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Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System
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Amelung, C. (2007). Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System. International Journal on E-Learning, 6(4), 501-517. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21786.
Journal Information
International Journal on E-Learning
ISSN 1537-2456
Volume 6, Issue 4, October 2007
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
More Information on IJEL
Author
Abstract
Educational practitioners and theorists have long recognized that education is a social activity where people make sense of information through interactions that support internalization and externalization. Unfortunately, applying a social theory of learning to the field of e-learning is challenging. Online course management systems (CMS) are typically designed to support the traditional instructor-centered model of instruction and serve primarily as a mechanism for delivering information for student consumption. This article presents a framework and implementation for a notification system that is based on the learner's social context and personal notification preferences. The new notification system, called the Context-Aware Activity Notification System (CANS), uses the concept of social context as a filter for activity notifications to deliver fewer, yet more relevant, notifications to e-learners and provides support for tacit forms of communication through the design of its system architecture and data collection features.
Keywords
- Virtual Environments
- Collaboration
- Community
- Distance Education
- Educational Technology
- eLearning
- Information Communication Technologies
- Internet
- Software
- System Configurations
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