Social software in distance education
Content
Social software in distance education Romulus Pranzetti - via Mortaiolo 32 A - 57019 Vicarello (LI) Author and tutor online courses [email protected] Stefania Giorello - via Briolera 6-10062 Luserna San Giovanni (TO) Middle School Teacher Luserna S. John [email protected] Key words: E-Lerning, Distance Learning, Platform, Forums, Video editing, Social Software Language: en -1 Social software in distance education Abstract The emergence of social software in e-learning landscape has changed th e overall picture of resources, their use and their accessibility; companies hav e increased their competitiveness, to stay on a promising market, linked with th e development the web. Trading platforms, have been joined by instruments often intuitively usable and cost nothing, but the great effectiveness, which suggest how technology overshadow than human agents, engaged in communication processes for the construction and growth knowledge -2 1. Features of Web 2.0 and social software Chat platforms, platforms for adult education and distance education, looking fo r friends, Internet telephony applications to lay-exchange photos, audio, video and peer interaction, these and other objects can now flow easily in blogs, as i n dynamic sites. They are designed to make the Internet a place where you can me et and discuss freely, sharing thoughts, feelings, emotions, reflections: this r equirement is collected by the "Internet 2" 1 The most important dynamic site on which explanation is the second wiki, particularly suitable the establishment o f collaborative documents or definitional (dictionary, encyclopedia, etc..) proj ects involving groups rather well together. We would like the Italian example, t he wiki intent on drafting and use of educational web sites: Open Doors on MyWeb 3, prepared by the Working Group for accessibility of school sites - USR Lombard ia. Another very promising tool for the identification of training resources for teaching is the webquest, or hunting in the network, which allows you to organi ze quickly with a grid of research methodology of content already-prepared and t wo-dimensional side with an emphasis on teacher objectives and methodology; side student with an underscore for the resources to explore and self-evaluation. Th ese are instruments used increasingly widely documented and even Web Italian tra ining. We superficially into account some characteristics of Web 2.0, trying to understand what they are diversified by Web 1. The period covers the typical Web a decade 1993-2003, while in later years and those we are experiencing seems to assert itself, albeit with some difference and some hesitation, the Web 2.0: we try to describe - albeit schematically, the traits. As for the typical mode of use, the Web was seen as a great library or encyclopedia available often free, s ometimes paid, but still be "read", whereas Web 2.0 allows both reading and writ ing: if the first phase and all media, 1 Not a random blog comment Read / Write Web http://www.readwriteweb.com/archives/ 002741.php last June 2005, stated: "Always good to read how non-techies are using Web 2.0: Teach ers need to give Web 2.0 tools" to students and to members of Our community, to stop speaking to other teachers only, to Stop Behaving as an expert class , and to find a way to Have a stake in the Interests and knowledge of the community 2 3
See http://it.wikipedia.org/wiki/Wiki http://www.porteapertesulweb.it -3 therefore, the Internet, trying to seize the attention of users, at this stage i t is now understood that it is a good scarso4, and that we must also find merit painfully small fragments, the mechanism that is more frequently used now is' RS S (Really Simple Syndication) 5 somehow based on the algorithms of search engine s more authoritative and, therefore, the links that each site is able to capture : there are always more clients (known, but still not always exploited) that poi nt to read of those sites. The document is typical of a Web page was static, mad e by those who had an interest in promoting or persuade, the site was considered a bit 'a showcase, while the Web 2.0 tends to dominate the message, record, sen t from the user common that will convince, entertain or persuade his peers that only have interest or sympathy for "that" message. In cases with increasing freq uency, many of these sites are also significant audio and video content.ÂRegard ing the physical condition in a Web prevailed, while recognizing the need for on going updates, the static, whereas Web 2.0 was a rapid increase in the movement and dynamism. One example: more and more blogs as "traditional" adopting technol ogies Flickr6 on your page or simple slide animated photo galleries, or have lin ks to video on Google or Video7 YouTube8. How to design web pages, the role of t he webmaster was unchallenged on the Web 1, while each user of the Web 2.0 becom es a possibility create a website, a page, a meeting place on the web, a hub sta ff. Internet, of course, change any more or less like the objects we have in hou se, or appliances: the technology evolves and its use sometimes is easier: in fa ct the stock of technological knowledge necessary to "deal" from the protagonist s first phase of the web was much richer than is required by the Phase 2, which also gratifies the "interested amateurs" 9. So, also born private radio stations online, podcasts, completely free for both licenses, both for subscribers and a lso for the instrumentation required: just a good microphone and the rest of the material - software and models, is available free on Internet . 4 5 See G. Granieri, 2005, Generation Blog, Laterza, Roncaglia G., blogosphere and R SS: a gym for the Semantic Web?, Http://www.flickr.com http://video.google.com/ http: / / www.youtube.com/ Cueni J, 2005, Web 2.0: Is It a Whole New Internet? a vailable in http://cuene.typepad.com/MiMA.1.ppt -4 http://lgxserve.ciseca.uniba.it/lei/ai/networks/03-2/roncaglia.pdf 6 7 8 9 2. Software and platforms for distance learning The e-learning platforms have an important tradition in the history of distance learning. E-learning platforms famous often have marked the location of several educational initiatives, have enhanced functions and possibilities, giving valua ble tips to new developers, who performed often in web structures simplified, ef ficient and distributed for free. In recent years we have seen a run for their d evelopment and their adaptation to meet the needs of suppliers and joint trainin g initiatives, both users. But even in this area we have seen many proposals to free or open source, worthy of all possible respect both by the promoters, both members of the various courses fad. One example can be Moodle, an open source pl atform continuous adaptation, thanks to a huge community of users and developers . Go to the Moodle site, may seem today like entering a supermarket, look around the various modules available, identify what makes your case, download it, inst all it and try it. It's all free, though, then the course fee. Among the most si gnificant modules available we have some really innovative, like the form "reser vation" or form "forum", the quasi-one would briefly entertain. The forum module - still so called indeterminate Forum + "or" TT Forum "recently is enriched wit h cool features for both the user for the operator. The user finds the descripto
rs of thought, led to the success in part by another open source platform, calle d Synergeia, which help to summarize his speech, not only but also to qualify an d place it in context. Moreover, this forum (and this is useful to the operator) is enhanced by means of investigation and detection that allow for easy "weigh" the amount and importance of various interventions. Other interesting modules, are embedded in the Moodle wiki, which we mentioned and the blog, we will talk a bout: it is collaboration tools of different types, but excellent. The wiki, in particular - if you do not claim to create documents by formatting complex - is very useful, for immediate implementation and impact very interesting. Built on the basis of one of the most popular free web Wikipedia10 encyclopedias, retains the ease and 10 http://en.wikipedia.org/wiki/Main_Page -5 the immediacy of use and also is in a protected environment, dedicated to the gr oup involved in the training. Instant messaging in Moodle was a tool that you de finitely felt the need: In fact, it allows immediate interaction between tutor a nd student, without hesitation and delay in learning pathways and delivery relat ed. One of the most appealing looks LAMS modules, a dynamic and interactiveÂsup porting applications before even imagined, and allows the insertion of SCORM Lea rning Objects also managed best with multimedia video, audio, multimedia brodcas ting. Moodle and its community of developers, at this moment are engaged in the challenge of accessibility that, not only in Italy, urged those engaged in train ing and information, web-based: it is estimated that in the near future is Moodl e and other web tools arise with the cards in order to fully accept the challeng es in this area. 3. Using free software and open source in fad Regardless, however, to specific platforms, now those who want to use social sof tware tools or packages on the web for distance learning, can make use of custom fabrics that create a mosaic fits your needs. a) The management of e-mail today , despite the spam, remains the most used, tutors, coordinators and administrato rs can quickly reach all students through appropriate mailing list. Even the ope n source platforms are often equipped with tools for email management, making it an appendix taken for granted, but nevertheless very important also supports mu ltimedia content, thanks to clients like Incredimail, which supports various sou nd applications, video and Animated. Additionally, message handling appears in n ewer clients, very advanced, so that the folders management can help to sort dif ferent types of messages in a simple and intuitive. b) The Forum is the essentia l tool for any commercial or open source platform, we mentioned explaining the i mportant new proposals for Moodle, but there are also packages independent and f ree, easily installed and managed by people not expert in programming. The funct ionality of the forums are quite similar: the common feature is the ability for students to be able to appeal to a group of colleagues, even strangers, supporti ng its intervention even documents of different kinds. Many of these application s -6 need only know how to connect to a database and configure a CMS Content Manageme nt System. c) A CMS like this, if not all the same, enriched, if desired, by var iety of models, is used to manage weblogs and podcasting on their website or in the educational institution. Beyond the technical, easily deployable, web site o rganized in blogs or podcasts, is characterized by its posts arranged in reverse chronological order, the most recent up to date and the signature (also a pseud onym) next each message, and the opportunity for readers to add a comment. Later al connections are placed in frames (often numerous) friends sites, a calendar, which recalls the past interventions in the database and instrumentation typical
of the blog, sometimes rather complicated from a technical standpoint, we need only recall the most used: box research connections for management, tagboard (a tiny window for chat). Each post has a permalink, or hyperlink identifying it. L inks to other websites are welcome, we usually prefer to link to other blogs tha t, in turn, reciprocate: in fact, the hyperlink is a bit 'the currency that allo ws online aggregators like Bloglines11 or Technorati12, to easily provide conten t more interesting. The management of the site can be performed directly using t he browser or, sometimes, even the client e-mail or a special small program, too ls that allow you to completely ignore these computer languages, codes or specia l: all you need is the ability to write on keyboard with a digital text treatmen t. On the other hand the use of blogs has made more immediate through technology RSS (Really Simple Syndication) 13, which allows specific web pages or special client to download updates of some blogs (those that the user subscribes) direct ly to your computer. Essentially, experts say, the blog is not a content but a f ormat. Well accepted that demarcation 11 12 13 http://www.bloglines.com/ What's happening on the Web right now: http://www.tech norati.com RSS - Really Simple Syndication (or Rich Site Summary, or RDS Site Su mmary). Standard for creating flows (RSS) information in XML can provide a structured and independent of parti cular choices of layout appeared on a news site. The information thus provided w ill be taken from other users or from other sites (syndication). http://www.late rza.it/Internet/leggi/Internet2004/online/12_glossario.htm -7 d) very effective tool for distance education, regardless of platforms yet to be expensive or complex, can be as Skype14 programs, as well as ICQ, MSN Messenger , exploitable â ¢ â ¢ â ¢ for text chat to voice chat between more people, chat and mu ltiple video conferencing. Consider the many ways to interact granted by these i nstruments, which allow you to switch from communicating with the keyboard, the voice, video and exchange of documents, also quite heavy in real time. You may h ave somehow recovery of orality, put in serious danger from the Internet and its applications, usually textual. It is so early to get used to the ease of use of these tools, you'd wonder of having been dispensed with in the past. Skype also spoken very recently for developments related to the reduction of costs for fix ed and mobile telephony, as well as its impact in the distance education are sig nificant. g) Collaborative Platforms: Writely15. For some years the web pages ca n also be exploited to share the projects on a very simple and informal, collabo rative platforms through which to access course prerequisite that an e-mail link ed to a password. Registration is completed, you are part of the working group t hat can interact at a distance on a document. The modes of interaction are avail able to everyone: the interface offers the typical buttons now available in most common word processor, and saving files, usually occurs in html format. Some pl atforms provide much richer user dashboards, but obviously requires the use of t ime learning a bit 'longer and therefore more suitable for professional use and more relaxed over time. They range from simple calendar always shows in collabor ative complex functions, which - as virtual diaries group - involving the divisi on of labor, division of roles, management of deadlines, etc.. Writely - which w e mention only by way of example, as promoted by Google - to extend the collabor ative documents in real time, and allows review of many hands and also to compar e the different versions, or even publish to web pages or blog. f) video editing platforms. The images have a higher value and attraction to the written text. U sually, the chalk and blackboard (and even the lecture) have an impact very poor est, for example, compared to moving pictures and television. 14 15 http://www.skype.com http://www.writely.com -8 -
With the images we can easily show a distant reality, a place to visit, customs and traditions are difficult to describe. The documentary teaching has always ha d an irreplaceable role. But beyond the benefit, now with pictures you can commu nicate easily and economically. But video production is attractive and - as ment ioned - constantly cheaper and easier. There are, in fact, many free programs an d Windows, is Apple16. Some advantages can be summarized as follows: 1) Involvem ent of all pupils, even those who do not have writing skills or argument. The la nguage of images allows decoding at levels other than verbal processes initiated involving common skills possessed, who only needs to be recalled. 2) Division o f roles and cooperation at different levels and with different inputs. Making a photographic history, a movie, a screenplay involves organization, time and inst ruments, other than telling through words or the written text is different and d ifferent can be the availability of the effectiveness of each intervention. Are involved in different levels of activities: a) defining the problem, b) the choi ce of the topic, c) advancing a hypothesis, d) research. 3) Instant portability of content: the content of a video may be around for families, the means of mass communication. 4) Realization of multimedia, with contributions of different or igin (drawing, music, scenery ...). Diverse and rich can be the starting levels, to arrive at the realization of a video. Not that only those with the most orig inal ideas or that only those who can write, can come to express an interesting subject. With videos made with your computer, you have easier access to the expr ession of their problems and feelings 5) Switch from a passive to an active use. Perhaps the most important aspects is its departure from liability. 6) Sharing only the first sustained cultural aspects.ÂToday, cultural conditioning works f rom the earliest years of life, probably, different patterns of behavior within our reality are represented only by immigrants or from different countries throu gh the language of images, maybe these people can find ways to express themselve s more easily than through oral or written descriptions. 2. Potential uses in di stance education: 1) video for groups of students in cultural exchange: the grou p may simply occur in various stages of study 16 made immediately available on a website for the course, but also for other classes, t he environment Windows: Photo Story 3, Windows Movie Maker 2.1, Apple iLife 06 suite. -9 2) Clip on individual topics chosen a theme you can explain with the help of ima ges mounted 3) documentaries made by the group on thoughts on significant: it is possible to document the process from other groups prooporre 4) documentaries whole, testimonies 5 ) video reconstructions of interesting courses, simulation s, role Ides The ability to do video editing is also connected with the possibil ity even more accessible, to publish their videos on websites, already quoted: G oogle Video and YouTube, to make the known examples. Conclusions Soon, the landscape of communication tools and training, simple social software applications are indispensable especially effective and also complimentary. We a re faced with multiple technologies, thus offering diversified uses, but not spe cialized, as they are available in the same way as the specialist of the general public. To emphasize their flexibility, then, and to some extent also their vol atility often vary in such applications as an interface, is used as both as acce ss: one becomes commercial, the other is revived on the free plan and a third th en simply disappears from view availability. For this reason, it is appropriate that those involved in educational issues, have attention to this software, both for their value, adaptable to projects in unexpected ways, both for easy access , guaranteed by many experiences, and often at no cost.
- 10 Bibliography Calvani, A. (2005), Network, and community knowledge, Trento, Erick son. Revolver, S. P. (2003a), Constructivism and pragmatics of online communicat ion, Trento, Erickson. Trentin, G. (2004), Networked learning and knowledge shar ing, Milan, Franco Angeli. - 11 -
See http://it.wikipedia.org/wiki/Wiki http://www.porteapertesulweb.it -3 therefore, the Internet, trying to seize the attention of users, at this stage i t is now understood that it is a good scarso4, and that we must also find merit painfully small fragments, the mechanism that is more frequently used now is' RS S (Really Simple Syndication) 5 somehow based on the algorithms of search engine s more authoritative and, therefore, the links that each site is able to capture : there are always more clients (known, but still not always exploited) that poi nt to read of those sites. The document is typical of a Web page was static, mad e by those who had an interest in promoting or persuade, the site was considered a bit 'a showcase, while the Web 2.0 tends to dominate the message, record, sen t from the user common that will convince, entertain or persuade his peers that only have interest or sympathy for "that" message. In cases with increasing freq uency, many of these sites are also significant audio and video content.ÂRegard ing the physical condition in a Web prevailed, while recognizing the need for on going updates, the static, whereas Web 2.0 was a rapid increase in the movement and dynamism. One example: more and more blogs as "traditional" adopting technol ogies Flickr6 on your page or simple slide animated photo galleries, or have lin ks to video on Google or Video7 YouTube8. How to design web pages, the role of t he webmaster was unchallenged on the Web 1, while each user of the Web 2.0 becom es a possibility create a website, a page, a meeting place on the web, a hub sta ff. Internet, of course, change any more or less like the objects we have in hou se, or appliances: the technology evolves and its use sometimes is easier: in fa ct the stock of technological knowledge necessary to "deal" from the protagonist s first phase of the web was much richer than is required by the Phase 2, which also gratifies the "interested amateurs" 9. So, also born private radio stations online, podcasts, completely free for both licenses, both for subscribers and a lso for the instrumentation required: just a good microphone and the rest of the material - software and models, is available free on Internet . 4 5 See G. Granieri, 2005, Generation Blog, Laterza, Roncaglia G., blogosphere and R SS: a gym for the Semantic Web?, Http://www.flickr.com http://video.google.com/ http: / / www.youtube.com/ Cueni J, 2005, Web 2.0: Is It a Whole New Internet? a vailable in http://cuene.typepad.com/MiMA.1.ppt -4 http://lgxserve.ciseca.uniba.it/lei/ai/networks/03-2/roncaglia.pdf 6 7 8 9 2. Software and platforms for distance learning The e-learning platforms have an important tradition in the history of distance learning. E-learning platforms famous often have marked the location of several educational initiatives, have enhanced functions and possibilities, giving valua ble tips to new developers, who performed often in web structures simplified, ef ficient and distributed for free. In recent years we have seen a run for their d evelopment and their adaptation to meet the needs of suppliers and joint trainin g initiatives, both users. But even in this area we have seen many proposals to free or open source, worthy of all possible respect both by the promoters, both members of the various courses fad. One example can be Moodle, an open source pl atform continuous adaptation, thanks to a huge community of users and developers . Go to the Moodle site, may seem today like entering a supermarket, look around the various modules available, identify what makes your case, download it, inst all it and try it. It's all free, though, then the course fee. Among the most si gnificant modules available we have some really innovative, like the form "reser vation" or form "forum", the quasi-one would briefly entertain. The forum module - still so called indeterminate Forum + "or" TT Forum "recently is enriched wit h cool features for both the user for the operator. The user finds the descripto
rs of thought, led to the success in part by another open source platform, calle d Synergeia, which help to summarize his speech, not only but also to qualify an d place it in context. Moreover, this forum (and this is useful to the operator) is enhanced by means of investigation and detection that allow for easy "weigh" the amount and importance of various interventions. Other interesting modules, are embedded in the Moodle wiki, which we mentioned and the blog, we will talk a bout: it is collaboration tools of different types, but excellent. The wiki, in particular - if you do not claim to create documents by formatting complex - is very useful, for immediate implementation and impact very interesting. Built on the basis of one of the most popular free web Wikipedia10 encyclopedias, retains the ease and 10 http://en.wikipedia.org/wiki/Main_Page -5 the immediacy of use and also is in a protected environment, dedicated to the gr oup involved in the training. Instant messaging in Moodle was a tool that you de finitely felt the need: In fact, it allows immediate interaction between tutor a nd student, without hesitation and delay in learning pathways and delivery relat ed. One of the most appealing looks LAMS modules, a dynamic and interactiveÂsup porting applications before even imagined, and allows the insertion of SCORM Lea rning Objects also managed best with multimedia video, audio, multimedia brodcas ting. Moodle and its community of developers, at this moment are engaged in the challenge of accessibility that, not only in Italy, urged those engaged in train ing and information, web-based: it is estimated that in the near future is Moodl e and other web tools arise with the cards in order to fully accept the challeng es in this area. 3. Using free software and open source in fad Regardless, however, to specific platforms, now those who want to use social sof tware tools or packages on the web for distance learning, can make use of custom fabrics that create a mosaic fits your needs. a) The management of e-mail today , despite the spam, remains the most used, tutors, coordinators and administrato rs can quickly reach all students through appropriate mailing list. Even the ope n source platforms are often equipped with tools for email management, making it an appendix taken for granted, but nevertheless very important also supports mu ltimedia content, thanks to clients like Incredimail, which supports various sou nd applications, video and Animated. Additionally, message handling appears in n ewer clients, very advanced, so that the folders management can help to sort dif ferent types of messages in a simple and intuitive. b) The Forum is the essentia l tool for any commercial or open source platform, we mentioned explaining the i mportant new proposals for Moodle, but there are also packages independent and f ree, easily installed and managed by people not expert in programming. The funct ionality of the forums are quite similar: the common feature is the ability for students to be able to appeal to a group of colleagues, even strangers, supporti ng its intervention even documents of different kinds. Many of these application s -6 need only know how to connect to a database and configure a CMS Content Manageme nt System. c) A CMS like this, if not all the same, enriched, if desired, by var iety of models, is used to manage weblogs and podcasting on their website or in the educational institution. Beyond the technical, easily deployable, web site o rganized in blogs or podcasts, is characterized by its posts arranged in reverse chronological order, the most recent up to date and the signature (also a pseud onym) next each message, and the opportunity for readers to add a comment. Later al connections are placed in frames (often numerous) friends sites, a calendar, which recalls the past interventions in the database and instrumentation typical
of the blog, sometimes rather complicated from a technical standpoint, we need only recall the most used: box research connections for management, tagboard (a tiny window for chat). Each post has a permalink, or hyperlink identifying it. L inks to other websites are welcome, we usually prefer to link to other blogs tha t, in turn, reciprocate: in fact, the hyperlink is a bit 'the currency that allo ws online aggregators like Bloglines11 or Technorati12, to easily provide conten t more interesting. The management of the site can be performed directly using t he browser or, sometimes, even the client e-mail or a special small program, too ls that allow you to completely ignore these computer languages, codes or specia l: all you need is the ability to write on keyboard with a digital text treatmen t. On the other hand the use of blogs has made more immediate through technology RSS (Really Simple Syndication) 13, which allows specific web pages or special client to download updates of some blogs (those that the user subscribes) direct ly to your computer. Essentially, experts say, the blog is not a content but a f ormat. Well accepted that demarcation 11 12 13 http://www.bloglines.com/ What's happening on the Web right now: http://www.tech norati.com RSS - Really Simple Syndication (or Rich Site Summary, or RDS Site Su mmary). Standard for creating flows (RSS) information in XML can provide a structured and independent of parti cular choices of layout appeared on a news site. The information thus provided w ill be taken from other users or from other sites (syndication). http://www.late rza.it/Internet/leggi/Internet2004/online/12_glossario.htm -7 d) very effective tool for distance education, regardless of platforms yet to be expensive or complex, can be as Skype14 programs, as well as ICQ, MSN Messenger , exploitable â ¢ â ¢ â ¢ for text chat to voice chat between more people, chat and mu ltiple video conferencing. Consider the many ways to interact granted by these i nstruments, which allow you to switch from communicating with the keyboard, the voice, video and exchange of documents, also quite heavy in real time. You may h ave somehow recovery of orality, put in serious danger from the Internet and its applications, usually textual. It is so early to get used to the ease of use of these tools, you'd wonder of having been dispensed with in the past. Skype also spoken very recently for developments related to the reduction of costs for fix ed and mobile telephony, as well as its impact in the distance education are sig nificant. g) Collaborative Platforms: Writely15. For some years the web pages ca n also be exploited to share the projects on a very simple and informal, collabo rative platforms through which to access course prerequisite that an e-mail link ed to a password. Registration is completed, you are part of the working group t hat can interact at a distance on a document. The modes of interaction are avail able to everyone: the interface offers the typical buttons now available in most common word processor, and saving files, usually occurs in html format. Some pl atforms provide much richer user dashboards, but obviously requires the use of t ime learning a bit 'longer and therefore more suitable for professional use and more relaxed over time. They range from simple calendar always shows in collabor ative complex functions, which - as virtual diaries group - involving the divisi on of labor, division of roles, management of deadlines, etc.. Writely - which w e mention only by way of example, as promoted by Google - to extend the collabor ative documents in real time, and allows review of many hands and also to compar e the different versions, or even publish to web pages or blog. f) video editing platforms. The images have a higher value and attraction to the written text. U sually, the chalk and blackboard (and even the lecture) have an impact very poor est, for example, compared to moving pictures and television. 14 15 http://www.skype.com http://www.writely.com -8 -
With the images we can easily show a distant reality, a place to visit, customs and traditions are difficult to describe. The documentary teaching has always ha d an irreplaceable role. But beyond the benefit, now with pictures you can commu nicate easily and economically. But video production is attractive and - as ment ioned - constantly cheaper and easier. There are, in fact, many free programs an d Windows, is Apple16. Some advantages can be summarized as follows: 1) Involvem ent of all pupils, even those who do not have writing skills or argument. The la nguage of images allows decoding at levels other than verbal processes initiated involving common skills possessed, who only needs to be recalled. 2) Division o f roles and cooperation at different levels and with different inputs. Making a photographic history, a movie, a screenplay involves organization, time and inst ruments, other than telling through words or the written text is different and d ifferent can be the availability of the effectiveness of each intervention. Are involved in different levels of activities: a) defining the problem, b) the choi ce of the topic, c) advancing a hypothesis, d) research. 3) Instant portability of content: the content of a video may be around for families, the means of mass communication. 4) Realization of multimedia, with contributions of different or igin (drawing, music, scenery ...). Diverse and rich can be the starting levels, to arrive at the realization of a video. Not that only those with the most orig inal ideas or that only those who can write, can come to express an interesting subject. With videos made with your computer, you have easier access to the expr ession of their problems and feelings 5) Switch from a passive to an active use. Perhaps the most important aspects is its departure from liability. 6) Sharing only the first sustained cultural aspects.ÂToday, cultural conditioning works f rom the earliest years of life, probably, different patterns of behavior within our reality are represented only by immigrants or from different countries throu gh the language of images, maybe these people can find ways to express themselve s more easily than through oral or written descriptions. 2. Potential uses in di stance education: 1) video for groups of students in cultural exchange: the grou p may simply occur in various stages of study 16 made immediately available on a website for the course, but also for other classes, t he environment Windows: Photo Story 3, Windows Movie Maker 2.1, Apple iLife 06 suite. -9 2) Clip on individual topics chosen a theme you can explain with the help of ima ges mounted 3) documentaries made by the group on thoughts on significant: it is possible to document the process from other groups prooporre 4) documentaries whole, testimonies 5 ) video reconstructions of interesting courses, simulation s, role Ides The ability to do video editing is also connected with the possibil ity even more accessible, to publish their videos on websites, already quoted: G oogle Video and YouTube, to make the known examples. Conclusions Soon, the landscape of communication tools and training, simple social software applications are indispensable especially effective and also complimentary. We a re faced with multiple technologies, thus offering diversified uses, but not spe cialized, as they are available in the same way as the specialist of the general public. To emphasize their flexibility, then, and to some extent also their vol atility often vary in such applications as an interface, is used as both as acce ss: one becomes commercial, the other is revived on the free plan and a third th en simply disappears from view availability. For this reason, it is appropriate that those involved in educational issues, have attention to this software, both for their value, adaptable to projects in unexpected ways, both for easy access , guaranteed by many experiences, and often at no cost.
- 10 Bibliography Calvani, A. (2005), Network, and community knowledge, Trento, Erick son. Revolver, S. P. (2003a), Constructivism and pragmatics of online communicat ion, Trento, Erickson. Trentin, G. (2004), Networked learning and knowledge shar ing, Milan, Franco Angeli. - 11 -
