΗϲϓϢπΗΔϴϋΎϤΘΟϻ΍ΕΎϜΒθϟ΍ϥ΃ΝΫϮϤϨϟ΍΍άϫέΎϴΘΧϻΐΒδϟ΍ΩϮόϳϭˬΔϴϋΎϤΘΟϻ΍ΕΎϴΠϣήΒϟ΍ϰϠϋΎϴϠϤϋ ϲϓΔϗέϮϟ΍ΖΜΤΑϢΛϞλ΍ϮΘϟ΍ϭΚΤΒϟ΍ϕήσˬΔϴο΍ήΘϓϻ΍ΕΎόϤΘΠϤϟ΍ˬΔϴϣϼϋϹ΍ΓΩΪόΘϤϟ΍ς΋ΎγϮϟ΍ˬΏϮΘϜϤϟ΍κϨϟ΍ϡϮϴϟ΍ΐϳϮϟ΍ΔϜΒηΎϬϣΪϘΗ ΐϳϮϟ΍ϰϠϋΔϴϤϴϠόΘϟ΍ΕΎόϤΘΠϤϟΎΑϑήόϳΎϣΪΟϮΗΕΎϴΠϣήΒϟ΍ϩάϫϥ΃ϰϟ·ΖμϠΧϭΔϴϋΎϤΘΟϻ΍ΕΎϴΠϣήΒϟ΍ΔΌϴΑϲϓΔϴϤϴϠόΘϟ΍ϑ΍ήσϷ΍έϭΩ έϮτΗ Δϣ΍ΪΘδϤϟ΍ΔϴόϤΘΠϤϟ΍ΔϓήόϤϟ΍

4. ϰϤδϣΔϗέϮϟ΍ϪΘτϋ΃ˬΔϴϧΎδϧϹ΍ΔϓήόϤϟ΍ϲϓΓΪϳΪΟΔϠΣήϤϟΥέΆϳΎϤϣ ƨǷƾǬŭơ ĿƽǂƐ ŭơȂǸǼǳơǞǸǧǲƟƢǇȂǳơȁǥơƾǿȋơȁȃƙǂǳơ ǾƫƢȇȂƬǈǷƨǧƢǯȄǴǟƧŚƦǯƩơŚȈǤƬǳǞǔźǵȂȈǳơȆǸȈǴǠƬǳơǵƢǜǼǳơǹƛ ǘ ńƛƨǧǂǠŭơƢȀȇƾǳǱȂƸƬƫƨȇȂǫƨȈǸȈǴǠƫƩƢƳǂűŐǟǖǘŬơǽǀǿǀȈǨǼƫńƛƨƳƢūơĽǱȁƾǴǳƨȇƽƢǐƬǫȏơȁƨȈǟƢǸƬƳȏơƨȈǸǼƬǳơǖǘƻ ƨǷǃȐǳơƩơǁƢȀŭơǂȇȂǘƬǳǺǰǳȁ ƨǧǂǠŭơȄǴǟǱȂǐūơǲƳƗǺǷǖǬǧǆȈǳśǸǴǠƬŭơǶǟƽȁǶȈǴǠƬǳơǂȇȂǘƬǳƩƢȀƳȂƬǳơƽơƽǄƫžƧǁƢȀǷ ƧƢȈūơȃƾǷƤȇǁƾƬǳơȁǶǴǠƬǳơǵȂȀǨǷƺȈǇǂƫǱȐƻǺǷƧǂǏƢǠŭơƨȈǼǬƬǳơƧǁȂưǳơƨƦǯơȂǷǺǷơǀǿǾǷǄǴƬǈȇƢǷǞǷǞǸƬĐơĿƱƢǷƾǻȐǳ ȂǿǵƢȇȋơǽǀǿǶȈǴǠƬǳơƢȈƳȂǼǰƫĿǲǐȈǨǳơǱơƚǈǳơȁ ŸǝǁƢǈƬŭơřǬƬǳơǁȂǘƬǳơǺǷƧƽƢǨƬǇȏơǞǷȆǠǸƬĐơǁƢǗȍơǲƻơƽƨȈƫơǀǳơƨƥǂƴƬǳơǱȐƻǺǷǾƬǧǂǠǷřƦȇǶǴǠƬǷńƛǲǐǻǦȈǯ ńƛƧǄǿƢŪơǂǗȋơȁƽȂȈǬǳƢƥǕƢŰǪȈǓƤǳƢǫĿƨǧǂǠŭơǵĈ ǬȇƾƷơȁǁȂǜǼǷǺǷ ƩŚǤƫƾǫǂǐǠǳơơǀǿĿ ƨǧǂǠŭơǞǷƢǼƬǫȐǟǹƛ ƾ ƨǫȐǠǳơǽǀǿǾƳȁƗǶǿƗǺǷȁǶǴǠƬŭơƧƢȈƷǲƷơǂǷŐǟȁǥȁǂǜǳơǦǴƬűĿǪǬƸƬƫƨǇǁƢŲƨǧǂǠŭơǲǠšƧƽƾǠƬǷƨȈǰȈǷƢǼȇƽƩȐǟƢǨƫ ǥơƾǿȌǳƧŚǤƬŭơƩƢƳƢȈƬƷȏơƨȈƦǴƬǳƢȀǴȇȂŢǺǰŻƨȈǸȈǴǠƬǳơƨǈǇƚǸǴǳƨȈǻƢǷǄǳơȁƨȈǻƢǰŭơƽƢǠƥȋơǹƛƨȈƟƢȇǄȈǨǳơǄƳơȂūơȆǘţ  ǽǀǿǲǰȈǌƫƧƽƢǟƛǶƬȇśƷƨȈǼȀŭơƩơŐŬơȁǆȇǁƾƬǴǳƨǷǃȐǳơƩơȁƽȋơȁƩȐǟƢǨƬǳơǺǷƨǠǇơȁƨǴǈǴǇŚǧȂƫȁƨȇȂƥǂƬǳơ ƨȈǻȁǂƬǰǳơƨȈǠǸƬůƣǁƢšȁƤȇȂǳơȄǴǟƨȈǓơǂƬǧơŃơȂǟĿƽƢǠƥȋơ ˺̀ of ˺Page

5. ǞǸƬĐơƩơŚƯƘƫǺǟƨǴǐǨǼŭơƨȇƽǂǨǳơƨȇǂǬƦǠǳơǁƢťƾƷƘǯǝơƾƥȍơȁǁƢǰƬƥȏơńƛƧǂǜǼǳơƾǠƫŃ ȆǟƢǸŪơǡȂƦǼǳơǞȈƴǌƫ  ǂȀǜƫƮȈƷƢǔȇƗƨȇƽǂǨǳơƤǿơȂŭơƨȈǸǼƫĿȃȂǫƗơƾǧơǁƢȀǬȈƦǘƫȁƨǧǂǠŭơƣƢǈƬǯơĿȆǟƢǸŪơǲǸǠǳơƶƦǏƗǲƥžƤǈƸǧ ƨȇƽǂǨǳơǶǴǠƬŭơƧŐƻńƛǥƢǔȇĿƢǓƛǕƢǌǼǯňȁƢǠƬǳơǶȈǴǠƬǳơĿƧƾƫǂŭơƨȇǀǤƬǳơ ƨǴǐǳơƩơƿǞǸƬĐơĿƨǨǴƬƼŭơƩƢƠǨǳơńƛǱȂǏȂǳơǺǷǹȂǸǴǠƬŭơǺǰǸƬȇƮȈƷ ƢǠǷƨȈǐǐƼƬǳơȁƨȈƥȐǘǳơƨǧǂǠŭơƲǷƽ  ƧƾȇƾƳ ǩǂǘƥ śǸǴǠƬŭơ ȅǂưȇ ƢŲ ƨǟƢǼǏȁ ǶǴǟ ǲǯ Ŀ śǐǐƼƬŭơȁ śȈǸȈǴǠƬǳơ ƔơŐŬƢǯ ƨǧǂǠŭơ ǲǬƷȁ ǶǴǠƬǳơ ƧǂǰǨƥ ȆũǂǳơǶȈǴǠƬǳơƽȁƾƷƱǁƢƻǝơƾƥȍơȄǴǟǶȀǠƴǌƫ ńƛƣȂƬǰŭơǎǼǳơƽȁƾƷǃȁƢƴƬƫȁƨȇȂȈƷǂưǯƗǵȂȈǳơƪƫƢƥƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơǥơǂǗƗǞǷǲǏơȂƬǳơȁƨǧǂǠŭơńƛǱȂǏȂǳơ  ǶǴǠƬǳơƨȇȂȈƷȁƨǷƢǟȆǠǸƬĐơǲǏơȂƬǳơƔơǂƯƛĿƾǟơȁǲƦǬƬǈŠǂǌƦƫŖǳơȁƨǳȂǸƄơƩƢȈǼǬƬǳơŚƼǈƫȁƧƽƾǠƬŭơǖƟƢǇȂǳơǦȈǛȂƫ ƨǏƢƻ ǶǴǠƬǳơǩǂǘǳơƾǋǂǷȁƢǸǟơƽƶƦǐȈǳǶǴǠǸǴǳȅƾȈǴǬƬǳơǁȁƾǳơǁȂǘƫȁǖǌǼǳơǶǴǠƬŭơƨǯǁƢǌŭơńƛȆǬǴƬǳơǺǷśǸǴǠƬŭơǱȂŢ  ƨȈǟơƾƥȍơȁƨȈǈǨǼǳơȁƨȇǂǰǨǳơǶȀǐƟƢǐƻȁśǸǴǠƬŭơƩƢƳƢƷǪǧȁƨǨǴƬƼŭơ ƨǧǂǠŭơƔƢǼƦǳƢǼǷȂȀǨǷĿƧƾƴƬǈŭơƨǫȐǠǳơǽǀǿǾƳȁƗȄǴǟǹơƾǯƚȇǹƢȇȂǫǹƢǿƢšơǂȀǜȇȁ ƤȇȂǳơƨǰƦǋȆǿȁǂǐǠǳơƩƢǟơǂƬƻơǃǂƥƗǱȐƻǺǷƢȀǈǨǻǑǂǨƫŖǳơȁƨȈǼǬƬǳơȁƢȈƳȂǳȂǼǰƬǳơĿƧƽǂǘŭơƩơǁȂǘƬǳơ Ǳȁȋơ ƨǟȂǸǈŭơȁƨȈƟǂŭơƩȏƢǐƫȏơƩƢǷƾƻȁ ƧǁȂƯǾƬƯƾƷƗȅǀǳơŚƦǰǳơƣǁƢǬƬǳơƾǠƥƲȈǈǼǳơƽƾǠƬǷǞǸƬĐơơǀǿƶƦǏƗƮȈƷƨǧǂǠŭơƔƢǼƥĿǞǸƬĐơƨȈŷƗȄǴǟƾȈǯƘƬǳơ ňƢưǳơ ƧƾƷơȁƨȈǻȂǯƨȇǂǫńƛŃƢǠǳơǱȂŢƿƛƩȏƢǐƫȏơ ƾȈǗȂƫ Ŀ ƨȈǟƢǸŪơ ƨǘǌǻȋơ Ƕǟƾƫ ƲǷơǂƥ ƢĔƘƥ ǥǂǠƫ Ŗǳơȁ Social software ƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơ ƩǂȀǛ ƢǼǿ ǺǷ ǽǀǿƶȈƬƫƿƛ“real lifeƨȈǬȈǬūơƧƢȈƸǴǳƢȇǂƯơǁƢȈƻǵƾǬȇňȁǂƬǰǳȏơƔƢǔǨǳƢǧƤȇȂǳơȄǴǟƨǧǂǠŭơƔƢǼƥȁƨȈǻƢǈǻȍơƩƢǫȐǠǳơ ƨǧǂǠŭơƔƢǼƥĿƨǯǁƢǌŭơǪȇǂǗǺǟǒǠƦǳơǶȀǔǠƥƧƽƢǧƛǺǷǶȀǼǰŤŖǳơƨȈǸǫǂǳơƩƢȈǼǬƬǳơŚƼǈƫśǸǴǠƬǸǴǳƲǷơŐǳơ ǶǴǠƬǳơ ǺǷ ňƢưǳơ ǲȈŪơ ǹƗ Ǯǳƿ ƧŚƻȋơ ƩơȂǼǈǳơ Ŀ ơȂŶ ňȁǂƬǰǳȏơ ǶǴǠƬǳơ ƩƢǟƢǘǫ ǝǂǇƗ ǺǷ ƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơ ŐƬǠƫȁ ǉƢǬǼǳơƩƢȇƾƬǼǷȁȆǰȇȂǳơȁƩƢǻȁƾŭơ ǲưǷ ƨȈǟƢǸƬƳȏơƩƢǬȈƦǘƬǳơ ǁƢưǸƬǇơ ńƛǾƬǬȈǬƷ Ŀ ƽȂǠȇ elearning 2.0 ňȁǂƬǰǳȏơ ǲǏơȂƬǳơȁƮƸƦǳơǩǂǗȁƢȇƾǸȈƬǳƢŭơȄǴǟƾǸƬǠȇȅǀǳơȁƢȀǼǷƭƾƷȋơǱƢȈƳȋơǁȂȀǛƾǠƥƨǏƢƻƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơȁ ơǀǿǂǌǻȁ ƩƢȇơȂŮơȁ ĿǂǠŭơȁȅǂǰǨǳơǶȀƳƢƬǻƨǯǁƢǌǷȁǺȇǂƻƕǞǷƧƾȇƾƳƩƢǫȐǟƔƢǼƥǺǷǹȂǷƾƼƬǈŭơǺǰǸƬȇƮȈƷž ƪǻǂƬǻȏơƨǰƦǌǳǵƽƢǬǳơǲȈŪơƩƢũǶǿƗǺǷƪƫƢƥƩƢȈǼǬƫȂȇƾȈǧȁƧǁȂǏȁƩȂǏȁǎǻǺǷƧƽƾǠƬŭơǖƟƢǇȂǳơŐǟǾǴǯ ˺̀ of ˻Page

6. ( Eren,2007)ƧƽƾǠƬǷƩƢȇȂƬǈǷŐǟƩƢǫȐǟƔƢǼƥǺǷǹȂǸǴǠƬŭơǺǰǸƬȇƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǽǀǿȆǨǧ ƨȇǁȂǨǳơǲƟƢǇǂǳơȁňȁǂƬǰǳȏơƾȇŐǳơǲưǷone-to-oneƾƷơȁóƾƷơȁ  ƩƢǻȁƾŭơȁƨȈǐƼǌǳơƤȇȂǳơƩƢƸǨǏǲưǷone-to-manyŚưǯóƾƷơȁ  ǾƳȂǳƢȀƳȁ

7. ȆūơǱƢǐƫȏơƢǿŐǟǶƬȇŖǳơƩƢȈǼǬƬǳơ ȁȆǰȇȂǳơǲưǷmany-to-manyŚưǯ óŚưǯ  ƧǂǋƢƦŭơƨȈƦȇǁƾƬǳơƩơǁȁƾǳơȁƨȈǓơǂƬǫȏơǱȂǐǨǳơǲưǷ ǲǯǾǼƐ ǴȇǹƗƤŸȅǀǳơȆǸȈǴǠƬǳơȃȂƬƄơȄǴǟǄȈǯǂƬǳơȃȂƬǈǷǺǷǱȂƸƬƫǹƗȁƾƥȏƨȈǸȈǴǠƬǳơƩƢǇƢȈǈǳơǹƘƥƾųơǀǰǿȁ Ǭ ŸǶǴǠƬǻǦȈǯ

8. ǶǴǠƬǳơǺǷƣȐǘǳơǺǰŤŖǳơȄǴưŭơǩǂǘǳơƽƢŸƛȄǴǟǄȈǯǂƬǳơńƛƣȐǘǳơ Dan,2007) ǲưǷǺǷƨǴƠǇƗƵǂǗǹƛ ŸƢǠǷƨȇȂƥǂƬǳơȁƨȈǸȈǴǠƬǳơǥơƾǿȋơǪǬŢǹƗƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǞȈǘƬǈƫǦȈǯ  ǒǠƦǳơǶȀǔǠƥƣȐǘǳơƩƢȈůŐǳơȁƤǳƢǘǳơśƥƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƨƠȈƥĿƨǠǫȂƬŭơƨǘǌǻȋơȁƩȐǟƢǨƬǳơǝȂǻȂǿƢǷ  ŸƨȈǸȈǴǠƬǳơƩƢƠȈŮơǶǴǠŭơȁƣȐǘǳơ ŸƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƢȀǷƾǬƫŖǳơƨȈǇơǁƾǳơǱȂǐǨǳơ

9. ǹƢǰŭơȁƨȈǇơǁƾǳơǎǐūơ

10. ǹƢǷǄǴǳƧƾȇƾŪơƽƢǠƥȋơȆǿƢǷ  ŸƨȈǟƢǸƬƳȏơƩƢȈůŐǳơĿǶǴǠƬŭơƩƢƳƢƷǪǬƸƬƫǦȈǯ  ŸƨȈǟƢǸƬƳȏơƩƢȈůŐǳơĿǶǴǠƬǳơǥƾǿńƛǱȂǏȂǳơǺǷǪǬƸƬǳơȁǶǴǠƬǳơƨǟǂǇǅƢȈǫǺǷǶǴǠŭơǺǰǸƬȇǦȈǯ  ƨȇȂƥǂƬǳơǥơƾǿȋƢƥǱȐƻȍơǹȁƽǶȈǴǠƬǳơǂȇȂǘƫǵȂȀǨǷƣƢǠȈƬǇơńƛƧƾȇơǄƬŭơƨƳƢūơĿƨǟȁǂǌǷȁƨƷȁǂǘǷƢǿŚǣȁƨǴƠǇȋơơǀǿǲǯ ƢēơƿǶȈǴǠƬǳơȁǶǴǠƬǳơƨȈǴǸǠƥƨǗȂǼŭơ ŸŚȈǤƬǳơơǀǿǲǯơƿƢŭ ŚȈǤƬǳƢƥǁơǂǫȍơǾǼǰǳȁśǸǴǠŭơƩƢƳƢƷƨȈƦǴƫ ǲƳƗǺǷǶǴǠƬǳơǩǂǗĿƧƾȇƾŪơƩƢȈǼǬƬǳơǽǀǿƣƢǠȈƬǇȏǆȈƟǂǳơƤƦǈǳơǺǸǰȇȏ ǲǟƢǨƬǳơȄǴǟŐǯƗƧǁƾǬƥơȂǜƷƾǫǩȂǧƢǸǧóÎÖÕÍ

11. ƨȇǂǸǠǳơƨƠǨǳơĿǵȂȈǳơƢǼƥȐǗǹƛǶȀǈǨǻƗƣȐǘǳơǎƟƢǐƻĿǲǏƢūơ ƨƸȈƸǐǳơƨȀƳȂǳơȂŴǲǟƢǨƬǳơơǀǿǂƼǈƫƨȇȂƥǂƫƨȇǂǰǧƨǷȂǜǼǷƽƢŸƛńƛƨƳƢūơƪƸƦǏƗȁƨȈǷȂȈǳơǶēƢȈƷĿƨưȇƾūơƩƢȈǼǬƬǳơǞǷ ƨǧǂǠŭơ

12. ǁƢȈƻȄǴǟǄǰƫǂǻƢǼǴǠŸȃǂƻƗƨȀƳǺǷƨȈǸǼƬǳơǖǘƻƢȀƦǴǘƬƫŖǳơƩơǁƢȀŭơǂȇȂǘƫȁ ƨȀƳǺǷƨǼǷȉơƨƠȈƦǳơ

13. ǪȈǬƸƬǳ ǶȈǴǠƬǳơĿǶȈǴǈǳơǂȇȂǘƬǳơƭơƾƷȍƨǷơƾƬǈŭơƨȈǠǸƬĐơ ˺̀ of ˼Page

14. ƨȈǠǸƬĐơƨǯǁƢǌŭơŐǟȁƨȈǼǬƬǳơǱȐƻǺǷǶǴǠƬǳơ Î ŃƢǟ ǺǷ ȅƗ ƨȇƽƢŭơȁƨȈǟƢǸƬƳȏơ ǾƬƠȈƥ ǺǷ ǹƢǈǻȍơ ơǀǿ ǾǸǴǠƬȇ ƢǸǟ ƢȈƟǄƳ ǶƴǼȇ ƢŶƛ ƢǷ ǹƢǈǻƛǾǧǂǠȇ ƢǷ ǹƘƥ ǾȈƳƢȈƥ ǥǂƬǠȇ ǶǴǠƬǳơ ǲǷơȂǟ ńƛ ǦȈǔȇȁ. ǶǴǠƬǳơ ǱȂǐū ŅȁƗ Ǖǂǋ ǆŤ Ń ƨǸȈǴǇ ƧǁȂǐƥ ǺƟƢǰǳơ ƽȂƳȁ ǹƘƥ ǥǂƬǠȇ ƢǸǯ. ƔƢȈǋȋơȁ ǅƢǼǳơ ǶȈǜǼƫ ǹƢǈǻȍơ ǞȈǘƬǈȇ ǦȈǯ řǠƫ ƨǻǃơȂŭơȁǶǴǠƬǳơƽȂǬƫ Ŗǳơ ƨǻǃơȂŭơ ƨȈǴǸǟ Ȃǿ ǂƻƕ ȐǷƢǟ žƨȈƳȂǔǼǳơȁ ƨȇƽƢŭơȁ ƨȈǟƢǸƬƳȏơ ƩƢǷȂǴǠŭơ ƩƢȇǂǜǻǺǷ constructivism ƨȈƟƢǼƦǳơƨȇǂǜǼǳơǆǇƚǷǾȈƳƢȈƥŐƬǠȇȁ.ÎÖÕÐǦǏƢǻ) ǒǫƢǼƬǷ Śǣ ĿǂǠǷ ǵƢǜǻĿ ƧǂƯƢǼƬŭơ Anderson and Elloumi,2004

15. ǾȇƾǳňƢǠŭơǪȈǬƸƬǳƧǂǋƢƦǷƩƢǬȈƦǘƫȁ ƨȈǠǫơȁƨȈǬȈǬƷƩƢǫƢȈǇĿǹȂǰȇƢǷƾǼǟǶƬȇƽǂǨǳơǶǴǠƫǹƗȁǶǴǠƬǳơƭơƾƷƛĿȆǟƢǸƬƳȏơƾǠƦǳơƨȈŷƗȄǴǟǄǯǂƫŖǳơȁƨȈƥǂƬǳơ ǹƗƢǼǼǰŻȏƢǼǻƗƢŠȁƨǧǂǠǸǴǳǁƾǐǷǲǔǧƗȆǿƨƥǂƴƬǳơ

16. ǹƗžňƢǈǻȍơƽȂƳȂǳơǲƷơǂǷŐǟƪƦƯƾǬǳKaren,2002

17. ǎǼƫȁ ƢȇǀǤǷǲƥƨǧǂǠǸǴǳƢȇǂƯȁƢǷƢǿȐȇƾƥƶƦǐƬǳǶēơŐƻȁǅƢǼǳơƣǁƢšǺǷƧƽƢǨƬǇȏơǺǷƽǂǨǷȏǾǻƜǧžƢǼǳȂƷ ƧƢȈūơĿƔȆǋǲǯƣǂų ƨȈǻƢǈǻȍơƩƢƠǨǳơǦǴƬűǺǷƨǧǂǠŭơǞǸŪƨȈȀȇƾƥȆǿȆƟƢǫƾǏƗĿŖǧǂǠǷǹǄƬƻƗňƛƢŮ ǺȇǂǌǟǀǼǸǧǶǴǠƬǳơƨȈǴǸǟǺǷơƔǄƳƨȈǼǬƬǳơǾȈǧǺǰƫŃǺǷǃĿƪǨǳƗƢĔƗŚǣǶǴǠƬŭơǭȂǴǇǶȀǧĿƨȇȂƥǂƬǳơƩƢȇǂǜǼǳơƨȈŷƗǶǣǁȁ ǹƜǧŅƢƬǳƢƥȁŸǺȇǂƻȉơǞǷǲǏơȂƬǻǦȈǯŸǶǴǠƬǻǦȈǯŸǊȈǠǻǦȈǯƧǂǏƢǠŭơƢǼƫƢȈƷǲȈǰǌƫĿƧơƽƗƨȈǼǬƬǳơƩǁƢǏƢƦȇǂǬƫƢǷƢǟ ǺǷǂǏƢǠŭơƢǼǠǸƬůǁȂǘƫƾǬǳśǸǴǠƬǸǴǳƨȈǟƢǸƬƳȏơƨƠȈƦǴǳƢǇƢǰǠǻơǽǁƢƦƬǟƢƥǾƫƢǬȈƦǘƫȁǾƟƽƢƦǷǦǐƫƨȇǂǜǼǳƨǇƢǷƨƳƢŞǁƢǏǶǴǠƬǳơ service- economy ƩƢǷƾƻ ǺǷ ȅƽƚȇ ƢǷ ǶƴŞ ǁơƾȇ ǞƬů ńƛ product-oriented economy ƱƢƬǻȍơ ƽƢǐƬǫƢƥ ǁơƾȇ ǞǸƬů Ĉ ǰǳơ ƨǧǂǠŭơ ƽƢǐƬǫơ ƶǷȐǷ ǶǿƗ ǺǷȁ )Knowledge Ƕ economy Christian,2007)ƨǧǂǠŭơ ȄǴǟ ƾǸƬǠȇ ƽƢǐƬǫơȁ oriented ǺǷǕƢŶƗ ƔƢǌǻƛŅƢƬǳƢƥȁƨǨǴƬƼŭơƨǧǂǠŭơǁƽƢǐǷśƥǖƥơȁǂǳơǲȈǰǌƫȄǴǟƧǁƾǬǳơǾȈǧ ƶƦǐƫȅǀǳơļƢǷȂǴǠŭơǪǧƾƬǳơǺǷǶƼǔǳơ ƨǧǂǠŭơǹƗǮǳƿƩơȂǼǇǂǌǟǲƦǫơƽȂƳȂǷǺǰȇŃǵȂȈǳơǾǧǂǠǻƢǷǦǐǻǹƛǵȂȈǳơĿǂǠŭơƢǻƽƢǐƬǫơĿƢǷƢǿƢƦǴǘǷƧƾȈǨŭơƩƢǷȂǴǠŭơ Gonzalez, 2004

18. “half-.life of knowledge” ǾȈǴǟǪǴǘȇƢǷơǀǿȁǂǸǠǳơǞǷƢȈǈǰǟƤǇƢǼƬƫƩǁƢǏƨǧǂǠŭơǹƗřǠȇơǀǿȁ (ASTD

19. ǾƫǂǯƿƢǷƤǈŞơǂȀǋ ÎÕǲǯǶƼǔƬƫ ȂǿȁƨưȇƾūơƩƢȈǼǬƬǳơŐǟƨǧǂǠǸǴǳȆǟƢǸƬƳȏơȂǸǼǳơǅǁƾƫǹƗǞȈǘƬǈƫƧƾȇƾƳƨȇȂƥǂƫƨȇǂǜǻǩȐǗƛȄǴǟơƽƢƳǲǸǠǳơǹƢǯơǀǳ ǊǫƢǼƫ ȁ Connectivism ƨȈǳƢǐƫȏơ

20. ƨǨǏƨȇǂǜǼǳơǽǀǿǲǸŢȁ ƨǷơƾƬǈŭơƨȈǠǸƬĐơƨǧǂǠŭơ

21. ǾȈǴǟǪǴǘǻƢǷ ƤȇȂǳơȄǴǟǲǟƢǨƬǳơȁƨȈǟƢǸƬƳȏơƨƠǌǼƬǳơĿǅƢǼǳơǭơǂǋƛƨȈǤƥƢǿƙƢǌǻƛǶƬȇŖǳơƨȈǐƼǌǳơǥǁƢǠŭơǺǷƨǰƦǋǾǨǏȂƥǶǴǠƬǳơ ƨȈǯơǁƽȍơȁ behaviorism ƨȈǯȂǴǈǳơ ƨȇǂǜǼǳơ ȄǴǟ ƨǓȁǂǨŭơ ƽȂȈǬǳơ ȄǴǟ ƤǴǤƬǴǳ ƧƾǿƢƳ ȄǠǈƫ Ȇǿȁ Ï ƨȈǸȈǴǠƬǳơƭȐưǳơǂǗȋơǺǷƧǃǁƢƦǳơǂǏƢǼǠǳơǞȈǸšǪȇǂǗǺǟ constructivism ƨȈƟƢǼƦǳơȁcognitivism ơǀǿ ȆǸǫǂǳơ ǂǐǠǳơ Ŀ ǶǴǠƬǳơ ƨȇǂǜǻ ƔƢǼƦǳ ƨȈǷƢǼȇƽȁ ƧƾȇƾƳ ƩƢȇǂǜǻ ƭơƾƸƬǇơ ǥƾđ žƨȈƳȂǳȂǼǰƬǳơȁ ƨȈǟƢǸƬƳȏơȁ ȄǴǟƩƢǻƢȈƦǳơȁƩƢǷȂǴǠŭơƾǬǠǳơǲưŤƩȐǏȁƢȀǼȈƥǖƥǂƫƾǬǟƧƾǟǺǷǹȂǰƬƫ Ŗǳơ žƨǰƦǌǳơǵȂȀǨǷǵƾƼƬǈȇƱƿȂǸǼǳơ ˺̀ of ˽Page

22. ǖƥǂǳǱȁǀƦŭơƾȀŪơȆǿȁƢēơƿǶǴǠƬǳơƨȈǴǸǟȆȀǧƩȐǏȂǳơƢǷƗƧǁȂǏȁƩȂǏȁƗƨȈǐǻǹȂǰƫǹƗƢǷƛȆǿȁƤȇȂǳơƨǰƦǋ ƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơ Ƨǂǰǧ ǞǷ ǪǧơȂƬǷ ǵȂȀǨŭơ ơǀǿȁ ƨȈǐƼǌǳơ ǥǁƢǠŭơ ǺǷ ƨǰƦǋ ǲȈǰǌƬǳ ƢȀǔǠƥ ǞǷ ƾǬǠǳơ ǽǀǿ ĿƧƽǁơȂǳơƝƽƢƦŭơǞǷƢǏƢƻƢǫƢǈƫơǵƾǬƫȁǶǴǠƬŭơƨȇǄǯǂǷƨȇǂǜǻǪǬŢƢĔƗƢǸǯƩƢǻȁƾŭơǲưǷƤȇȂǳơĿƨǷƾƼƬǈŭơ (Siemens,2005

23. ÏƤȇȁǎƟƢǐƻ elearning 2.0ňȁǂƬǰǳȏơǶȈǴǠƬǳơǺǷňƢưǳơǲȈŪơ Ï ǶǴǠƬǳơȁƢȈƳȂǳȂǼǰƬǳơśƥƨǫȐǠǳơĿŚǰǨƬǳơƧƽƢǟƜƥƢǼǷǄǳƗǾǻƗƢǸǯǶȈǴǠƬǳơƩƢȈǼǬƫĿƧǁȂƯƭƾƷƗ ÏƤȇȁȂŴǱȂƸƬǳơǹƛ ƾǫȁFuturelab 2006

24. ǞǸƬĐơǱȐƻǺǷǶǴǠƬǳơƨƥǂšǄȇǄǠƬǳƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơƤǴǫǶǴǠƬŭơƢȀȈǧǹȂǰȇƨȈǈȇǁƾƫƨƥǂšǂȇȂǘƬǳ ĿƧƾȇƾŪơ ÏƤȇȁƩơƾƷȁȁƗƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƱơǁƽƛǥƾđ ÏňȁǂƬǰǳȏơǶȈǴǠƬǳơƶǴǘǐŭ Downes,2005)Ǒǂǟ ǶȈǴǠƬǴǳ ƨȈǇƢǇȋơ ƩƢȈǨǴŬơ ƾƷƘǯ ǶǴǠƬǳơ ǁƽƢǐǷȁ śǸǴǠƬŭơ śƥ ƩȐǏȂǳơ ƨǷƢǫƛ

25. Ƨǂǰǧ ȄǴǟ ơǃƢǰƫǁơ ƾǠƥ Ǻǟ ǶȈǴǠƬǳơ ƩƘȇŃǶǴǠƬǳơǹƘƥƨǴƟƢǬǳơǂǜǼǳơƨȀƳȁŘƦƬȇǶǴǠƬǳơǲƦǬƬǈǷǹƗƿƛžȆǸȈǴǠƬǳơȃȂƬƄơƔƢǼƥĿǱȂƸƬǳơǺǟƭƾŢȁÏňȁǂƬǰǳȏơ ǶȀǈǨǻƗƣȐǘǳơǲƦǫǺǷǶǴǠƬǳơơǀǿǪȈǬƸƬǳǾǨȈǛȂƫȁȃȂƬƄơơǀǿǱƢǸǠƬǇơƨȈǨȈǯĿǺǰǳȁǖǬǧȆǸȈǴǠƬǳơȃȂƬƄơǶȈǸǐƫǺǷ ƨǧǂǠŭơȁƩƢǻƢȈƦǳơǶȈǸǐƫƨǯǁƢǌǷȁƔƢǌǻƛ

26. ÏňȁǂƬǰǳȏơǶȈǴǠƬǳơƩƢȈůǂƥǱȐƻǺǷǾǇƢȈǫǶƬȇȅǀǳơƣȐǘǳơǕƢǌǻƶƦǐȇơǀǰǿȁ ÏňȁǂƬǰǳȏơǶȈǴǠƬǳơǪȈƦǘƫǹƛǶǴǠƬǳơȃȂƬŰƔƢǼƦǳǖǬǧơǂŲ ǆȈǳȁǶǴǠƬǳơǥƾǿǪǬŢǅƢȈǬǳƢǧƾǿǾƫơƿ Ȃǿ Christian,2007

27. ȆǐƼǌǳơ ǦǴŭơ webloggingǺȇȁƾƬǳơ ǺǷ ƲȇǄǷ Ȇǿ Ŗǳơ learning landscape ºƥ ǥǂǠƫ ƨǏƢƻ ƨƷƢǈǷ ƾƳȁƗ ǾǬȈƦǘƫĻȂǳǶǴǠƬǳơǵƾźǹƗǞȈǘƬǈȇƲȇǄŭơơǀǿ Socail networking ƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơȁ ePortfolios ǶǴǠƬǸǴǳ Pavel,2007

28. MoodleǲưǷ LMS ƨȇƾȈǴǬƬǳơǶǴǠƬǳơƧǁơƽƛǶǜǻĿǾůƾƥȁƗȅƽǂǧǲǰǌƥ ňȁǂƬǰǳȏơǶȈǴǠƬǳơǺǷňƢưǳơǲȈŪơƩƢȈǼǬƫĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǞǫȂǷ Ð ǲưǷ LMS ǶǴǠƬǳơ Ƨǁơƽƛ Ƕǜǻ ȄǴǟ ǵȂȈǳơ ňȁǂƬǰǳȏơ ǶȈǴǠƬǳơ ǪƦǘƫ Ŗǳơ ƨȈǸȈǴǠƬǳơ ƩƢǈǇƚŭơ ƾǸƬǠƫ ǲǷƢǰƬǷǵƢǜǻǲƻơƽƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơƧǁơƽƛȁǶȈǜǼƫȂǿǶǴǠƬǳơƧǁơƽƛǶǜǼǳƨȇǂǿȂŪơƧǂǰǨǳơǹƛBlackboard,WebCT,Moodle ǺǷƽȁƾŰƽƾǠǳƨǧƢǓƛƩơȁǁƾǯ ǾŻƾǬƫȁ ȆǸȈǴǠƬǳơȃȂƬƄơǀȈǨǼƫȄǴǟƾǟƢǈƫŖǳơ ƩơȁƽȋơǒǠƥǶǴǠƬǳơƧǁơƽƛǶǜǻǵƾƼƬǈƫ ƿƛ ǹƗŚǣƪȇȂǐƬǳơȁƨƯƽƢƄơȁȆǇơǁƾǳơƲȀǼŭơǞȇǃȂƫǖǘƻȁƩƢǸȈȈǬƬǳơȁƩƢǨǴŭơƨǯǁƢǌǷȁǉƢǬǼǳơƩƢȇƾƬǼǸǯǶǴǠƬǳơƨǘǌǻƗ

29. ƨȇǁơƽȍơƩƢǷƾŬơǶȈǜǼƫȁǶǟƽĿƾȈǨƬǈƫƩƢǈǇƚŭơǽǀǿǹƗƢǼǳǃŐȇǶǴǠƬǳơƧǁơƽƛǶǜǼǳƨȈǸȈǴǠƬǳơƩƢǈǇƚŭơǵơƾƼƬǇơĿǪȈǫƾƬǳơ ơǀǿȁOECD,2005,p.15

30. ƨȈǇơǁƾǳơǱȂǐǨǴǳƨȈŻƽƢǯȋơǵƢȀŭơƣƢǈƷȄǴǟƩƢǻȐǟȍơǵȂǇǂǳơƾȇƾǈƫǲȈƴǈƬǳơǲưǷ ƧƽƢȇǃȂŴǽƢšȏơǂȀǛơǀǳƣȐǘǴǳǶǴǠƬǳơƨǘǌǻƗȁƗ ļơǀǳơǶǴǠƬǳơǶǟƾƫȏȁśȇǁơƽȍơȁśǸǴǠǸǴǳƨȀƳȂǷǶǴǠƬǳơƧǁơƽƛǶǜǻǹƗřǠȇ ƨǏƢƻȁ ó ƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơ ƪǻƢǰǧ ǶǴǠƬŭơ ƨȇǄǯǂǷ ǪǬƸƬǳ ǶǴǠƬǳơ Ƨǁơƽƛ Ƕǜǻ ǲƻơƽ ƢȀůƽ ǶƬȇ ƩơȁƽƗ Őǟ ƣȐǘǳơ ƨȈǴǟƢǧ ˺̀ of ˾Page

31. ńȁȋơȆǿǶǜǼǳơƪǈȈǳȁƩơȁƽȋơ ƶƦǐƫƮȈƷǶǴǠƬǳơƧǁơƽƛǶǜǻǞǷƱƢǷƾǻȏơȄǴǟƧǁƽƢǬǳơƩơȁƽȋơȆǿƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơ Bersin,2008

32. Christian,2006

33. ǶǴǠƬǳơƨƠȈƥĿƨȇƢǟǂǳƢƥ ȆǯǁƢǌƬǳơňȁǂƬǰǳȏơǶȈǴǠƬǳơńƛňȁǂƬǰǳȏơǶȈǴǠƬǳơǺǷǱȂƸƬǳơƢǼǼǰŻǦȈǯ Ñ ǶǴǠƬǳơƨƠȈƥĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǵơƾƼƬǇơǲȈǠǨƫ ÑÎ ǶȈǴǠƬǳơƩơȂǘƻńȁƗƪǻƢǯƮȈƷňȁǂƬǰǳȏơǶȈǴǠƬǳơĿƨȈǻƢǈǻȍơ

34. ńƛƧƽȂǠǳơǱȁƢŢƧǁȂƯƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƩƔƢƳ ƤǻƢŪơƢȀȈǧȄǟơǂȇǺǰȇ ŃǖǬǧƨȈǼǬƫƾǟơȂǫȁŚȇƢǠǷŐǟƨȈǸȈǴǠƬǳơƩƢȇȂƬƄơǂȇȂǘƫȁƔƢǌǻƛǺǷřǬƬǳơƤǻƢŪơ ƾǸƬǠƫ ňȁǂƬǰǳȏơ ǀȈǨǼƫ ńƛ ǽƢšȏơǁƢǏ ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơ ƾǸƬǟơ ȅǀǳơȁňȁǂƬǰǳȏơ ǶȈǴǠƬǳơ ǺǷňƢưǳơ ǲȈŪơ ǹƗƢǸǯ Hodgins,2005) ǲƦǬƬǈǸǴǳƩơǁƢȀŭơǺǷƾƷơȁǾǻƛƢǷƾǬƫƽơǄƫȁƢȀǴȈǐŢǶƬȇƨȈǟƢǸƬƳơƧǁƢȀǷȁƨǧǂǠǷȂǿ

35. ǶǴǠƬǳơǁƢƦƬǟƢƥ ȆǟƢǸƬƳȏơ ňƢǈǻȍơ ǹȁƢǠƬȇƮȈƷ śǸǴǠŭơȁǺȇǁȂǘŭơ

36. ƨǸǬǳơ ȂŴȄǴǟȋơńƛ śƥǁƾƬŭơȁƣȐǘǳơ

37. ƧƾǟƢǬǳơ ǲǨǇȋơǺǷ ǾȈǧ ǾƴƬȇȃȂƬƄơ ( Siemensˬ2004) ǄȈǷǂƬǳơǱƢǸǟƗǺǷǲǸǠƥȂǔǟǲǯƢđǵȂǬȇŖǳơƩƢȈǴǸǠǳơǺǷǲǰǌƬƫƨǰƦǋȂǿǶǴǠƬǳơǹȋ

38. ȆǸȈǴǠƫ ǕƢǌǻƱơǂƻƛĿ ǞȈǸŪơ ǵƢǟǪƷƢĔƗȄǴǟƩƢǷȂǴǠŭơǞǷǲǷƢǠƬǳơÑÏ ǹƗȄǴǟǵȂǬȇǵȂȀǨŭơƶƦǏƗǲƥƢŮȁơƾƫȁƗƢȀƟƢǌǻƛĿƔơȂǇȆǐƼǌǳơǁƢǰƬƷȏơȄǴǟƨǸƟƢǫƩƢǷȂǴǠŭơǶǯơǂƫȁƨǧǂǠŭơƾǠƫŃ ǲưǷƨưȇƾūơƨȈƥȂǇƢūơƩƢȈůŐǳơǶȈǸǐƫƨǠȈƦǗƽƢǬƬǟȏơơǀǿȆǸǼȇƢŲȁƔơƾƬƥơƨǯǂƬǌǷǹȂǰƫǹƗƢđƾǐǬȇƔȆǋȆǿƩƢǷȂǴǠŭơ ƵȂƬǨŭơȁƗǂūơȃȂƬƄơơǀǿƤȇȂǳơȄǴǟƨȈǟƢǸƬƳȏơƩƢȈůŐǳơȁƲǷơŐǳơǺǷƽƾǠǳƨȈǻƢĐơǎƻǂǳơȁǁƾǐŭơƨƷȂƬǨǷƲǷơŐǳơ downes,2005

39. ƨǰƦǌǳơƨǨǏǪǬŹǶǴǠƬǳơǺǷǝȂǻǪǴŬǅƢǇƗȂǿǁƾǐŭơ ȆǸȈǴǠƬǳơȃȂƬƄơƔƢǼƥĿǶǴǠƬŭơǭơǂǋƛÑÐ ƢȈǟƢǸƬƳơ ƢǷƢǜǻǶǴǠƬǳơƶƦǏƗƮȈƷǶǴǠƬǳơĿǵȂȈǳơƢǿơǂǻŖǳơƢȇƢǔǬǳơǺǷƾȇƾǠǳơńƛƽƢǫƪǼǳơŃƢǟĿǄƳơȂūơǂǈǯǹƛ ŐƬǠƫƢĔƛǲƥžƾƟƢǈǳơňȁǂƬǰǳȏơǶȈǴǠƬǳơǾȈǴǟǵƢǫȅǀǳơƧƢǯƢƄơƗƾƦǷȄǴǟǵȂǬƫȏƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǹƜǧǮǳǀǳ(Etienne,2004

40. ǵƢǜƬǻƢƥ ǲǟƢǨƬƫƢĔȋǲǔǧƗǲǰǌƥ ǾƥǹȂǷȂǬȇǦȈǯ ƩƢǠǸƬĐơǽǀǿ Ŀƽơǂǧȋơ ǶǴǠƬȇƮȈƷ žƨǇǁƢǸŭơ ƩƢǠǸƬůǲƻơƽǹȂǰƬȇ ROCKWELL,1997

41. ǶǴǠƬŭơƨǋƢǋȄǴǟǶǴǠƬǳơƩơƾƷȁǂȀǜƫǦȈǯǆȈǳȁǒǠƦǳơǶȀǔǠƦƥ ǹȂǷƾƼƬǈŭơǖƦƫǂȇǦȈǰǳƨȈŷƗƩƢȈůŐǳơǽǀǿȂǸǸǐǷŅȂȇƿƛȆǬȈǬūơŃƢǠǴǳƽơƾƬǷơȂǿŃƢǟĿ ǅƢǇȋơȆǿ ǲǏơȂƬǳơȁ ƨƯƽƢƄơ ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơ Ò ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǵȂȀǨǷ Ò Î ˺̀ of ˿Page

42. ƩƢǨȇǂǠƫƧƾǟƢǟƢƦƫƩǂȀǛȁ (Shirky 2003)ƾǼǟ ÏƤȇȂǳơƩƢȈǼǬƫȄǴǟǹơȂǼǠǯƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƶǴǘǐǷǂȀǛ

43. ˬ. ( Coates,2005)ƨȈǟƢǸƬƳȏơ ƩƢǰƦǌǳơ Ǯǳǀǯȁ ȃȂƬƄơ Ƨǁơƽƛȁ ƭƽƢƸƬǳơȁ ǲǏơȂƬǳơȁ ƨȇƾȇŐǳơ ǶƟơȂǬǳơȁ ƨȇǁȂǨǳơ ǲƟƢǇǂǳơȁ ƧǁȂǐǳơȁ ƩȂǐǳơ ƩƢǨǴǷ ƨǯǁƢǌǷȁ ƨȈǻȐǟȍơ ǲƟƢǇǂǳơ ǱƽƢƦƫ ǲưǷ ƩƢǟȂǸĐơ śƥ ǲǟƢǨƬǳơ Ƕǟƾƫ Ŗǳơ ƩƢȈůŐǳơ Ȇǿ ƢŮ ƨǷƢǟƶǷȐǷƨƯȐƯ (Stowe Boyd,2005)ǞǓȁƾǫȁ(Bram,2007 ŕƷ ǂǸƬǈƫȁ ƨȇǁȂǨǳơǲƟƢǇǂǳơŐǟǲǟƢǨƬǳơǺǷ ƗƾƦƫ ƨȈǴǟƢǨƬǳơ ƩƢƯƽƢƸǸǴǳƢǸǟƽƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơ ǵƾǬƫ ǹƗ Î ƩƢǻȁƾŭơȄǴǟƩƢǋƢǬǼǳơȁƩƢǬȈǴǠƬǳơǲưǷƪǼǳơȄǴǟȆǟƢǸŪơǲǸǠǳơƩƢƷƢǈǷŐǟřǷơǄƬǳơŚǣǲǟƢǨƬǳơ ǒǠƦǳơƢȀǔǠƥƩƢŷƢǈǷǶȈǬƫǹƗƨǟȂǸƴǸǴǳƶǸǈƫŖǳơƨȈǟƢǸŪơƨȇǀǤƬǴǳƢǸǟƽƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǵƾǬƫǹƗ Ï ȄǴǟǶēƾǟƢǈǷȁǅƢǼǳơśƥȆǸǫǂǳơŚƦǠƬǳơƧǁơƽƛȁƔƢǌǻȍƨȈǟƢǸƬƳȏơƩƢǰƦǌǴǳƢǸǟƽƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǵƾǬƫǹƗ Ð ƧƾȇƾƳƨȈǟƢǸƬƳơƩƢǫȐǟƔƢǌǻƛ ƢǿǂȇȂǘƫǶƬȇŃƩƢȈůŐǳơǽǀǿǹƗƢǸǯƧƽƾǠƬǷƩƢǫƢȈǇĿǾǷơƾƼƬǇơǶƬȇƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƶǴǘǐǷǹƘƥƲƬǼƬǈǻǪƦǇƢŲ ǹƢǰǷȍƢƥǹƢǯƢŭǺǰǳȁƤȇȂǳơƩƢȈǼǬƫǺǷňƢưǳơǲȈŪơ ƩơǂȇȂǘƬǳƨȈǼǬƬǳơǎƟƢǐŬơȆǿǲƥƨȇơƾƥƨȈǸȈǴǠƬǳơǥơƾǿȋơǪȈǬƸƬǳ ǦȈǛȂƬǳ ƢǐȈǐţ ǂưǯƗƶǴǘǐǷƽƢŸƛƢēƢǬȈƦǘƬƥ śȈǼǠŭơǒǠƥȃƗǁƾǬǧǶȈǴǠƬǳơƨǷƾƻ ĿƩƢȈǼǬƬǳơ ǽǀǿƩƢǷƾƻǺǷƧƽƢǨƬǇȏơ ǖƥǂƫŖǳơƩơȁƽȋơƢȀǧǂǟȁ ƨȈǸȈǴǠƬǳơƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǶǇơƢǿƢǘǟƗƮȈƷƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơ (Anderson, 2005a)ǺȇǂƻȉơǞǷƩƢǫȐǠǳơƔƢǌǻƛȁƨȇȂŮơǄȇƢŤǶǴǠƬǳơƨǘǌǻƗǶǴǠƬǳơǱȐƻȆǬȈǬūơƽȂƳȂǳơǶǴǠƬǳơ ƨƠȈƥƪǫȂǳơƧǁơƽƛ ȄǴǟ ǾƫǂǘȈǇƽǂǨǴǳȆǬƦƬǈƫƮȈƷňȁƢǠƬǳơ ǶǴǠƬǳơ ȄǴǟǶȀǠȈƴǌƫȁǶȀǸǟƽ ǥƾđƽơǂǧȋơ śƥƢȈǰƦǋ Futurelab 2006

44. ȆǴȇƢŠǶǴǠƬǳơǥƾǿǪǬŹƢŠƨȈǸȈǴǠƬǳơƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƢđǵȂǬƫŖǳơƨȈǈȈƟǂǳơǵƢȀŭơƾȇƾŢǺǰŻȁ śǯǁƢǌŭơśƥňȁǂƬǰǳȏơǵƢƸƬǳȏơƢȈǳƕƩƢȈůŐǳơǺǸǔƫƮȈƷƨǨǴƬƼŭơƩƢǟȂǸĐơśƥǂǸƬǈŭơǲǏơȂƬǳơƔƢǼƥ Î ǹȁǂƻȉơǾǴǠǨȇƢŠȆǟȁȄǴǟǞȈǸŪơȆǬƦƬǧ ƔơŐŬơśƥƨǸƟƢǫǲǏȂǳơƨǬǴƷƾųǮǳǀƥȁƨǯǂƬǌŭơƩƢǷƢǸƬǿȏơȅȁƿǞǸƬĐơǥƢȈǗƗǦǴƬűśƥǲǏơȂƬǳơśǰŤ Ï ĿƢǬƯȁƗȆǸǴǟǱƢůȅƗĿśƟƾƦƬŭơȁ ƨȇǀǤƬǳơǲƥƢǬŭơĿĽȁƤȇȂǳơȄǴǟƨǳȂȀǈƥƢǿǂǌǻǶƬȇƮȈƷƨȈǸǴǠǳơƽơȂŭơȁǁƽƢǐŭơǶǇƢǬƬǳƢȇȂȈƷƢǷȂȀǨǷǵƾǬƫ Ð ƨǴǟƢǨǳơȁƨǠȇǂǈǳơƧƾƫǂŭơ ƩȏƢĐƢǠƦƫƨǇǂȀǨǳơȄǴǟǵȂǬƫǾǼǰǳȁƨǷȂǴǠǸǴǳȆźǁƢƬǳơƤǻƢŪơȄǴǟƾǸƬǠƫȏƩƢǷȂǴǠŭơƨǇǂȀǨǳƧƾȇƾƳƨȈǳƕǵƾǬƫ Ñ ƨǨǴƬƼŭơƩƢǟȂǸĐơƔƢǔǟƗśƥǭǂƬǌŭơǵƢǸƬǿȏơ ǲǠŸȅǀǳơ ȅǁȂǨǳơǾȈƦǼƬǳơ ƨǷƾƻǂǧȂƫƮȈƷ śǠǷ ĿǂǠǷ ǲǬƷǽƢšƔƢǔǟȋơƩƢȇȂǳȁƗƤȈƫǂƫ ĿƧƾǟƢǈǷ ǵƾǬƫ Ò ǾǷƢǸƬǿơǲǬƷĿƩơƾƴƬǈŭơƭƾƷƗȁǂƻƕȄǴǟǝȐǗơȄǴǟȂǔǠǳơ ˺̀ of ̀Page

45. ŉƾǬƫ ƧƾȇƾƳƨǧǂǠǷƔƢǼƥƧƽƢǟƛĽƾƷơȁǹƢǰǷĿƨȈǧǂǠŭơƽǁơȂŭơǦǴƬűǞȈǸšƶȈƬƫƧƾȇƾƳ ƨȈǼǬƫƩơȁƽƗǵƾǬƫ Ó ƨǨǴƬƼŭơƩơȁƽȋơȁƽơȂŭơśƥƱǄǸǴǳƨǏȐƼǯƨǧǂǠŭơ ȁƗƤƬǰŭơƶǘǈǯƢȀǼǷƨƬƥƢưǳơƔơȂǇƨǨǴƬƼŭơƩƢǐǼŭơŐǟƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǽǀǿƩƢǬȈƦǘƫǞǷǲǷƢǠƬǳơǲȀǈȇ Ô ȅǀǳơǩƢȈǈǳơǮǳǀǯȁȃȂƬƸǸǴǳȆǬǴƬŭơȃȂƬƄơǝǂƬűƨƯȐưǳơǥơǂǗȋơǶǟƾȇơǀǿǹƘƥǮǋȏȁƢȀǼǷƨǴǬǼƬŭơ ǾȈǧȃȂƬƄơŉƾǬƫǶƬȇ ƩƢȈůŐǳơ ǵȂȀǨŭ ƨǫǁȂǳơ ǽǀǿ ǽƢǼƦƬƫ ȅǀǳơ ǦȇǂǠƬǳơ ǎǴƼƬǈǻ ƨȈǳƢǐƫȏơ ȃȂƬƄơ ƔƢǌǻƛ ƨǯǁƢǌŭơ

46. ƨƯȐưǳơ ƣƢǘǫȋơ ǺǷȁ 3Cs

47. ǶǇơǾƬǘǟƗȅǀǳơȁƨȈǸȈǴǠƬǳơƨȈǟƢǸƬƳȏơ ƔƢǼƥŐǟƨǧǂǠŭơǶǇƢǬƫǪȈǬƸƬǳśǸǴǠƬŭơśƥǲǐƫƨǰƦǋƔƢǼƥĿ ÏƤȇȁƩƢǼȈǬƫǺǷƾȈǨƬǈƫŖǳơƲǷơŐǳơȆǿ

48. ǶǴǠƬǳơƨƠȈƥĿƨȈǟƢǸƬƳȏơƨǨǏȄǴǟƔƢǬƥȍơŐǟǶǴǠƬǳơƨǘǌǻƗĿƨǯǁƢǌŭơȁȆǸȈǴǠƬǳơȃȂƬƄơ Communication Creation c c Collaborative c Content Connectivisim ΔϗέϮϟ΍ϩάϫϲϓΪϤΘόϤϟ΍ΔϴϋΎϤΘΟϻ΍ΕΎϴΠϣήΒϠϟ3Cs ϒϳήόΗ˺

49. ϞϜη ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƢǿƾǸƬǠƫŖǳơƨȇȂƥǂƬǳơƨǨǈǴǨǳơ ÒÏ ÏƨȈƥǂƫ

50. ǆȇǁƾƬǳơǱȂǏƗǺǷňƢưǳơǲȈŪơǾȈǴǟǪǴǘȇƨȇȂƥǂƬǳơƩƢȇǂǜǼǳơǺǷƮȇƾƷǁơƾǏƛǶǴǠƬǳơĿƨȈǟƢǸƬƳȏơǦȈǛȂƫǺǟƘǌǼȇ ȅǀǳơƽơǂǧȋơśƥǖƥǂǳơŐǟƨǧǂǠŭơǭǁƢǌƫȁǶǇƢǬƫǶǟƾƫŖǳơÏƤȇȁƩơȁƽƗƲǷƽƢđƾǐǬȇȁ Pedagogy 2.0 socioconstructivist- learning pproachesƨȈǠǸƬĐơƨȈƟƢǼƦǳơƨȇǂǜǼǳơ ǵȂȀǨǷ ǪǧȁƨȈŭƢǟȁƗƨȈǴŰƩƢǰƦǋǶǿǁȁƾƥǹȂǻȂǰȇ Catherine,Lee (A)

51. ǾƫơƽȂȀĐȆǐƼǌǳơǞƥƢǘǳơȄǴǟǙƢǨūơȁǶǴǠƬǸǴǳļơǀǳơǶǰūơǺǷŐǯƗǁƾǬƥǙƢǨƬƷȏơǞǷ ˺̀ of ́Page

52. ǑơǂǠƬǇơǞǷƨǫǁȂǳƢƥǍƢŬơƱƿȂǸǼǳơŅƢƬǳơǲǰǌǳơƶǓȂȇƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǝơȂǻƗ ÒÐ ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǒǠƦǳƨǴưǷƗ ΕΎϗϼόϟ΍ Relationships Vodcast: http://www.youtube.com Blog: https://www.blogger.com Podcasting: Wiki: http://ar.wikipedia.org/wiki/Main_Page http://www.apple.com/itunes/download Personal page:WWW.Myspace.com Socail networking:www.ning.com Resources ϯϭΗΣϣϟ΍΍ ϲϧϭέΗϛϟϻ΍ϡϳϠόΗϟ΍ ϲϧϭέΗϛϟϻ΍ϡϳϠόΗϟ΍ Content E-Learning έΩΎλϣϟ΍ e-learning Social Bookmarking: http://delicious.com RSS: Syndication systems Virtual Worlds:www.secondlife.com Photo- and Slide- Sharing: http://www.scribd.com http://www.flickr.com ϝΎλΗϻ΍ Communication ˻ΐϳϭ

53. ϲϋΎϤΘΟϻ΍ΐϳϮϟ΍ϲϓϲϧϭήΘϜϟϻ΍ϢϴϠόΘϟ΍ΝΫϮϤϧ˻

54. ϞϜη L2 Platform Community- community-based based sharing ϕΎϴγϰϠϋΪϤΘόϤϟ΍ϢϠόΘϟ΍ learning experiences ˻ΐϳϮϟ΍ Context of learning landscape ϲϧϭΎόΘϟ΍ϢϠόΘϟ΍ Ε΍ήΒΨϟ΍ϰϠϋΪϤΘόϤϟ΍ϢϠόΘϟ΍ web2.0 – ΔϴόϤΘΠϤϟ΍ based ϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ΍ Connectivisim ϲΗ΍άϟ΍ϢϜΤϟ΍ ΔϓήόϤϟ΍ΔϛέΎθϣ ΐϟΎ τϠϟ Knowledge sharing ΔϴόϤΘΠϤϟ΍ΔΑήΠΘϟ΍ Student Self- ΔϴϟΎμΗϻ΍ governed ϯϮΘΤϤϟ΍˯ΎϨΑ ϢϠόΘϟ΍Δτθϧ΃ Learning flexible use of communities of practice activity knowledge life-long learning ΔγέΎϤϤϟ΍ΕΎόϤΘΠϣϞΧ΍ΩϢϠόΘϟ΍ ϥήϤϟ΍ϡ΍ΪΨΘγϻ΍ ϥ΍ήϗϷ΍ΔϜΒηήΒϋϢϠόΘϟ΍ έΩΎμϤϟ΍ϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ΍ ϰϠϋΩΎϤΘϋϻΎΑϢϠόΘϟ΍ Problem-based/solving activities ϢϠόΘϤϟ΍Δϳΰϛήϣ ϲΗ΍άϟ΍ϢϠόΘϟ΍ Peer-to-peer Ε΍έΎϬϤϟ΍ Resource-base learning ˺̀ of ̂Page Self-learning networking ϰϠϋΓΪϤΘόϤϟ΍ΔτθϧϷ΍ ΕϼϜθϤϟ΍ϞΣ Learner-centered Skills-based education learning

55. ǵƽƢǬǳơƤȇȂǳơȁƤȇȂǳơǱƢȈƳƗ Ó ƨȈƦȇǂƴƬǳơǶđǁƢšƲƟƢƬǻƨǌǫƢǼǷȁƩƢǷȂǴǠŭơǶǇƢǬƫǺǷƢǿŐǟǹȂǼǰǸƬȇƔƢǸǴǠǴǳƧơƽƗǹȂǰƫǹƗƤȇȂǳơǺǷǱȁȋơǥƾŮơǹƢǯ ĿƤǐƫŖǳơȁƤȇȂǳơƩƢȈǼǬƫĿǁȂǘƬǳơƽơƽǄȇǵȂȈǳơȁƢŮǂǰƦŭơǵơƾƼƬǇȏơǀǼǷƨȈǟƢǸƬƳȏơƩƢȈůŐǴǳƧơȂǼǳơƪǻƢǯƢĔƗřǠȇơǀǿȁ ȂǿǱȁȋơ ƢȀǧƾǿȁ ǍƢƼǋȋơǲƦǫǺǷƢǿƙƢǌǻƛǶƬȇ ŖǳơƨǰƦǌǳơƢĔƛ (Conference,2005) Ǳȁȋơ ǵơƾƼƬǇȏơńƛ ƧƽȂǠǳơ ǲȈȀǈƫǥƾđśǿƢšơĿȂǸǼǳơĿǂǸƬǈƫȆǿȁǕƢƦƫǁȏơƨǰƦǋƢĔƗƢȀȈǴǟǪǴǘǻǹƗǞȈǘƬǈǻơǀǳȃȂƬƄơǆȈǳȁǶȀǈǨǻƗǍƢƼǋȋơ ǎƼǋȅƗǞȈǘƬǈȇƨƷȂƬǨǷƩƢǐǼǷȆǿÏƤȇȁƤȇȂǳơȄǴǟǶēƢƳƢȈƬƷơǶȀǈǨǻƘƥǹȂǠǼǐȇǅƢǼǳơȃȂƬƄơȁǍƢƼǋȋơǲǟǁȂưǠǳơ ƢȀȈǴǟƔƢǼƦǳơ (Bram,2007)ƤȇȂǳơǺǷňƢưǳơǲȈŪơǎƟƢǐƻǶƳǂƬƫǂǜǻƩƢȀƳȁƭȐƯǭƢǼǿ ƨǘǌǻƗƢŮȐƻǺǷǪƦǘȇƨƳȁƽǄǷƧƢǼǬƥǾƦǋƗȆǿ ÏƤȇȁǹƘƥBeners-Lee,2005)ȃǂȇ ƨȈƳȂǳȂȈǈȈǈǳơǂǜǼǳơƨȀƳȁ Î ǹƜǧơǀŮȁƨȇǁơǂǸƬǇȏơȁƔơǂƯȍơƢŮǺǸǔȇƢǷơǀǿȁśǷƾƼƬǈŭơǲƦǫǺǷśǿƢšƢƥ read-write web ƨƥƢƬǰǳơȁƧƔơǂǬǳơ (Tim ǦǏȁ ƾǫȁ ƩƢȈůŐǳơ ǵơƾƼƬǇơ ǱȐƻ ƢĔȁƚǌǼȇ Ŗǳơ ƩƢǫȐǠǳơȁ ǍƢƼǋȋơ ǱȂƷ ǁȁƾƫ Ï ƤȇȂǳơ ƨȈǻȁƢǠƫƨǰƦǋǦǳƚƫǶȈǜǼƬǳơƨȈƫơƿǵơƾƼƬǇȏơƨȇƾǟƢǫƨǯǁƢǌŭơǺǷǲǰȈǿƢĔƘƥÏƤȇȁO'Reilly,2005) ƢȀƬȈǳƢǠǧƪƬƦƯƗŖǳơȁƤȇȂǴǳǪƥƢǈǳơǲȈŪơĿƨǷƾƼƬǈŭơƩƢǤǴǳơȁǲǸǠǳơƩƢƠȈƥǺǷƲȇǄǷȆǿÏƤȇȁƨȈǼǬƬǳơǂǜǼǳơƨȀƳȁ Ï JavaScript, the Document Object Model, CSS, XMLǲưǷƤȇȂǳơƩƢƸǨǐƬǷŐǟƩƢǬȈƦǘƬǳơƔƢǌǻƛĿ ǾƬƦǣǁȁǵƾƼƬǈŭơƩƢƳƢƷǪǧȁǾǨȈȈǰƫȁ ȃȂƬƄơƔƢǼƥƮȈƷǺǷǮǴȀƬǈŭơƨƦǣǂǳ ÏƤȇȁǞǔţ ƨȇƽƢǐƬǫȏơǂǜǼǳơƨȀƳȁ Ð ƨȈǐƼǌǳơ ǲȀǈƫ Ŗǳơ ƧƾȇƾŪơ Ʃơȁƽȋơ Ǻǟ ƧǁƢƦǟ Ȃǿȁ Collaboration Web ňȁƢǠƬǳơ ƤȇȂǳơ ńƛ ǱȂƸƬƫ ǎƟƢǐŬơ ǽǀđ ƤȇȂǳơȁ ƩƢǷȂǴǠŭơȁƩƢǻƢȈƦǳơƤȈƫǂƫȁƨȈūơƩȐƥƢǬŭơƔơǂƳƛȁǪƟƢƯȂǳơǂȇǂŢƨǳȂȀǈƥǹȂǷƾƼƬǈŭơǞȈǘƬǈȇƮȈƷƪǼǳơȄǴǟǵƢȀŭơĿ ƨǯǁƢǌŭơ ŚǣƤȇȂǳơƶǨǐƬǷǱȐƻǺǷǾǴǯơǀǿǶƬȇƢŶƛȁǶȀǼǯƢǷƗƧǁƽƢǤǷńƛƨƳƢūơǹȁƽƤȇȂǳơǞǸƬůǲƻơƽȃǂƻƗǥơǂǗƗǞǷǹȁƢǠƬǳơȁ ƤȇȂǳơȄǴǟƨǏƢŬơǾƫƢȈƷƔƢǼƥȄǴǟƧǁƾǫǂưǯƗǵƾƼƬǈŭơơǀǿǁƢǏƮȈƷÏƤȇȂǳơĿǵƾƼƬǈŭơƨȈǐƼǋǁȂǘƫńƛǾƦǼƬǻǹƗƢǼȈǴǟǹƗ Marc,2001

56. ,downes,2005

57. natives,n-gen digital ȆǸǫǂǳơ ǲȈŪơ ǲȈŪơ ơǀǿ ȄǴǟ ǪǴǘȇ ǁƢǏ ơǀŮȁ ƨȈǟƢǸƬƳȏơ ƩƢǫȐǠǳơ ȁ ǶǴǠƬǳơȁ ǲǸǠǳơ ƩƢǗƢǌǻ ǵƽƢǬǳơƤȇȂǳơ ƢȈǳƢƷ ǞǫơȂŭơǒǠƥĿƢȀǷơƾƼƬǇơĻƾǫǾƫƢǬȈƦǘƫǹƗǞǷƤȇȂǳơǺǷǵƽƢǬǳơǲȈŪơȂǿ semantic webŅȏƾǳơƤȇȂǳơ http://developer.yahoo.com/searchmonkeyȂǿƢȇȄǴǟƮƸƦǳơǞǫơȂǷǲưǷ ˺̀ of ˺˹Page

58. ȄǴǟǲǸǠȇȁƤȇȂǳơȄǴǟƩƢǷȂǴǠǸǴǳƨȈǳȏƾǳơƨǇǂȀǨǳơƾǸƬǠȇƮȈŞƤȇȂǳơƝƽƢƦǷǞǇȂȇǾǻƘƥŅȏƾǳơƤȇȂǳơơǀǿǄȈǸƬȇȁ ƧƾȇƾƳƩƢǫȐǟǺǟǦǌǰȇơǀǿȁƨǨǴƬƼŭơƩƢǬȈƦǘƬǳơŐǟƢȀǷơƾƼƬǇơƧƽƢǟƛȁƩƢǻƢȈƦǳơǶǇƢǬƬƥƶǸǈȇǭǂƬǌǷǁƢǗƛƔƢǌǻƛ ŅȏƾǳơƤȇȂǳơǲƻơƽƩƢǻƢȈƦǳơǺǷǞǘǫƨǴǯƢǋȄǴǟƢȀƦȈƫǂƫǶƬȇŖǳơƨǷȂǴǠŭơǱȂƷ ŅȏƾǳơƤȇȂǴǳƨƷƢƬŭơǂȇȂǘƬǳơǂǿƢǜǷǺǷǂȀǜǷƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơȁƩƢǻȁƾŭơǲưǷƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƩƢǬȈƦǘƫŐƬǠƫȁ ƨǳȏƾǳơǅƢǇƗȄǴǟƢȀǴƻơƽĿƩƢǻƢȈƦǳơǖƦƫǂƫƮȈŞƧƽƾǠƬŭơƩƢǻƢȈƦǳơśƥƩƢǫȐǟƔƢǌǻƛȁƩƢȇȂƬƄơƨǇǂȀǧȄǴǟƾǸƬǠƫƢĔȋ ǱƢĐơ Ŀȁ Ash Maurya ,2005

59. (Doval D. O’Mahony, 2003) ƨȈǟƢǸƬƳȏơ ƩƢȈůŐǳơȁ Ņȏƾǳơ ƤȇȂǳơ śƥ ƾǓƢǠƬǳơ Ǻǟ ƘǌǼȇȁ ƤȇȂǳơ ƨƸǨǐƥ ǕƢƦƫǁȏơ ǺǷ ǂưǯƗ ƨǷȂǴǠŭơ ƢȀǴưŤ Ŗǳơ overlay network ƶǴǘǐǷ Terrya, 2005

60. ȆǇơǁƾǳơƲǷƢǻŐǳƢƥśǬƸƬǴŭơƣȐǘǴǳƨȈǧǂǠŭơƨȈưƸƦǳơȁƨȈǟƢǸƬƳȏơƩƢǗƢǌǼǴǳǶǟƾǳơȁǲǏơȂƬǳơ ƨǷƾƻŉƾǬƫȄǴǟeducational overlay networksƨȈǸȈǴǠƬǳơƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơƤǯơǂƫǲǸǠȇȆǸȈǴǠƬǳơ ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơƩƢǬȈƦǘƫȃȂǫƘǯƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơ Ô ƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơǵȂȀǨǷÔÎ ǶȀƬǘǌǻƗȁ ǶēƢǷƢǸƬǿơ ǅƢǼǳơ ǭǁƢǌƬȇ ƮȈƷ ƪǻǂƬǻȏơ ȄǴǟ ƨȈūơ ƩƢǠǸƬĐơ ǲȈǠǨƫȁ ƔƢǼƥ ȄǴǟ ƨȈǟƢǸƬƳȏơ ƩƢǰƦǌǳơ Ǆǯǂƫ ƨȈǟƢǸƬƳȏơƨǨǏǪǬŢŖǳơƩƢȈůŐǳơǺǷƔǄƴǯƢȀȈǳƛƧǂǜǼǳơǺǷƢǫȐǘǻơƨȈǟƢǸƬƳȏơƩƢǰƦǌǴǳǦȇǁƢǠƬǳơǺǷƾȇƾǠǳơƩǂǯƿƾǫȁ ǹƛShirky,2003)ƢȀȈǧƔƢǔǟȋơƽƾǟƽơƽǄȇƢǷǶƴŞƩƢǰƦǌǳơƨǸȈǫƽơƽǄƫȁśǿƢšƢƥƨȈǴǟƢǨƫƩȏƢǐƫơǪǬŢŖǳơƩƢȈůŐǳơȆǿ ƩƢƠȈƦǳơǖȈŰĿȆǠǸŪơƔƢǯǀǳơƨȈǴǟƢǨƥƽơǂǧȋơȆǟȁĿǄǯǂƬƫǲƦǬƬǈŭơƧȂǫǹƘƥǹƿƚȇƨȈǟƢǸƬƳȏơƩƢǰƦǌǴǳȆǷƢǼƬŭơǵơƾƼƬǇȏơ Moravek: ,2008)ƨȈǟƢǸƬƳȏơ ǶȈǴǠƬǳơĿƨȈǟƢǸƬƳȏơƩƢǰƦǌǴǳƨȇȂƥǂƬǳơƩƢǬǴǘǼŭơÔÏ Ŗǳơ Socail ƨȈǟƢǸƬƳơ

61. ƨǸǴǯĿƢȀȈǴǟǄǰƫǂƫŖǳơƨȇȂƥǂƬǳơƨǨǈǴǨǳơĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǞǷƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơƾƸƬƫ ƾȇǄǷƢŮǲǠŸƨȈǟƢǸƬƳȏơƩƢǰƦǌǴǳƽƾǠƬŭơǵơƾƼƬǇȏơǹƗŚǣDarren,2006

62. ƨȈǻȁƢǠƬǳơƨȈƟƢǼƦǳơƩȏƢǐƫȏơǥơƾǿƗǲǸŢ ŅƢƬǳơǲǰǌǳơȄǴǟǶǴǠƬǳơǥơƾǿƗǪȈǬŢǺǷƧƽƢȇǃ ǺǷǶǴǠƬǳơĿ socializationƨȈǟƢǸƬƳȏơ

63. ȁpersonalization ƨȈǻơƽǂǨǳơ

64. śƥǞǸš  ƢǷƗƤȇȂǳơȄǴǟƨȇƽǂǨǳơǾƬȇȂđǾƦǋƗȆȀǧƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơƢǿǂǧȂƫŖǳơƨȈǐƼǌǳơƩƢƸǨǐǳơƨǷƾƻǱȐƻ ǾƬǰƦǋȂǔǟǲǯřƦȇƮȈƷƨǰƦǌǳơĿƔƢǔǟȌǳƨȈǐƼǌǳơƩƢƸǨǐǳơǽǀǿǖƥơǂƬƫƢǷƾǼǟƗƾƦƫȆȀǧƨȈǟƢǸƬƳȏơ Catherine,2008

65. ƨȈǐƼǌǳơǾƬƸǨǏȄǴǟǹȂǧƢǔȇǺȇǀǳơƔƢǫƾǏȋơ

66. ƩƢǫȐǠǳơǺǷƨǏƢŬơ ƨǘǌǻƗƨǠƥƢƬǷƣȐǘǳơǞȈǘƬǈȇƮȈƷ ƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơĿTransparencyƨȈǧƢǨǌǳơ

67. ǪȈǬŢ  ƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơĿǶǯơǂƬƫŖǳơǁƢǰǧȋơȁǱƢǸǟȋơȁƩƢǗƢǌǼǳƢƥȆǟȂǳơȄǴǟǄȈǯǂƬǳơǹƛǒǠƦǳơǶȀǔǠƥ ˺̀ of ˺˺Page

68. ǲǰƥȆǟȁȄǴǟƣȐǘǳơƔƢǬƥƛȄǴǟƾǟƢǈȇƢŲȁǶǴǠƬǳơĿƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơǵơƾƼƬǇơĿǅƢǇƗǥƾǿȂǿ ƩơŚȈǤƬǳơǲǯǂȀǜƫƮȈƷ notificationsƩƢưȇƾƸƬǴǳǾȈƦǼƬǳơ ƨǷƾƻ ŚǧȂƫƨǰƦǌǳơȄǴǟƩơƾƴƬǈŭơ ƢȈǳƕƨǰƦǌǳơȄǴǟƧƾȇƾŪơ śƥ ǖƥǂƫ Ŗǳơ ƩȐǏȂǳơ Ȇǿ ƨǘǌǻȋơ ǹƗȁ ƨǘǌǻȋơ ǱȐƻ ǺǷ ǶǴǠƬǳơ ƨȇȂƥǂƬǳơ ƨȇǂǜǼǳơ ȄǴǟ Ǆǰƫǂƫ  ǲǟƢǨƬǳơ ƩơȁƽƗ ǺǷ ƨȈǟƢǸƬƳȏơ ƩƢǰƦǌǳơ ǽǂǧȂƫ ƢŲ ļƘȇȁ activities are collective). śǸǴǠƬŭơ ƩƢȇǂǜǻƢȀǠǷǲƻƾƫȁsocio-cultural perspectiveǶǴǠƬǳơǾȈƳȂƫĿĿƢǬưǳơȁȆǟƢǸƬƳȏơǁȂǜǼŭơǵȂȀǨǷǲǠǨƫ ƨȈǐƼǌǳơƨǯǁƢǌŭơȁ  students’ problem-oriented , self-govemed activities, Managed/Virtual Learning ǾǴƟƢǇȁǺǷŐƬǠȇȅǀǳơƲȀǼǳơơǀǿǶǴǠƬǳơƨǘǌǻƗǶǜǼƫȁƨȈƫơǀǳơǲǯƢǌŭơƨŪƢǠǷȄǴǟǄǯǂƫƮȈƷˬEnvironments ȃǂƻƗ ǹȁƢǠƬǳơȁǁơȂūơȁƱƢƬǻȍơȁƔƢǼƦǳơǶȈǿƢǨǷǪȈǸǠƫ Davor,2008

69. ƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơǵơƾƼƬǇơǺǟƘǌǼƫŖǳơƩƢȈƦǴǈǳơÔÐ ƩƢǰƦǌǳơǽǀǿƢȀǷƾǬƫŖǳơƨǠǇơȂǳơƩƢǷƾŬơĿǩǂǤǳơƨƴƬȈǻƪǫȂǳơǁƾŮơ Î ȃǂƻƗƨȀƳǺǷȁƨȈǫȐƻȋơȁƗƨȇǂǰǨǳơǶȀƬȈǨǴƻǺǷǪǬƸƬǳơǹȁƽǺȇǂƻȉơǞǷƩƢǫȐǠǳơǵơǂƥƛĿǝǂǈƬǳơ Ï ǞǫơȂǳơĿǹȂǰȇƢǷǁƾǬƥƩƢǰƦǌǳơĿƨȈǟƢǸƬƳȏơƩƢǫȐǠǴǳƢȈǬȈǬƷƢǬǸǟƾųȏ ƨƷȂƬǨŭơƩƢǰƦǌǳơĿǱȐǤƬǇȏơȁƗǲȇƢƸƬǳơȁƗƨƴǟǄŭơƩƢȈǯȂǴǈǴǳƧŚƦǯƨǏǂǧǭƢǼǿ Ð ǒǠƦǳ ƶȈƬȇ ƢŲ ƨƷƢƬǷ ƔƢǔǟȋơ ǶƟơȂǫ ǹƗ ž ƨȈǟƢǸƬƳȏơ ƩƢǰƦǌǳơ Ŀ ƨȈǈȈƟǂǳơ ƩȐǰǌŭơ ǺǷ ƧƾƷơȁ Ñ ƨǻȂǷƘǷǹȂǰƫȏƾǫȃǂƻƗǞǫơȂǷȁƩƢǰƦǋńƛǵƢǸǔǻȐǳƩơȂǟƽǾȈƳȂƫȄǴǟǥơǂǗȋơ ǶǰŢŖǳơƨȈǟƢǸƬƳȏơƽȂǬǠǳơǺǷǆǰǠǳơȄǴǟơǀǿȁƩƢǰƦǌǳơǽǀǿǲƻơƽƶǓơȁȆǟƢǸƬƳơƾǬǟƾƳȂȇȏ Ò ƢǿȂŴȁƨƸȈǐǼǳơȁǥǂǌǳơȁǩƾǐǳơǲưǷƧƢȈūơĿȆǠǫơȂǳơǲǷƢǠƬǳơ ǮǳƿƤǴǗȂǳŕƷǾǼǷǎǴƼƬǳơǺǰŻȏȂǔǠǴǳȆǐƼǌǳơǦǴŭơǹƗƨȈǟƢǸƬƳȏơƩƢǰƦǌǳơƣȂȈǟǺǷ Ó ƪǼǳơȄǴǟƧǂǌƬǼǷȂǔǠǴǳƨȈǐƼǌǳơƩƢǻƢȈƦǳơǲǜƬǧǾǈǨǻȂǔǠǳơ ÏÍÍÕǥǂǐƬƥȅƽȂǸǠǳơ

70. ƨȈǟƢǸƬƳȏơƩƢȈůŐǳơĿƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơǥơǂǗƗǁȁƽĿǁȂǘƬǳơ Õ ƨǧǂǠǸǴǳǲǫƢǼǳơóƧǀƫƢǇȋơȁśǇǁƾŭơŚƦŬơ

71. ǁȁƽǁƢǏƨȈǟƢǸƬƳȏơƩƢȈůŐǳơĿǶǴǠŭơǁȁƽǁȂǘƫ Î ǶȀǧǁƢǠǷƾȈǳȂƫĿǶēƾǟƢǈŭśǸǴǠƬŭơǶǟƽȁǶƐǠƬǳơǲȈȀǈƫǱȂƷǵȂȈǳơ ǁȂƸǸƬȇǪƥƢǈǳơĿ Ǵ ļƢǷȂǴǠŭơǶƼǔƬǳơǁƢǸưƬǇơǱȐƻǺǷƧƾȇƾŪơƨȈƫơǀǳơ ȄǴǟǲƥƨǧǂǠŭơƱƢƬǻƛȄǴǟǄǯǂƫƨȈǸȈǴǠƬǳơƱƿƢǸǼǳơƾǠƫŃ ƨȈǻȁǂƬǰǳȏơ ƨȈǸȈǴǠƬǳơ ƩƢȇȂƬƄơƔƢǼƥ ǁȂǘƫ Ï ƨǏƢŬơǾƫƢƳƢȈƬƷơǪǧǁȁȆǸȈǴǠƬǳơǽơȂƬŰƔƢǼƦǳǶǴǠƬǸǴǳƨǏǂǨǳơƨƷƢƫƛ ˺̀ of ˺˻Page

72. ǖƥǂǳǆǇƚƫŖǳơȁƨȇȂƥǂƬǳơƩƢȇǂǜǼǳơǺǷňƢưǳơǲȈŪơĿƨȈǳƢǐƫȏơƨȇǂǜǻƩǂȀǛƨȈƥǂƬǳơƩƢȇǂǜǻǁȂǘƫ Ð ƨȈǠǸƬĐơƣǁƢƴƬǳơǺǷƨǰƦǋǲƻơƽƨȈǼǬƬǳƢƥƨȈƥǂƬǳơ ƽơȂŭơ

73. ȆǸȈǴǠƬǳơǹȂǸǔŭơŚǧȂƫǺǷƨȈǸȈǴǠƬǳơƩƢǈǇƚŭơƨǨȈǛȁƪǳȂŢƨȈǸȈǴǠƬǳơƨǈǇƚŭơƨǨȈǛȁǁȂǘƫ ˽ ƾȇƾƸƬǳơȁŉȂǬƬǳơȁƮƸƦǳơƩơǁƢȀǷƔƢǼƥǺǷ śǸǴǠƬŭơǺŏ Ť ŖǳơǩǂǘǳơǁƢǰƬƥơńƛȃȂƬƄơ ǰ ƨȀƳǺǷǺȇǂƻȉơńƛƨǧǂǠŭơǱƢǐȇƛȁƨȀƳǺǷƩȐǰǌŭơǲƷȄǴǟƧǁƾǬǳơśǸǴǠƬŭơƣƢǈƬǯơǥƾđ ƧƢȈūơȁǲǸǠǳơŃƢǟĿȃǂƻƗ ƨǏȐŬơ Ö ǶƳǂƬƫŖǳơƵƢƬǨŭơƧǁƢƦǠǳơȆǿǽǀǿƩơŐƻƶƦǐƬǳƣǁƢƴƬǳơĿƲǷƾǼƫśƷƢēȂǫƤǈƬǰƫƩƢǸǴǰǳơǹƛ ǪȈƦǘƬǴǳƢȀƬȈǴƥƢǫǁƾǬƥǹȂǰȇƢŶƛƨǷȂǴǠŭơƨǸȈǫȁƨǧǂǠŭơƨȈƷȐǏǹơǄȈǷǹƗǮǳƿǶǴǠƬǴǳƢǼǷȂȀǨǷǂȇȂǘƫńƛƢǼƬƳƢƷ ƢǼǷƢǷƗȃƾƦƬƫǦȈǰǳơǺǟƨƥƢƳȍơĿȁ ŸǶǴǠƬǻǦȈǯ

74. ǱơƚǇǾƫơƿȂǿŸƨǧǂǠŭơǪƦǘǻǦȈǯ

75. ǞǫơȂǳơŃƢǟĿ ƨǷơƾƬǈŭơƨȈǠǸƬĐơƨǧǂǠŭơƔƢǼƥƨȈǨȈǰǳǲƟƢǇȁǺǷǾǓǂǨȇƢŠǞǸƬĐơǮǳǀǯƢǼȇƾǳƱǂźȁ ƨǧǂǠǸǴǳƧǂǸưǯ ƧǁƢȀŭơ ǹȐǰǌȇǺȇǀǴǳơƨȇǂǌƦǳơƨǫƢǘǳơȁƪǫȂǳơǂǐƬţƮȈƷǶȈǴǠƬǳơĿƨȈǟƢǸƬƳȏơƩƢȈůŐǳơǪȈƦǘƫǂǿȂƳǂǿȂƳȂǿơǀǿȁ ƨȈǳƢūơƨȈǸȈǴǠƬǳơƢǼƬǸǜǻƗĿơǁƾǿ ƨȈƥǂǠǳơǁƽƢǐŭơƗǁƽƢǐŭơ ǶȈǴǠƬǳơƩƢȈǼǬƬǳŅȁƾǳơǂŤƚŭơ ÏÍÍÕƨȈǸȈǴǠƬǳơƨȈǴǸǠǳơȄǴǟǲǬǼƬŭơǶȈǴǠƬǳơƢȀȈǨǔȇŖǳơƨǸȈǬǳơƧƽƢǣȅƽȂǸǠǳơ  ǹƢǸǟƨǼǘǴǇóǖǬǈǷǅȂƥƢǫǹƢǘǴǈǳơƨǠǷƢƳƧǂǰƬƦǷƩƢǬȈƦǘƫƢȈƳȂǳȂǼǰƬǳơȁƨȈƥǂƬǳơ ǺǷ ƨǧǂǠŭơ ŃƢǟ ƨǴǈǴǇ ǵ ÎÖÕÐ ó ƨǻǁƢǬǷ ƨǇơǁƽ ǶǴǠƬǳơ ƩƢȇǂǜǻ ȄǨǘǐǷ ǦǏƢǻ  http://d.scribd.com/docs/xy2bkezbesyeed9ia4a.pdf Anderson T.(2004), Fathi Elloumi, Theory and Practice of Online Learning ƨȈƦǼƳȋơǁƽƢǐŭơƣ  cde.athabascau.ca/online_book,2004,from: http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf  Anderson, T. (2005a). Distance learning – social software's killer ap? ODLAA 2005 Conference. [http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf]  Anderson Terry,Educational Social Overlay Networks ,November 28, 2005 ,from: http://terrya.edublogs.org/2005/11/28/hello-world  Bram De Wever, Peter Mechant, Pieter Veevaete, Laurence Hauttekeete,E-Learning 2.0: social software for educational use, Ninth IEEE International Symposium on Multimedia 2007 – Workshops ˺̀ of ˺˼Page

76.  Bryan Alexander,Web2.0:a new wave of innovation for teaching and learning, March/April 2006,EDUCAUSE r e v I e w,from: http://net.educause.edu/ir/library/pdf/ERM0621.pdf  Berners-Lee ,Berners-Lee on the read/write web, BBC, August 9.2005. from: http://news.bbc.co.uk/1/hi/technology/4132752.stm  Catherine Dwyer1, Starr Roxanne Hiltz2, and George Widmeyer, Understanding Development and Usage of Social Networking Sites: The Social Software Performance Model, Proceedings of the 41st Hawaii International Conference on System Sciences – 2008, 1530-1605/08 $25.00 © 2008 IEEE  Christian Dalsgaard, Social networking sites: Transparency in online education,no-date,from: http://eunis.dk/papers/p41.pdf  Christian Dalsgaard, Social software: E-learning beyond learning management systems,2006,from: http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm  Christian Safran, Denis Helic, Christian Gütl, E-Learning practices and Web 2.0, Conference ICL2007 September 26 -28, 2007 Villach, Austria,from: http://www.iicm.tugraz.at/iicm_papers/ICL2007_csafran_final.pdf  Catherine McLoughlin, Mark J.W. Lee, Social software and participatory learning: Pedagogical choices with technology affordances in the Web2.0 era, Proceedings ascilite Singapore 2007,from: http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf  Catherine McLoughlin and Mark J. W. Lee,(A) Future Learning Landscapes: Transforming Pedagogy through Social Software ,from http://www.innovateonline.info/index.php?view=articleid=539  Coates, An addendum to a definition of Social Software, January 5, 2005,from: http://www.plasticbag.org/archives/2005/01/an_addendum_to_a_definition_of_social_software/  The 2005 conference report:from: www.publish.com/article2/0,1895,1868672,00.asp  DOWNES, S. E-learning 2.0, ACM eLearn Magazine, 2006, [online] [cit. 2006-06-18].URL: http://www.elearnmag.org/subpage.cfm?section=articlesarticle=29-1  Dan Collins, Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod- casts, and other internet based tools in the foundation art studio, a panel presented at the 11th Biennial FATE conference in Milwaukee, March 28 – 31, 2007,from: www.asu.edu/cfa/art/people/faculty/collins/social_networking_FATEinREVIEW_final.doc  Davor Moravek, Social Networks – The Change of Communication Paradigm. Noebius.com, 2008,from:http://noebius.com/wiki/tiki- index.php?page=Social+Networks+%E2%80%93+The+Change+of+Communication+Paradigm  Darren Sharp ,SMART INTERNET 2010- – SOCIAL NETWORKS, March 2006,from:www.smartinternet.com.au/ArticleDocuments/121/Social-Networks-2010.pdf.aspx  Doval D., O’Mahony, D. (2003). Overlay networks: A scaleable alternative for P2P. IEEE Internet Computing, 7(4), 79-82. Retireved Nov. 2005 from: http://www.dynamicobjects.com/papers/w4spot.pdf  Eva Kaplan-Leiserson, We Learning: Social Software and E-Learning p1+p2,2003-2004,from: http://www.astd.org/LC/2003/1203_kaplan.htm http://www.astd.org/LC/2004/0104_kaplan.htm  Etienne Wenger, Communities of practice a brief introduction,2004,from: http://www.ewenger.com/theory/  Eren KESIM, Esmahan AGAOGLU, A Paradigm Shift in Distance Education: Web 2.0 and Social Software, Turkish Online Journal of Distance Education-TOJDE July 2007 ISSN 1302-6488, Volume: 8 Number: 3 Article: 4,from http://tojde.anadolu.edu.tr/tojde27/pdf/article_4.pdf ˺̀ of ˺˽Page

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78.  THE HORIZON REPORT 2 0 0 8 E D I T I O N: The 2008 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative An EDUCAUSE Program, ISBN 0-9765087-6-1,from: http://www.nmc.org/pdf/2008-Horizon-Report.pdf  WERDMULLER, B., TOSH, B. Elgg learning landscape, [online] [cit. 2006-06-18]. http://elgg.org ˺̀ of ˺˿Page

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