IODL&ICEM 2010 Joint Conference and Media Days

DEVELOPMENT OF A WEB 2.0 BASED LEARNING

MANAGEMENT SYSTEM: @KU-UEMYO

Omer Deperlioglu
odeper@aku.edu.tr
Afyon Kocatepe University, Turkey

Utku Kose
utkukose@aku.edu.tr
Afyon Kocatepe University, Turkey

Ömer Deperlioglu received the B.S. degree in 1988 from the

electrical education of Gazi University, in Turkey. He received
M.S. degree in 1996 from Afyon Kocatepe University, Turkey and
he completed Ph. D. degree in 2001 at Gazi University in field of
controlling switch-mode dc-dc converters with neuro-fuzzy
system.
He is currently an Asst. Prof. in the Afyon Kocatepe University,
in Turkey. His research interest includes computer-based control systems, fuzzy
logic control, neuro-fuzzy control and distance learning.

Utku Kose received the B.S. degree in 2008 from the computer
education of Gazi University, in Turkey. He received M.S. degree
in 2010 from Afyon Kocatepe University, Turkey.
He is currently a Research Assistant in Afyon Kocatepe
University, Turkey. His research interest includes distance
learning, fuzzy logic control, online / virtual laboratories and
cryptography.

ABSTRACT

Today, Web 2.0 technologies have an important role on improving features and functions of the
standard World Wide Web platform. In this sense, Web 2.0 offers more interactive, dynamic,
personal and flexible Web content for Internet users. Because of this function, Web 2.0
technologies are widely used in different fields to improve their standards provided for people on
the Web platform. Education is one of these fields and popular Web 2.0 technologies are often
used in this field to improve effectiveness of a typical education process. In this study, a learning

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management system (LMS), which was designed and developed with the support of Web 2.0
based educational approaches, is described. The developed LMS is named as “@KU-UEMYO”
and currently used for e-learning activities at Afyon Kocatepe University. With @KU-UEMYO,
most common e-learning activities can be performed easily by using the provided web
environment. As different from similar works, the system employs different types of Web 2.0
based educational tools to provide an interactive education platform and enable both learners
and educators to have effective e-learning experiences. At this point, provided educational tools
aim to ensure a dynamic, collaborative and social web platform that makes e-learning activities
more efficient for students. On the other hand, these tools also allow educators to perform their
web-based teaching activities by using advantages of the Web 2.0. Currently, the educational
tools include some kind of “blog” services, “wiki” services, “social interaction” services and other
supportive technologies that can be examined within the Web 2.0 world. In addition to the
provided tools, the whole LMS also have been designed as suitable to Web 2.0 design trends. As
a result, by combining the mentioned using features and functions, an effective Web 2.0 based
LMS is provided to be used in the related educational activities.

INTRODUCTION

The Web term is used to define the system, which enables users to reach specially
provided documents over the Internet platform. At the beginning, the Web
environment was formed by static, plain HTML documents providing only text and
some graphics. But in time, there has been more need for information sharing and
interaction in this context over the Web. Thus, a new Web form, which is named
“Web 2.0” was developed as a result of some improvements and rapid changes.

The Web 2.0 term was first used by Darcy DiNucci and introduced again by Tim
O’Reilly in a conference event (DiNucci, 1999; O’Reilly, 2009). In recent years, the
Web 2.0 term has also defined and described by many different authors (Grosseck,
2009). “Web 2.0” is used to define the new form, which was appeared after the first,
static Web form and had more interactive features and functions. Because of its
revolutionary features and functions that form the Internet environment, it is
associated with the “Web 2.0” word (Alexander and Levine, 2008).

Nowadays, Web 2.0 technologies are widely used in different fields to improve
interaction between web applications and users, provide better collaborative works
among many users and simplify access to the information. Especially some using
features like photo sharing, data sharing, collaborative work and social sharing have
become more popular in both personal-social and personal-corporate fields
(Engeström, 2004; Kolbitsch and Maurer, 2006).

Moreover, applications are going beyond just data to provide categorizing and
interlinking for better search and retrieval. As examples of this, there has been huge
growth in taxonomy and folksonomy usage on sites like the Wikipedia, del.icio.us,
CiteULike and Flickr and within some application areas interconnections between

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people as well as content have been formed through social networks, trackbacks,
blogrolls and interwiki links. However, these applications are hitting boundaries in
terms of information integration. For example, many people have multiple user
accounts through which they will create new or replicated content across sites, and
there is little in terms of connections between these user accounts and the associated
content (Breslin et al., 2008).

One effect of the outpouring of user-generated content in the blogs, wikis, tags, and
tweets of Web 2.0 is to expand what had already seemed to be in_nite: the amount
of information available to us via the Internet. By inviting users to produce as well
as consume content, Web 2.0 appears to be widening the gap between the amount
of information we have available to us and our ability to process this information
and derive value from it. However, we also _nd in Web 2.0 many new applications
that can help us visualize and, literally, see and experience information in new ways.
With the development of free, online, interactive visualization tools, the _eld of
information visualization is being opened to diverse users and uses, particularly to
novice users who want to visualize personally relevant information (Pousman et al.
2007).

For writing teachers, new developments in information visualization bring valuable

opportunities to enhance our students’ digital and critical competencies.
Assignments that ask students to visualize information offer fresh and highly relevant
approaches to the writing and critical thinking involved in exposition, analysis, and
argumentation. A second incentive for working with infovis applications is to
develop students’ awareness of the limitations and biases of the software they use
in our courses and elsewhere. We can encourage our students to see software not
as a neutral tool but rather as an object of analysis (Sorapure, 2010).

The latest generation of Web 2.0 technologies (blogs, wikis, RSS etc.) are quickly
becoming ubiquitous, offering many unique and powerful information, sharing and
collaboration features. In most cases, the innovations are led by enthusiasts -
whether in administration, IT, e-learning or libraries, or in academic departments. So
why teachers should look up from their textbooks and take note of Web 2.0 tools?
The reason these social technologies work is because teachers can foster
collaborative work not only among their own students, but with colleagues,
students, and community members from around the world. It is quite clear that the
Universities need to act to ensure that it makes best use of such tools. Still, careful
thinking and research are needed in order to find the best way to leverage these
emerging tools to boost our teaching and learning activity (McLoughlin and Lee,
2007; Grosseck, 2009). As a matter of fact, emerging technologies and changing
pedagogies bring out the necessity for more effective two way communication,
promoting interaction and collaborative working, sharing and flexible participation
(Usluel and Mazman, 2009).

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This study describes an example LMS, which is supported with Web 2.0 features and
functions to provide better educational activities in the related context. Online
learning is realized by using University’s Learning Management System (LMS) named
@KU-UEMYO. @KU-UEMYO consists of many applications like student records, user
roles, courses, exams security applications, student affairs, counseling services,
internal communication, director processes, evaluation etc... Whole software
infrastructure is provided by a virtual academic institution and it is currently used in
Afyon Kocatepe University. The provided LMS is an example to show how the
second form of the Web environment can be used efficiently and effectively in both
personal and learning processes in especially higher education.

Web 2.0 Technologies

Today’s Web 2.0 technologies are mostly enable individuals to interact with other
people in social interaction environments, organize contents of provided web sites
and share obtained information over different interactive platforms. Because of these
functions, the education field is also interested in the usage of Web 2.0 and its
technologies. In addition to the related Web 2.0 technologies, there are also some
Web 2.0 standards that improve visual and functional features of the Web
environment.

McGee and Diaz provided advice to faculty and institutions on which Web 2.0 tools
to use based on knowing the needs of faculty, programs, students, understanding
the challenges and support requirements of different tools, and evaluating the
learning and tool after implementation (McGee and Diaz, 2007). Tools are
understood only through their use and uses, rather than through some abstract
conceptualization of their characteristics. This means that Web 2.0 tools are best
understood by evaluating what students learn through their use in education and
not through discussions of the possibilities of these tools (Meyer 2010).

Some popular Web 2.0 technologies, which are widely used in educational works,
can be described as below:

Blogs

Blogs are some kind of web sites that usually include some data entries, which are
viewed in a reverse chronological order (Ebner, 2007). The word “blog” comes from
a short definition of the word “weblog: a log of the web”. The term weblog is coined
by Jorn Barger in 1997 (Safran, Helic, & Gütl, 2007). Its short form: blog is coined
by Peter Merholz in 1999 (Merholz, 1999; Kottke, 2003). Additionally, there are also
some other words that were derived from the term: blog. For instance, “Blogger” is
used for the owner of the blog site and writing a contribution is called as “blogging”.

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Blogs are mostly used by individuals as personal electronic, online diaries. But
additionally, they are also used as environments, which provide information or
commentary about some specific subjects. Today, blogs often attract a large and
dedicated readership.

Wikis
Wiki is another popular Web 2.0 technology among computer users. The concept
of Wiki was first introduced by Bo Leuf and Ward Cunningham in 1995 (Ebner,
2007). Curringham wanted to develop an easy-to-use knowledge management
system, which enables efficient and effective online collaboration (Ebner, 2007). At
this point, Wiki is an online system that allows users to create, edit, revise or link
articles based on specific subjects (Ebner, 2007). It is often used to create
collaborative websites and to power community websites. As it can be known, the
collaborative encyclopedia: Wikipedia is today’s one of the best-known wikis
(Ferret, 2006).
Both Wikis and blogs have appeared about the same time and both of them offer
an easy publishing tool for disseminating information as well as getting feedback to
and from the public. Because of this, Wikis are often compared to other popular
Web technology: blogs (Parker, & Chao, 2007).

Podcasts
A podcast is a series of digital media files, usually digital, audio, or video, which is
made available for download via the web (Dean, 2008). Podcasting gives many
advantages that users can start to podcasting to all over the world, by using only
necessary software and a microphone. It is also possible to broadcast radio or
television via podcast.

File Sharing Sites

File sharing sites are some kind of services, which are used to upload, view and
share files like pictures, videos and sounds. There are also many other web sites
(services) that store different file types. Especially in the last few years, a number of
developed sharing web sites have been improved. File sharing sites attract users
with their fast and practical file (information) sharing functions.
The term podcast is produced by combining two words: broadcasting and Apple’s
iPod. Podcasting means broadcasting audio or videos files as online through a
subscription feed like RSS. These files can be played on an iPod or MP3 player with
podcasting features. Podcasting began to run in late 2004, though the ability to
distribute audio and video files easily has been around since before the dawn of the
Internet. Many individuals and groups contributed to the emergence and popularity
of podcasts (Wikipedia, 2009).

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Social Interaction Services

Social interaction services enable individuals to create online communities where

people can communicate and interact with other people. Nowadays, many social
interaction services are web based and provide a variety of ways for people to
interact, such as e-mail and instant messaging services. Social interaction services
have encouraged new ways to communicate and share information. Today, these
services are growing fast and used regularly by millions of people (Owyang, 2009;
Ortutay, 2009).

While social interaction services share the basic purpose of online interaction and
communication, some specific goals and patterns of usage vary significantly across
different services. On the other hand, most of the popular social interaction services
share similar features: through the site a person offers a “profile” to other people to
persue, with the intention of contacting or being contacted by others, to meet new
friends or to date, find new jobs and receive or provide recommendations (Gross,
& Acquisti, 2005).

Collaborative Editing Services

Collaborative editing services provide collaborative working environments where

users can control and edit same documents simultaneously. Because most of these
services do not allow users to communicate with synchronous voice or video, using
third party systems that provide synchronous communication are often needed to
coordinate editing activities (Franklin, & van Harmelen, 2007).

RSS Services

RSS is a supporter Web 2.0 technology, which is used to get newly updated
information from a web site without opening its homepage. The term: RSS is the
short definition of “Really Simple Syndication”. In the past, users had to bookmark
web sites in browsers and then open the site again to see updates. But now, users
can use a RSS Reader program or web service to get all the updated contents of their
favorite web sites. RSS systems include an XML code, which scans the content of a
web site for updates and then broadcasts the updates to all subscribed users through
a feed.

Web Based LMS

The LMS named @KU-UEMYO is used to perform online learning activities as a part
of the course given. @KU-UEMYO has been designed and developed at the Distance
Education Vocational School, Afyon Kocatepe University, Afyonkarahisar, Turkey
and it is currently used for distance learning studies in the university.

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Microsoft ASP.Net technology was used to design and develop web application of
the system whereas database structure of LMS was developed with Microsoft SQL
Server 2008. Web 2.0 Based LMS is compatible with any web browser and do not
require any additional software or patch to run. However, a username and user
password is required to log on to @KU-UEMYO. Before starting to course,
usernames and user passwords were delivered to students and teachers. After they
log on to @KU-UEMYO, students and teachers can use fast and easy-to-use web
application interface to perform teaching or learning activities.

@KU-UEMYO consists of several tools used by both students and teachers during
the course. The most important tools are that for preparing or viewing course topics,
communicating with each other and watching students’ learning performance on the
system.

Entrance Screen

The entrance screen of @KU-UEMYO is viewed after logging on to the system. On

the left side of the screen, system links that can be used to enter online activities or
adjust some settings for @KU-UEMYO are placed. Latest posts in the discussion
forum and upcoming learning activities like chat meetings, quizzes and
examinations for students are viewed on the right side of the screen. Eventually,
announcements added by teachers to @KU-UEMYO are viewed on the middle side.
Generally, design of the entrance screen is similar for both students and teachers.
However, some of system links on the left side are changed according to type of the
user logged on.

Figure 1: Entrance screen of @KU-UEMYO.

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Preparing Course Topics

Online course topics are prepared by teachers with a module named “Content
Management”. Teachers can reach this module by clicking on its link provided on
the entrance screen. Content Management module views a list of course topics
created by teachers. Each topic listed here consists of some pages according to
content provided in them. Teachers can create new pages for a course topic after
choosing its link from the list. It is also possible to edit existing pages created for
the chosen course topic.

Content Management module has an easy-to-use page enabling teachers to create

or edit course topics on a rich text editor. This editor includes many useful functions
to set text styles and formats or add interactive media elements into the page.
Buttons placed on top of the page are used to add or remove a page, save an edited
page and view next, previous, first and last page. Topic pages are also listed on left
side of the page.

Figure 2: Course topic preparation page.

Viewing Course Topics

Students use the “Courses” module to view prepared course topics in @KU-UEMYO.
Structure of @KU-UEMYO has been designed and developed to be suitable for
importing more than one course. So, the “Courses” module opens with a list viewing
existing courses in @KU-UEMYO. After choosing the course from the list, a page
with course contents divided into topics is viewed.

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Figure 3: Course contents page.

Course topics provided here are divided into weeks by teacher according to time
period determined for face-to-face lectures. Each topic includes subtopics prepared
with Content Management module. Students can reach to topic pages by clicking on
any topic link listed in weeks. Course topic pages are viewed in a page designed
similar to course preparation page in Content Management module.

Assessment Tools

Examinations, quizzes and exercises provided in @KU-UEMYO are prepared by

using “Courses” and “Question Bank” modules together. Question Bank module is
a tool that allows teachers to prepare their own questions and store them in the
system for future uses. In this module, text only questions or questions supported
with visual and interactive elements can be prepared easily with integrated rich text
editor. Teachers also define a point value for each questions prepared.

“New Assessment” button in the Courses module is used to open assessment

preparation page for teachers. In this page, type of the assessment, assessment
name, explanations and time period that assessment will be active in can be

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adjusted. Furthermore, questions can be provided randomly for each student by

checking the control titled “Random Questions”.

Figure 4: Assessment preparation page.

Questions are added to the assessment on the questions page that can be viewed
by clicking on the “Questions” button on assessment preparation page. Questions
page consists of two lists that view questions stored in the Question Bank and added
to the assessment. Chosen questions are added to the assessment by clicking on the
arrow icons.

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Figure 5: Questions page.

Students can see upcoming assessments with date and time information on the
entrance screen of @KU-UEMYO. Visa and final examinations are started by clicking
on their names viewed in the “Courses” module. Any quiz or exercise that is related
to a course topic can be taken by choosing its name from topic lists.

Examinations, quizzes and exercises are provided to students as a web page format
including most of web controls. Students can select answers and navigate through
the listed questions by using these web controls. On top of the page, explanations
about the assessment, total question number and remaining time are viewed. After
all assessments have been evaluated, each student receives a detailed report about
the results. In this report, total point, correct answers, incorrect answers and
teachers’ comments about the results are shown.

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Figure 6: An examination on @KU-UEMYO.

Communication Tools

There are three communication tools to ensure interaction between students and
teachers on Web 2.0 Based LMS and these can be run by clicking on their names
listed on the entrance screen.

Chat tool is an indispensible tool for an online learning environment to achieve

communication between online users. So, @KU-UEMYO comes with a chat tool that
can be used by teachers to arrange chat meetings over the Internet. As mentioned
before, this tool is disabled for student use and enabled by only teachers on meeting
dates and times. Students can see chat meeting announcements on the entrance
screen of @KU-UEMYO.

Discussion forum tool is used on @KU-UEMYO to post new messages or comment

on posted ones about topics related to course. Discussions made on forum are
moderated by teachers and any valuable information given by students can be graded.
Students and teachers can post a message for a specific topic by clicking on “Answer”
link located under the page. Sender information, sender’s total messages and post
date - time information can be read for each message on the discussion forum.

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Figure 7: Discussion forum tool.

The last communication tool on @KU-UEMYO is used for private messaging. It has
an easy-to-use interface that students and teachers can use to create and send a new
message or view received and sent messages. Message contents can be supported
with visual and interactive elements by using rich text editor and prepared messages
can be sent to one or more @KU-UEMYO users.

Performance Tracing

Students’ learning activities on @KU-UEMYO are watched by teachers with a module

named “Performance Tracing”. This module gives statistical information about
performed student activities according to different criterions. After opening the
Performance Tracing module, five links related to five criterions are listed on the
page. Usages of these links are explained below:

Content Performance: With this link, teachers can view information about how
many times students have viewed each course topic.

Homework Performance: Points given for students’ homework studies can be

viewed with this link. Homework Performance also gives information about when
each student has uploaded his/her homework studies to the @KU-UEMYO.

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Exam Performance: Results of each examination (visa and final), quiz and exercise
that students have taken are viewed with Exam Performance.

Chat Meeting Performance: Chat Meeting Performance give information about

when each student has joined to the performed chat meetings arranged by teachers
on @KU-UEMYO.

General Student Performance: With this link, all of performance pages explained
above can be viewed at the same time for the chosen student from list.

Additional Tools

Beside of essentially used modules and tools, Web 2.0 Based LMS includes several
tools supporting learning activities performed on the system. These tools are used
arbitrarily by students and teachers. Tools in question are explained below:

Poll: Teachers can prepare special polls to learn students’ opinions about specific
subjects by using “Poll” tool. Prepared polls are viewed on the entrance screen of
Web 2.0 Based LMS. Polls are active along a defined time period and at the end of
this period, their results can be seen by both students and teachers.

Free Encyclopedia: Free Encyclopedia is a tool that includes articles related to the
course and its topics. Articles in this tool are written and organized by both students
and teachers. Every user can add a new article or edit existing ones in the tool thus
an online encyclopedia is constituted with their contribution. New articles and
changes in the existing articles are viewed in the tool after teachers’ formal approval.

Personal Notes: This tool allows students and teachers to write and save their own
personal notes in Web 2.0 Based LMS. Notes are stored in personal folders created
for Web 2.0 Based LMS users.

Agenda: Students and teachers can use the “Agenda” tool to organize their learning
activities, meetings and prospective future plans about the course.

Dictionary: Students may encounter with some technical words while viewing
online course topics and want to learn their meanings. In this case, the “Dictionary”
tool can be used to search for the meaning of a word.

Canteen: Like Facebook, it provides an interactive, social environment for both

students and teachers.

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CONCLUSION

Web 2.0 technologies provide effective features and functions to enable computer
users to take active part in interactive environments, collaborative works and more
efficient platforms to share knowledge or information. Because of this, the related
technologies are widely used in today’s online educational systems or platforms to
provide better learning or teaching experiences for both students and teachers.
Thus, the second generation of the Web platform allows individuals to improve their
knowledge level and provides more effective and efficient learning - teaching
approaches.

The LMS, which was introduced and described in this study, provides a Web 2.0
supported educational platform to improve learning - teaching activities at Afyon
Kocatepe University. In order to achieve the related objectives, the LMS (@KU-
UEMYO) provides different Web 2.0 based application modules. By using the
related application modules and tools, both students and teachers are enabled to
take active parts in more interactive and social online educational platform. As it was
mentioned before, @KU-UEMYO is currently used for both distance learning studies
of the university and educational activities performed at Distance Education
Vocational School. According to the obtained evaluation results, it can be expressed
that the whole LMS: @KU-UEMYO provides more effective and efficient learning-
teaching environment for students and teachers, according to other traditional
educational systems and also platforms.

In order to improve using features and function of @KU-UEMYO, there are some
works to develop more Web 2.0 based application modules. For instance, it is aimed
to provide more effective collaborative editing tools and also social communication
application modules in the future versions of @KU-UEMYO. In addition to the
related Web 2.0 based developments, there are also some works to provide
“intelligent” tools that enable teachers to evaluate students’ learning activities and
processes in better and more effective ways.

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