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Social Networks for Learning: Breaking Through the Walled Garden of the VLE

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Computational Social Networks

Abstract

e-Learning is ubiquitous. The virtual learning environment (VLE) is the mainstay of UK universities e-learning provision. However, its’ deployment is often standardised and pedestrian; typically resources are made more available to the learner without necessarily adding value to the learning. Many contemporary theorists in e-learning advocate learning environments developed using social network technologies and Web 2.0 tools, to encourage learners to customise and personalise their learning environment. A key tenet of any social network is communication. Learners, as ‘digital natives’, routinely use social networks to communicate with friends and family. To harness and exploit the communication and collaborative qualities of a social network, a university SLE prototype was developed and is evaluated in this chapter. Learners become active participants in the learning process. They access public internet content to practice independent information-search and -discernment skills, which they can share with others, breaking through the ‘walled garden’ of the VLE.

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Authors and Affiliations

  1. Swansea Business School, Swansea Metropolitan University, Wales, UK

    Karen Jones & Rhian Pole

  2. School of Applied Computing, Swansea Metropolitan University, Wales, UK

    Stephen Hole & James Williams

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  1. Karen Jones
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  2. Rhian Pole
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Correspondence to Karen Jones .

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Editors and Affiliations

  1. Machine Intelligence Research Labs SNIRE, Auburn, Washington, USA

    Ajith Abraham

  2. Faculty of Computers and Information, Information Technology Department, Cairo University, Ahmed Zewal Street 5, Orman, Giza, 12613, Egypt

    Aboul-Ella Hassanien

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Jones, K., Pole, R., Hole, S., Williams, J. (2012). Social Networks for Learning: Breaking Through the Walled Garden of the VLE. In: Abraham, A., Hassanien, AE. (eds) Computational Social Networks. Springer, London. https://doi.org/10.1007/978-1-4471-4048-1_17

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  • DOI: https://doi.org/10.1007/978-1-4471-4048-1_17

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