Gabriela Grosseck | West University of Timisoara (original) (raw)

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In the context in which the new frontier of Web 2.0 is marked out by the use of mobile devices an... more In the context in which the new frontier of Web 2.0 is marked out by the use of mobile devices anywhere, anytime, by anyone and anything, our paper aims at valorizing the mobility parameters of the Cirip.eu platform in order to integrate the microblogging technology in higher education, for the purpose of increasing knowledge and learning in authentic mobile learning environments. As an innovation for the mobile learning through microblogging, we mention the following elements: • On a technological level: localize / join mobile groups, access content and OERs, share opinions, work collaboratively on multimedia objects, participate in polls / quizzes, receive / send updates via SMS, create / manage mobile PLEs, recover password via SMS; • On a pedagogical level: develop multimedia educational resources / learning objects by using mobile technologies specific for different subject areas to be teached with microblogging. Thus, the aim of our experiment is not only to provide a general overview / a framework for using microblogging through mobile technologies, but also a way to enhance teaching and learning in formal university courses and to present mobile microblogging learning benefits, opportunities, limits and risks.

The new Internet technologies have infiltrated in a stunning way the academic environment, both a... more The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc. Today, the use of web technology has become " a legitimate activity in many areas of higher education " (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing. The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students' academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing. Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?

This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project fund... more This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project funded within the EC SOCRATES /GRUNDTVIG Programme and presents a methodology for developing blended courses, with a focus on using Web2.0 technologies. The main aim of OBELFA was to create blended learning courses for adults, related to specific topics for specific target groups, with a balanced rate of face to face and online lessons, and to revive interest on learning as a prerequisite for further education. Depending on the technical conditions and knowledge of the participants, there were used different eLearning methods and different devices for easy access to learning materials and support. The benefits of using Web2.0 technologies are underlined.

This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project fund... more This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project funded within the EC SOCRATES /GRUNDTVIG Programme and presents a methodology for developing blended courses, with a focus on using Web2.0 technologies. The main aim of OBELFA was to create blended learning courses for adults, related to specific topics for specific target groups, with a balanced rate of face to face and online lessons, and to revive interest on learning as a prerequisite for further education. Depending on the technical conditions and knowledge of the participants, there were used different eLearning methods and different devices for easy access to learning materials and support. The benefits of using Web2.0 technologies are underlined.

Social Informatics Magazine, Jan 1, 2004

In spite of the fast development of eLearning and distance learning in our countries (Romania and... more In spite of the fast development of eLearning and distance learning in our countries (Romania and Bulgaria), the MOOC (Massive Open Online Courses) phenomenon is not popular enough among educational actors: teachers, researchers, students, lifelong learners or policy makers. More specifically MOOCs are not integrated in the area of higher education at curriculum level. While in Bulgaria there is no research that can confirm or reject the important role of MOOCs for introduction of new reforms, for needs of scientific explorations and for implementation of innovative solutions in university settings, in Romania the situation is a bit different: there are some initiatives related to Open Education (Open Educational Resources - OER, Open Educational Practices - OEP) and Massive Open Online Courses, like those developed by University Politehnica Timisoara in the last two years. But in both countries, at this moment there are no clear answers to questions like: Will universities accept the idea of a Massive Online OPEN Courses? Who are the target groups? Should existing platforms be used or should a new one be created? How do government authorities see the role of Massive Open Online Courses in support of university education? Will MOOCs projects be started?In this context, the paper presents the authors’ learning experience as Massive Open Online Courses activists. We have tried to map / identify which design approaches suit us both at individual and institutional level, by proposing a step-by-step approach that we called the „P-OOC (Personal Overview of Online Competencies) Checklist” of a MOOC activist.

ABSTRACT Over the last years, microblogging has become one of the first words associated with onl... more ABSTRACT Over the last years, microblogging has become one of the first words associated with online interactions, conversational discourse, communication and collaboration through social networks, having important applications at all educational levels.

Microblogging is considered the Web 2.0 technology of 2009 with more and more users from various ... more Microblogging is considered the Web 2.0 technology of 2009 with more and more users from various domains taking interest in it. Using applications like Twitter, Plurk, Edmodo or Cirip. eu, microblogging has become one of the first words associated with Web 2.0 as far as online social interactions, conversational discourse, communication and/or collaboration through social networks are concerned, but among the last that educational actors take into consideration. In this paper the authors aim to examine closely how microblogging can ...

In the context in which the new frontier of Web 2.0 is marked out by the use of mobile devices an... more In the context in which the new frontier of Web 2.0 is marked out by the use of mobile devices anywhere, anytime, by anyone and anything, our paper aims at valorizing the mobility parameters of the Cirip.eu platform in order to integrate the microblogging technology in higher education, for the purpose of increasing knowledge and learning in authentic mobile learning environments. As an innovation for the mobile learning through microblogging, we mention the following elements: • On a technological level: localize / join mobile groups, access content and OERs, share opinions, work collaboratively on multimedia objects, participate in polls / quizzes, receive / send updates via SMS, create / manage mobile PLEs, recover password via SMS; • On a pedagogical level: develop multimedia educational resources / learning objects by using mobile technologies specific for different subject areas to be teached with microblogging. Thus, the aim of our experiment is not only to provide a general overview / a framework for using microblogging through mobile technologies, but also a way to enhance teaching and learning in formal university courses and to present mobile microblogging learning benefits, opportunities, limits and risks.

The new Internet technologies have infiltrated in a stunning way the academic environment, both a... more The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc. Today, the use of web technology has become " a legitimate activity in many areas of higher education " (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing. The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students' academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing. Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?

This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project fund... more This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project funded within the EC SOCRATES /GRUNDTVIG Programme and presents a methodology for developing blended courses, with a focus on using Web2.0 technologies. The main aim of OBELFA was to create blended learning courses for adults, related to specific topics for specific target groups, with a balanced rate of face to face and online lessons, and to revive interest on learning as a prerequisite for further education. Depending on the technical conditions and knowledge of the participants, there were used different eLearning methods and different devices for easy access to learning materials and support. The benefits of using Web2.0 technologies are underlined.

This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project fund... more This paper is a result of the OBELFA - Open BlendEd Learning For Adults, a two years project funded within the EC SOCRATES /GRUNDTVIG Programme and presents a methodology for developing blended courses, with a focus on using Web2.0 technologies. The main aim of OBELFA was to create blended learning courses for adults, related to specific topics for specific target groups, with a balanced rate of face to face and online lessons, and to revive interest on learning as a prerequisite for further education. Depending on the technical conditions and knowledge of the participants, there were used different eLearning methods and different devices for easy access to learning materials and support. The benefits of using Web2.0 technologies are underlined.

Social Informatics Magazine, Jan 1, 2004

In spite of the fast development of eLearning and distance learning in our countries (Romania and... more In spite of the fast development of eLearning and distance learning in our countries (Romania and Bulgaria), the MOOC (Massive Open Online Courses) phenomenon is not popular enough among educational actors: teachers, researchers, students, lifelong learners or policy makers. More specifically MOOCs are not integrated in the area of higher education at curriculum level. While in Bulgaria there is no research that can confirm or reject the important role of MOOCs for introduction of new reforms, for needs of scientific explorations and for implementation of innovative solutions in university settings, in Romania the situation is a bit different: there are some initiatives related to Open Education (Open Educational Resources - OER, Open Educational Practices - OEP) and Massive Open Online Courses, like those developed by University Politehnica Timisoara in the last two years. But in both countries, at this moment there are no clear answers to questions like: Will universities accept the idea of a Massive Online OPEN Courses? Who are the target groups? Should existing platforms be used or should a new one be created? How do government authorities see the role of Massive Open Online Courses in support of university education? Will MOOCs projects be started?In this context, the paper presents the authors’ learning experience as Massive Open Online Courses activists. We have tried to map / identify which design approaches suit us both at individual and institutional level, by proposing a step-by-step approach that we called the „P-OOC (Personal Overview of Online Competencies) Checklist” of a MOOC activist.

ABSTRACT Over the last years, microblogging has become one of the first words associated with onl... more ABSTRACT Over the last years, microblogging has become one of the first words associated with online interactions, conversational discourse, communication and collaboration through social networks, having important applications at all educational levels.

Microblogging is considered the Web 2.0 technology of 2009 with more and more users from various ... more Microblogging is considered the Web 2.0 technology of 2009 with more and more users from various domains taking interest in it. Using applications like Twitter, Plurk, Edmodo or Cirip. eu, microblogging has become one of the first words associated with Web 2.0 as far as online social interactions, conversational discourse, communication and/or collaboration through social networks are concerned, but among the last that educational actors take into consideration. In this paper the authors aim to examine closely how microblogging can ...

Ghid practic de resurse educaționale și digitale pentru instruire online, 2020

Versiune încă în lucru! Capitolul "Cui îi e frică de copyright? Implicații pentru educație", auto... more Versiune încă în lucru! Capitolul "Cui îi e frică de copyright? Implicații pentru educație", autori Gabriela Grosseck și Carmen Holotescu este pus la dispoziție sub licență CC BY-SA 4.0. Pentru a vedea o copie a acestei licențe vizitați https://creativecommons.org/licenses/by-sa/4.0. Acest capitol (operă în limbaj juridic) poate fi:  Distribuit-copiat și redistribuit în orice mediu sau format  Adaptat-remixat, transformat și construit pe baza sa Sub următorii termeni: Atribuire-trebuie să atribuiți opera astfel: "Cui îi e frică de copyright? Implicații pentru educație", de Gabriela Grosseck și Carmen Holotescu, pus la dispoziție sub licență CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0). Distribuire în condiții identice-Dacă modificați, transformați sau construiți pe baza acestei opere, trebuie să distribuiți opera rezultată sub o licență identică acesteia și trebuie să indicați că s-au făcut modificări operei. Fără restricții suplimentare: Nu puteți impune termeni juridici sau măsuri tehnologice care restricționează din punct de vedere legal ceva ce permite licența. Oricare dintre aceste condiții poate fi eliminată dacă primești permisiunea deținătorilor dreptului de autor. Folosirea rezonabilă și alte drepturi nu sunt în niciun fel afectate de termenii de mai sus.

Ghid practic de resurse educationale si digitale pentru instruire online, 2020

Acest ghid se adreseaza tuturor actorilor educationali interesati de educatia digitala.

Ghid de bune practici e-learning, 2015

Prezenta lucrare a fost concepută ca instrument ajutător pentru profesori, ca aceștia să poată in... more Prezenta lucrare a fost concepută ca instrument ajutător pentru profesori, ca aceștia să poată introduce și utiliza metode de e-learning și tehnici în cadrul disciplinelor pe care le predau, pentru a face lecțiile mai atractive, mai creative și mai antrenante. Accentul a fost pus, la vremea respectivă, anul 2015, pe utilizarea cât mai multor instrumente Web 2.0 și a social media pentru a crea și partaja conținuturi generate de elevi. La sfârșitul ghidului este inclusă și o scurtă secțiune despre problemele legate de securitate, confidențialitate, drepturi de copyright, utilizarea dispozitivelor mobile și accesibilitatea digitală.