RSS can be examined through similar educational frameworks, to that discussed under wikis. There is Dillenbourg and Schneider (1995) Collaborative Approach to Learning; Siemens (2004) Connectivism: A Learning Theory for a Digital Age; Kearsley and Shneiderman (1999) Engagement theory of Learning; and Phungphol (2005) Learner Centeredness. While the frameworks are similar, how we interpret these under RSS may be somewhat different. RSS allows individuals to receive or publish content from where they are without necessarily engaging others in dialogue. In this instance we have knowledge sharing and connectivity without any real learner engagement or sociability. This is different, for example, from the expected interactions that occur from those working on a wiki.
RSS has implications for teaching as well. Anderson (2006) suggests, that for education, this technology might be primarily of benefit to teachers in sharing content information and in receiving updates to that information in a “timely fashion” (p. 157). In a class setting, this could allow for closer interactions to be formed between teacher and student or student and student (Dalsgaard, 2006). With such closer interactions occurring as participants exchange content the possibility for engagement also increases. Phungphol argues learner centeredness “provides a rich assortment of creative teaching, learning, and assessment strategies that motivate and enhance learning” (p. 6). A teacher could syndicate his or her notes, podcasts and blog, through RSS, and in this way, send out to students the information that could be, or was, presented in class. This interaction and intimacy from receiving direct contact from the teacher may motivate students to become more involved in the learning process. Similarly, students who use blogs, or other RSS enabled media, could send out this information to the teacher, or any others who has subscribed, thus reciprocating the engagement of learning. A benefit to learners is that through this technology their knowledge on a topic can be updated, and their knowledge assessment skills developed, as they prepare to become life-long learners. Pettenati et al. (2007) suggest that the ability to stay connected and to belong to digital communities where interests are continually shared is a core competence for life-long learners. RSS is but one of the connectivity tools in the life-long learners tool chest.
Links
RSS – A quick start guide for educators by Will Richardson: http://weblogg-ed.com/wp-content/uploads/2006/05/RSSFAQ4.pdf
RSS Ideas in Education: http://www.teachinghacks.com/wiki/index.php?
RSS, The next killer app for education by Mary Harsch: http://technologysource.org/article/rss/
Feedster: http://www.feedster.com/
Syndic8: http://www.syndic8.com/
http://technologysource.org/article/rss/ Describes examples of how RSS can used in classroom and other areas
http://space.about.com/b/2009/02/13/257168.htm Guide to Space/ Astronomy
References
Anderson, T. (2006). Theory and Practice of Online Learning, Second Edition. Retrieved 13 February 13, 2009, from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Barnes, T. (2007). ‘RSS’. Journal of Website Promotion. 1(4),15-30.
Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. Retrieved January 30, 2009, from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm
Feldon, D. (n.d.). Perspectives on Learner-Centeredness: A Critical Review of Definitions and Practice. Retrieved February 15, 2009 from http://www.ed.sc.edu/feldon/papers/FeldonPerspectivesLearnerCentered.pdf
Pettenati, M. et al. (2007). Using Social Software for Personal Knowledge Management in Formal Online Learning. Turkish Online Journal of Distance Education. 8(3).
Phungphol, Y. (2005). Learner-Centered Teaching Approach: A Paradigm Shift in Thai Education. Retrieved February 15 2009, from http://www.journal.au.edu/abac_journal/2005/may05/v25n02-article02.pdf
Joe
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