Cirip.eu – An Educational Mobile Multimedia Microblogging Platform

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CIRIP.EU - AN EDUCATIONAL MOBILE MULTIMEDIA MICROBLOGGINGPLATFORM

Carmen Holotescu , Gabriela Grosseck

Politehnica University of Timisoara/Timsoft, West University of Timisoara, [email protected] , [email protected]

Abstract

In recent years, the most daring player in the social media arena proved to be themicroblogging technology, the most energetic in this field being Twitter, raising the interestof educational actors. A number of microblogging platforms dedicated to education wereimplemented, such as Edmodo, Plurk, Cirip.eu or Twiducate. In this context, this paper aimsto provide an overall analysis of the microblogging platform Cirip.eu for educationaldirections, such as: information and knowledge management, courses enhancement,delivering online courses, collaborative projects, communities of practice, hosting different

workshops, conferences or scientific events, building e-portfolios etc.Thus, the main aspects of the paper will focus on the following:- the facilities offered by Cirip.eu recommend it as a modern and flexible mobile

Social Learning Management System (mSLMS), integrating users' Personal Learning Environments;

- how microblogging can be integrated with other Web2.0 technologies and into theOpen Educational Resources movement;

- how the experience and the new pedagogical approach in using microblogging canbe captured and formally represented as learning design objects;

- how learning design objects can be shared, discussed, improved, reused on themicroblogging platform.

1.Features of the microblogging platform Cirip.eu

As the technology of microblogging is adopted in a variety of contexts, its usefulness becomes more and more compelling and appealing for educational actors (Borau et al., 2009;Grosseck and Holotescu, 2008; Parry, 2008). Among the popular microblogging platforms used ineducation we mention Twitter, Cirip, Edmodo, Plurk and a recent one, Twiducate, the first threefeaturing in the Tops 100 Tools for Learning 2009/2010, compiled by Jane Hart from the Centre forLearning & Performance Technologies (Hart 2009, 2010).

Cirip.eu was launched in the spring of 2008 by Timsoft, a company specialized in eLearningand mobile applications, under the coordination of the first author.

Besides the facilities of a microblogging platform, Cirip.eu benefits of the advantages of being an innovative and efficient environment, with characteristics such as (Grosseck andHolotescu, 2009; Grosseck and Holotescu, 2010):

Embedding multimedia objects in notes (see Figure 1) : images, audio and (live) video clips,live-streaming, presentations, files, google docs and forms, cognitive visualizations asdiagrams, learning designs as mindmaps .

Sending and receiving messages not only via the web but also by mobile, SMS, IM (Yahooand Jabber), e-mail, Firefox/Chrome extensions, FF Ubiquity, API, Twitter, RSS, AdobeAIR, desktop and other 3rd party applications .

Creating public or private user groups. Collaboration groups can be created for participants

in an event, members of a class or a university year, for a course enhancement or in order torun an entire online course. Groups have an announcements section ( Group News ), wheremoderators can post notes and materials such as SCORM/LOM objects, for group activities.
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Domain specification for microblogs and groups. This simplifies the search for microblogsor groups of a certain domain, for example educational microblogs or groups used for onlinecourses or workshops.

Monitoring RSS feeds for sites, blogs, social networks or search feeds. Tagging the content. Creating and conducting polls and quizzes (which can be answered online or by SMS). Visualizing statistics and representations of the users/groups interaction networks . Multilingual interface. The platform can be accessed in three languages: Romanian, English

and German, facilitating an international collaboration (soon Italian and French).

Figure 1. Multimedia objects embedded in Cirip.eu messages, source:http://www.cirip.ro/status/3109554

2.Cirip.eu as social network around objects2.0

Cirip.eu integrates a wide range of Web2.0 applications and social networks organizedaround educational resources, many of them included in Tops 100 Tools for Learning (Hart, 2009,2010). The purpose of this integration is to encourage teachers and students to discover thoseWeb2.0 applications and social networks and integrate them in their teaching/learning activities.

The platform allows the creation of a personal profile / portfolio including ideas, projects,research and information resources, multimedia objects created individually or collaboratively. Allusers activities are developed in a dynamic manner and follow a continuous evaluation process bycommunicating with group or platform members. Thus, each member can build on Cirip not only aPersonal Learning Environment, but also a Personal Learning Network (see Figure 2).
http://www.cirip.ro/status/3109554http://www.cirip.ro/status/3109554http://www.cirip.ro/status/3109554


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Figure 2. PLE on Cirip.eu, source http://www.cirip.ro/status/1629920

From this perspective and according to the classification of (Stutzman, 2009) and theanalysis of (Conole and Culver, 2009), Cirip is a profile-centric network and a social networkaround PLE objects .

Furthermore, Cirip is a social network around multimedia objects, thus an object-centricnetwork :

the objects are part of the communication-conversation flow of the platform; the objects connect Cirip with other social networking / Web2.0 applications organized

around educational objects; objects can be shared, reused, validated, created or recreated individually or collaboratively

- we may say Cirip offers an openness to Open Educational Resources (OERs); meta-objects meaning objects of learning design can be created, specifying learning

scenarios, best practices for integrating new technologies in education etc.By extension, public or private groups can be considered social objects having the

characteristics of social Learning Management Systems (sLMS), transforming Cirip in a socialnetwork around sLMSs.

3.Cirip.eu as a social network around leaning design objects

Learning design aims to enable reflection, refinement, change and communication byfocusing on forms of representation, notation and documentation, also to support teachers in making

pedagogically informed and better use of technologies. The scope of learning design is to improve
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the quality of the learning experience, learning outcomes and learner support (Cross and Conole,2009).

As Ebner et al. (2010) noted, there has been increasing research done on the use ofmicroblogging in learning scenarios. Therefore, in 2010 we have opened a Cirip group of learningdesign 1 (LD) to share best practices. LD group members can be teachers, practitioners in education,trainers, students, but also other persons interested to maximize the benefits of using social media

for education, career development or business.The aims of the group are: to support innovative strategies in order to engage and empower teachers and learners and

make learning more accessible and participative; to inform about the learning design domain and its importance for the educational process; to encourage the sharing of effective pedagogies experiences and the integration of new

technologies (in particular Cirip.eu) in education; to create, discuss, analyze, evaluate, improve, adapt, and reuse such best practices

represented as learning designs; to get learners feedback, empowe ring them as creative participants in the design of

learning; the scenarios refer to formal, non-formal and informal education, to educational events, to

social learning in general.The discussions and exchange of experiences in the group dedicated to learning design both

assess the value of technology-enhanced learning and bring new resources and information in thefield.

The Announcement section of the group presents the Learning Design field, together withnotable projects: variants of EML - Educational Modeling Language developed by the ValkenburgGroup, IMS-LD standard, JISC Design for Learning Program, modeling tools such as LAMS,Reload, CopperCore, CompendiumLD, etc. If other communities of practice related to LD arehosted by dedicated platforms, the LD group on Cirip.eu is integrated on the platform where these

scenarios are used effectively, so they can be validated and improved. Thus, the possibility tocommunicate and collaborate around the LD meta-objects makes Cirip similar to Cloudworks, butCloudworks is a network focused strictly on LD.

We have chosen mindmaps and diagrams, with the corresponding Web 2.0 applicationsMindmeister, Mindomo, Spicynodes and Diagrammr as solution for nonformal representations oflearning design. These are accessible to non-technical users, can be collaboratively edited and can

be embedded in Cirip notes.Thus the conversation in the group is built around these learning design objects seen as a

type of platform social objects. They can also be considered meta-objects, as they reflect scenariosfor different activities on the platform.

The LD group activities are described below and in Figure 3: a LD is embedded in a message with a dedicated tag; LD can be created by a single member orcollaboratively, or can be imported as Compendium LD; different versions of this LD canappear in different messages, with the same tag

articles in which the LD was presented; the same tag is used in the messages in which articlesare embedded or specified as links

other articles/resources with LD/scenarios similar with the original LD;articles/presentations/resources/quotes can be embedded, the same tag is used

discussions/validations/proposals for improvements/uses related to LD/resources, tag is used LD can be used/improved/re-created in educational activities/courses hosted in Cirip groups;

feedback shared in LD group group facilitators can present the most important LDs in the Materials section of the group,

1 http://www.cirip.ro/grup/lds
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specifying the corresponding tags based on which all the corresponding messages can beretrieved

the Tagcloud, Members, statistics/graph sections of LD group give information about theinteractions around a LD specified by a tag

LD is shared on other social networks, specifying the link to the messages of LD group relatedto that LD (retrieved using the specific tag).

Notes : it would be useful to specify a LD for each course/educational activity on Ciriphosted in a group, which can be improved while running the activity, then share it in the LD group,and possible reuse; for each complex LD is possible to open a separate group on Cirip.

Figure 3. Scenario for the LD group http://cirip.ro/grup/lds , source:http://www.cirip.ro/status/4360149

Just like all communications and collaborations on Cirip, the LD group is an illustration ofJP Rangaswami's metaphor: "Conversations grow around social objects, much like pearls growaround microscopic dust. Social objects are about growth, they are live ( Rangaswami , 2008).

4.Educational uses of the platform

Cirip.eu is a dynamic, user-centred environment engaging participatory experiences,collective learning, and transforming the traditional, online and blended learning spaces in manyways (see Figure 4):
http://cirip.ro/grup/ldshttp://cirip.ro/grup/ldshttp://cirip.ro/grup/ldshttp://www.cirip.ro/status/4360149http://www.cirip.ro/status/4360149http://www.cirip.ro/status/4360149http://cirip.ro/grup/lds


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Figure 4. Learning / Training / Practice contexts on the microblogging platform Cirip.eu,

source: http://www.cirip.ro/status/1629510

During the last five years, formal and informal courses and trainings (hosted by private or public groups) for pupils, students, teachers, trainers, employees in schools, universities, companieshave been organized on the microblogging platform Cirip.eu by different institutions or duringEuropean educational projects. The statistics, timelines, network sections and differentvisualizations of these groups proved a high interest and involvement of participants.

Usually, the interaction in these groups and on the platform continues after thecourses/trainings end. Members continue to learn and to practice the knowledge gained during thecourses (the continuous activity being illustrated by the timelines of the participants' microblogs).The learning community built in each group is extended with Cirip members such as students,trainers, teachers and specialists, thus becoming a real community of practice.

Many of those who participate in formal activities build their own Personal LearningEnvironment / Network (PLE/PLN) on Cirip in order to connect, communicate, collaborate and/orshare ideas and resources with the users they follow. PLEs/PLNs (can) contain also (see Figure 2):

groups for national and international conferences, workshops, events, project management; sites / blogs / networks feeds and search feeds; social networks providing educational objects / OERs (Open Educational Resources), which

can be included in messages etc.A special attention is directed to the meta-learning contexts , representing spaces which help

Cirip users become aware of their learning and knowledge growth. Thus, in the special group on the

platform dedicated to learning designs (The Learning Scenarios group - lds ), teachers/trainersdiscuss, validate and improve the scenarios of the learning activities and courses they develop,
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formalizing them as mindmaps embedded in Cirip notes. Another advantage is that they can alsofind peers for peer-mentoring their courses.

According to R. Gagne's Nine Events of Instruction, proper teaching sequences should befollowed in order to achieve the learning objectives. Table 1 contains a model with micro-basedtraining events used in the courses facilitated on Cirip, and concrete examples of activitiescorresponding to each event of instruction and digital strategy can be found by those interested in a

spicynodes mindmap (Figure 5).

Table 1. Anatomy of a microblogging course Event of instruction Digital strategy

Gain attention It is essential to raise students interest and curiosity fromthe beginning. This can be achieved through audio, video,news, animations, questions etc. that will help us understandhow students express their (learning) needs (Efron andWinget, 2010).

Inform learners of objectives,expectations

Students should be informed about the objectives,expectations, activities, about what they will learn and howto get involved in the Announcements and Materials section,

by using multimedia content.Stimulate recall of prior learning Before starting the course, students are required to complete

an assessment of their knowledge (questions or an activity toengage existing knowledge). At the end of the course theyare asked the same assessment again, which shall becompared with the one at the beginning.

Present stimulus material Interactive materials with a variety of (social/Web 2.0)media.

Provide learning guidance Elaborate on presented content by telling (collaborative)digital stories (in 140 characters), explaining examples andnon-examples, offering analogies (Gable, 2010)

Elicit performance (practicestudents skills and knowledge)

Obtaining performance is an important step. The teachermust find questions based on course objectives and presentthem as interactive exercises. Asking questions is animportant strategy for generating social interaction viamicroblogs (Efron and Winget, 2010).

Provide feedback Students should be given the correct answers and, if possible, a brief explanation to help them shape their behavior to order to improve performance.

Assess performance (test

students)

Results can be identified in the profile/e-portfolio of students

who develop such initiatives, become self-motivated,flexible, innovative, and realistic, who perform tasks andsolve problems, accept the complexity of life, respect thediversity of perspectives and viewpoints, and cultivate self-control and desire for lifelong learning.

Enhance retention and transfer Learning content management in university for various programs of study. It provides the means to create and re-usee-content and reduce duplicate development efforts.


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Figure 4.1.6. Anatomy of a microblogging course as a mindmap, source cirip.ro/status/9312507

We also tried to readapt the taxonomy of Bloom (Churches, 2009) for the large category oflearning activities on the platform:

Table 2. Bloom taxonomy rewritten for the on-line environment of Cirip

Level / Category Key words / Examples of activities

REMEMBERING

- Retrieving : messages can be sent and received online throughWeb, email, mobile, SMS / IM / Jabber / Gtalk / mJAVA, firefoxextension CiripFox / iGoogle cGadget / ciripAIR, FF Ubiquity,Twitter account / from RSS2cirip.

- Listing : widgets on sites, notifications by email, SMS,iCIRIP.

- Basic search on different criteria; for each search an RSS feedis generated:

search messages - in all public messages, in personalmessages, in accounts / feeds / current groups or in followedfeeds / groups;

search users by different criteria on the Users page (name,gender, location, microblogging domain);

search groups by criteria - on the Groups page (name,moderator, type);

search feeds on the Feeds page (name, URL).- Social networking - each microblog has a network section,

displaying followers and followed users, groups and feeds.- Highlighting through Real-Time Wall and Timeline (Figure

5).- Locating/finding with maps (see alsohttp://www.cirip.ro/cirip/map ).
http://www.cirip.ro/status/9312507http://www.cirip.ro/status/9312507http://www.cirip.ro/status/9312507http://www.cirip.ro/cirip/maphttp://www.cirip.ro/cirip/maphttp://www.cirip.ro/cirip/maphttp://www.cirip.ro/status/9312507


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Figure 5. The timeline section for a microblogsource: http://www.cirip.ro/u/Gabriela/timeline

UNDERSTANDING - Advanced searching with Twingly .- Categorising and tagging (see TagCloud sections for

microblogs, groups, feeds).- Commenting (see reply messages with @ and RC and email

for an entire group).

-

Annotating : bookmarklet button Cirip (Send on Cirip).- Subscribing (RSS2cirip, monitoring RSS blogs, other sites).- Twittering - Twitter integration (cirip2twitter, twitter2cirip

at message level, user (authentification) or for import to/fromgroups).

- Classifying /comparing (with TOP statistics, Network fromeach user s microblog menu).

- Summarising : collaborative documents (voicethread, dotsub,mindmeister).

- Collection/explanation : mindmapping in courses strategy (incollaborative or individual settings) mindmeister, mindomo,

spicynodes, diagrammr.- Show &tell : audio/video recording tools vocaroo, seesmic

and lifestreaming qik.APPLYING - Loading : any type of file (pdf, doc, xls, odt, etc).

- Illustration : capzles (historic tale construction application).- Screencapturing: screenr, screenjelly, screencastle.- Presentation with prezi, glogster, authorstream, capzles,

notaland.- Interview : any audio recorder > mp3 files are embedded in

messages; vocaroo, lifestreaming.- Uploading : flickr, picasa, photopeach, youtube, vimeo,

slideshare.- Sharing : links (shorten), audio (eok, deezer, blipfm, trilulilu),

video (youtube, vimeo, 220.ro, myvideo), presentation (slideshare,
http://www.cirip.ro/u/Gabriela/timelinehttp://www.cirip.ro/u/Gabriela/timelinehttp://www.cirip.ro/u/Gabriela/timelinehttp://www.cirip.ro/u/Gabriela/timeline


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photopeach).- Editing : dotsub, google docs (students can work

collaboratively).ANALYSING - Polls and surveys (polls and quizzes can be created and

responses can be sent through Web and SMS, and poll facility fromPhotopeach and Google Form).

- Mindmaps : mindmeister, mindomo, spicynodes, diagrammr.- Graph any image (by URL) may represent the result of a

graph utility, google drawings.EVALUATING - Commenting : @ replies and through RC.

- Testing (Quizz and Polls, google forms).- Moderating, collaborating, networking the user is turning

into content creator / group facilitator.CREATING - ALL multimedia objects embedded in messages.

Furthermore, by valorizing the mobility parameters of the Cirip.eu platform we expandlearning towards ubiquitous spaces available to anyone, anywhere, at anytime and from anydevice (read device/technology/apps). Thus, through an approach based on mobile technologies,multimedia (embedded) objects and microblogging, we adopted a m3 learning strategy for the

purpose of increasing knowledge and learning in authentic environments.The Cirip specific features for mobile learning presented in Table 3 are based on the (Patten,

Arnedillo Sanchez and Tangney, 2006) framework, having particular meaning and implementation(Holotescu and Grosseck, 2010):

Table 3. M 3-learning features

Category Cirip specific features Administration joining groups can be done by using a mobile browser or the mobile

version m.cirip.eu or via SMS; mobile number or username can be issued for authentication recover password via SMS; after sending an SMS with the group name and a keyword, learners

receive a response via SMS with courses or exams schedules, or theirgrades;

Reference by using a mobile browser, students can access course materials published as RSS-LOM objects in groups space;

they can also access multimedia resources (open educationalresources) embedded in messages;

Interaction share and ask opinions from peers or other members by using a mobile browser or via SMS

students can follow members, groups and feeds via free SMS; they canspecify the SMS delivery time interval, also when these alerts should bestopped or restarted, by texting Cirip on/off ; during f2f courses and activities, if teachers agree, students can send

SMS including questions, comments in groups, for future reflections; aswell as their observations during activities outside universities; send feedback / comments / questions via SMS to dedicated groups,

during workshops or conferences;

participate via SMS in polls and quizzes operated during courses orevents; Multimedia create collaborative multimedia objects in groups, dedicated to courses


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Cirip.eu – An Educational Mobile Multimedia Microblogging Platform