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1、IEEETRANSACTIONSONLEARNINGTECHNOLOGIES,VOL.1,NO.4,OCTOBER-DECEMBER2008199TowardSocialLearningEnvironmentsJulitaVassilevaAbstract—Weareteachinganewgenerationofstudentswhohavebeencradledintechnologies,communication,andanabundanceofinformation.Asaresult,thedesignoflearningtechnologiesneedstofo
2、cusonsupportingsociallearningincontext.Insteadofdesigningtechnologiesthat“teach”thelearner,thenewsociallearningtechnologieswillperformthreemainroles:1)supportthelearnerinfindingtherightcontent(rightforthecontext,particularlearner,specificpurposeofthelearner,andpedagogically),2)supportlearne
3、rstoconnectwiththerightpeople(rightforthecontext,learner,purpose,educationalgoal,etc.),and3)motivate/incentivizepeopletolearn.Inthepursuitofsuchenvironments,newareasofsciencebecomerelevantasasourceofmethodsandtechniques,suchassocialpsychology,economic/gametheory,andmultiagentsystems.Thispap
4、erillustrateshowsociallearningtechnologiescanbedesignedusingsomeexistingandemergingtechnologies:ontologiesversussocialtagging,exploratorysearch,collaborativeversusself-managedsocialrecommendations,trustandreputationmechanisms,mechanismdesign,andsocialvisualization.IndexTerms—Education,e-lea
5、rning,userprofilesandalertservices,life-longlearning,personalization,informationfiltering,knowledgemanagement,socialcomputing,onlinecommunities,mechanismdesign,gamedesign.Ç1INTRODUCTIONTHIScenturybrought,likeeverypreviousone,newconsumer;theuserisanactor,self-centeredandrational(intechnologi
6、esthatinfluencenotonlythewaywedotheeconomicalsense),but,surprisinglyoften,acollabora-thingsbutalsowhoweare.Someauthorsclaimthatthetiveandaltruisticcontributor.Morerecently,withtheInternetactuallychangedthewaythehumanbrainiswiredproliferationofsocialnetworkingsites,thefocusofWeb2.0[35].Thene
7、wgenerationoflearnershavedifferentpatternshasshiftedtoemphasizesupportingusersinconnecting,ofwork,attention,andlearningpreferences.Duetothecommunicating,andcollaboratingwitheachotheranddevelopmentofcommunicationtechnologies,wehavederivingvaluefromthis,as
