06 SES 02, Online Communities in Education: Teaching, Learning and OER
Sustainable development of education system requires harmonic inclusion of contemporary results of scientific and technical progress into educational process for development of students’ personalities. Intensive development of educational technologies requires the improving of the competences of both learners (students, pupils) and educators (lecturers, teachers). Contemporary information and communication technologies (ICT) provide the technical base for the development of personal knowledge using community networking methods and the concept of social networks for the educational experience sharing.
The implementation of information-communication technologies (ICT) and Web 2.0 toolsets into the educational process has caused the increase of collaboration models application for the creation and updating of educational and methodical content. In many cases, open educational content includes the results of joint creative work of many educators, as well as students and third-party reviewers, which improve the initial content in the course of studying (discovering the discrepancies with other information resources, suggesting available alternative knowledge sources, updating the content corresponding to the results of contemporary scientific research, etc.)
Permanent data, information and knowledge exchange in the course of communication in educational communities via forums, social networks, video conferencing leads to the content volume increase. Such content may be referred to as “prospective educational information resources” as it can potentially be used in content management systems for the electronic courses creation or updating.
This paper includes some examples of creation of open educational resources in educational networking communities of school teachers, which has been initiated within the framework of the regional competition “IT-region: MINSK.EDU.BY” in Belarus (technical platforms – Moodle, SharePointLMS, Moodle; technical support – Minsk Branch of MESI, Minsk Municipal Institute for Development of Education, BelITSoft; methodical support - Minsk Branch of MESI) and continued with participation of other partners from Latvia, Russia, Armenia and other European countries.
Web 2.0 technologies for the development of educational communities networking: increasing the mobility and collaboration.
Forecast of the electronic educational services market development up to 2014 prepared by Ambientinsight (Forecast (2008) includes four generations of educational content:
2002 – 2004 – self-practice content for e-learning.
2005 – 2007 – self-practice content for e-learning with the implementation of collaborative technologies, virtual mentoring, virtual classrooms and laboratories.
2008 – 2011 – mobile content delivered with 3G networks to mobile devices, using interactive mobile applications based on real-time educational tasks.
2012 – 2014 - mobile content using technologies and instruments of collaborative practice, delivered with 4G networks to mobile devices; application of cloud computing facilities and cross-platform educational solutions; development of educational content involves personal experience of final users (tutors, students); modeling real-time educational problem situation with highly interactive mobile applications; personal aid to available content is indicated in students’ e-Portfolio used for personal competencies promotion as well as open self-promoting tool.
Considering the change of generations described above the conceptual shift from the educational management processes automation to the implementation of knowledge transfer innovative models becomes evident (fig. 1). E-learning using collaborative technologies and social networks is now set as a specific segment of educational services market with the forecast growth up to 28% from all the e-learning services until 2013 Report (2008).
1. Report (2008), E-learning: A Global Strategic Business Report, 2008. Available at: http://www.strategyr.com/eLEARNING_Market_Report.asp [Accessed: 21.10.2013] 2. Appiah А (2007), Building Post Roads of a New Millennium // Almanac, University of Pennsylvania, 2007, Volume 53, No. 34 3. Garrot T. (2003) et. ot., Un marcoteóricopara la economía del e-learning // Revista de Univestidad y Sociedad del Conocimiento, Vol. 5, n.º 1, с. 57-71 4. Forecast (2008), The US Market for Learning Technology Products and Services: 2008-2013 Forecast and Analysis, Ambient Insight, LLC. Available at: www.ambientinsight.com/Resources/Documents/ AmbientInsight_US_2008-2013_LearningTechnologyMarket_ExecutiveOverview.pdf [Accessed: 21.10.2013] 5. Gorbachev N. and Greenberg A. University Knowledge Domain Application for Educational Content Updating. // Economics, Statistics, Informatics. – 2010. – Vol. 3. pp. 141 – 147. 6. UNECE (2005), UNECE strategy for education for sustainable development. Available at: http://www.unece.org/env/ documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf [Accessed: 08.01.2014] 7. Morrison, J. and Weiser M. (1996), ‘A research framework for empirical studies in organizational memory’, Proceedings of the Twenty-Ninth Annual Hawaii International Conference on System Sciences. IEEE Computer Society Press, 1996. 8. Stenmark D. (2007), Integrating Knowledge Management Systems with Everyday Work: Design Principles Leveraging User Practice. Available at: http://dlib2.computer.org/conferen/hicss/1435/pdf/14350104.pdf [Accessed: 20.09.2009]
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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