DIGITAL LEARNING ECOSYSTEMS: Authoring, Collaboration, Immersion and Mobility

1. DIGITAL LEARNING ECOSYSTEMS: Authoring, Collaboration, Immersion and Mobility  Irene Karaguilla Ficheman Hello. My name is Irene Ficheman, I am a PhD student in Electrical Engineering and a Researcher at the LSI research lab of the University of S�o Paulo, Brazil. I�m going to talk about Digital Learning Ecosystems and try to convince you that, today, learning tools need to be conceived as biological beings integrated in digital ecosystems. I am also going to talk about 4 major aspects I consider fundamental to learning tools: authoring, collaboration, immersion and mobility.Hello. My name is Irene Ficheman, I am a PhD student in Electrical Engineering and a Researcher at the LSI research lab of the University of S�o Paulo, Brazil. I�m going to talk about Digital Learning Ecosystems and try to convince you that, today, learning tools need to be conceived as biological beings integrated in digital ecosystems. I am also going to talk about 4 major aspects I consider fundamental to learning tools: authoring, collaboration, immersion and mobility.

2. 2 Digital Learning Ecosystems Problem The traditional model of requirements analysis focuses on functions (input, processing, output) and does not offer an integrated vision suitable to the profile and context of today�s learner, and to today�s education paradigms. Software development starts with the requirements analysis, and the traditional model of requirements analysis focuses on the functions (input, processing, output). But a digital learning tool is not like any other software application, like for example an order form registration system. The goal of a learning tool should NOT be to TEACH a subject or to DELIVER content, but it SHOULD be to support learners and teachers in their learning activities.Software development starts with the requirements analysis, and the traditional model of requirements analysis focuses on the functions (input, processing, output). But a digital learning tool is not like any other software application, like for example an order form registration system. The goal of a learning tool should NOT be to TEACH a subject or to DELIVER content, but it SHOULD be to support learners and teachers in their learning activities.

3. 3 Digital Learning Ecosystems AGENDA Learner�s context and profile Education Paradigms Biological Ecosystems Digital Ecosystems Digital Learning Ecosystem Model Application in two study cases Analysis of possible extensions During the requirements analysis, engineers and computer scientists interact with future users to understand their needs. Now, who are the users of a digital learning tool? Mainly Learners and teachers. So, in this presentation, I will talk about today�s learner context and profile and about today�s education paradigms. Then I will present some characteristics of nature ecosystems and how the scientific community defines digital ecosystems. Afterwards I will explain how I define a Digital learning ecosystem, I will present a model and how the application of the model in two study cases allowed me to analyse how they can be extended.During the requirements analysis, engineers and computer scientists interact with future users to understand their needs. Now, who are the users of a digital learning tool? Mainly Learners and teachers. So, in this presentation, I will talk about today�s learner context and profile and about today�s education paradigms. Then I will present some characteristics of nature ecosystems and how the scientific community defines digital ecosystems. Afterwards I will explain how I define a Digital learning ecosystem, I will present a model and how the application of the model in two study cases allowed me to analyse how they can be extended.

4. 4 Digital Learning Ecosystems Learner�s Context and Profile Dissimination of digital technology (Prensky) Digital Natives (speed, multitasking, random-access, active, connected, fun, fantasy world of video games) (Prensky) Non-linear thinking (Fagundes) Communication skills (cell phones, SMS, emails, IM) Digital communities (online communities, MySpace, Orkut) So, what is today�s learner like? The dissimination of digital technology has changed the learner�s context. Learners are digital natives, accustomed to speed, multitasking, random-access, fun, fantasy world of their videogames, TV and Internet. They actually think differently, more like hyperlinks, they are used to interactivity, speed and to doing different things simultaneously. They communicate using technology and are members of digital online communities.So, what is today�s learner like? The dissimination of digital technology has changed the learner�s context. Learners are digital natives, accustomed to speed, multitasking, random-access, fun, fantasy world of their videogames, TV and Internet. They actually think differently, more like hyperlinks, they are used to interactivity, speed and to doing different things simultaneously. They communicate using technology and are members of digital online communities.

5. 5 Digital Learning Ecosystems Education Paradigms Constructivism (Piaget). Constructionism (Papert). Collaborative Learning (Vigotsky). Creativity Stimulation (Resnik, Lopes). Protagonist (Piaget, Papert, Fagundes) Formal and informal spaces And what are today�s learning paradigms like? Well, Piaget tells us that learning happens by doing, by interacting with learning objects. Papert also tells us that learning happens by making, by constructing and building projects. Now Vigostky says that learning occurs when you interact with others. Resnik and Lopes defend that the learner needs to be in the position of an author. Also, specialists say that the learner needs to be the protagonist and needs to have an active role in the learning process. And we know that learning does not only occur in schools and in classrooms, but it occurs in formal and informal spaces.And what are today�s learning paradigms like? Well, Piaget tells us that learning happens by doing, by interacting with learning objects. Papert also tells us that learning happens by making, by constructing and building projects. Now Vigostky says that learning occurs when you interact with others. Resnik and Lopes defend that the learner needs to be in the position of an author. Also, specialists say that the learner needs to be the protagonist and needs to have an active role in the learning process. And we know that learning does not only occur in schools and in classrooms, but it occurs in formal and informal spaces.

6. 6 Digital Learning Ecosystems Learning Tools Aspects Authoring (Constructivism, Construcionism, Creativity, Protagonism) Collaboration (Communication, Collaborative Learning) Immersion (Fantasy world of videogames, interactivity) Mobility (Dissemination of technology, formal and informal learning) Because of the context and profile of the new learner and because of today�s learning paradigms, I consider four important aspects of learning tools: authoring, collaboration, immersion and mobilityBecause of the context and profile of the new learner and because of today�s learning paradigms, I consider four important aspects of learning tools: authoring, collaboration, immersion and mobility

7. 7 Digital Learning Ecosystems Nature Ecosystem An ecosystem is a natural unit consisting of all plants, animals and microorganisms (biotic factors) in an area functioning together with all the non-living physical factors (abiotic factors) of the environment (Christopherson). Now let�s go back to our biology classes and remember what is the definition of an ecosystem. An ecosystem is a natural unit consisting of all plants, animals and microorganisms in an area functioning together with all the non-living physical factors of the environment. An ecosystem is the set of relationships between organisms and between organisms and the environment. Biotic factors are organized in levels: species are grouped in populations that are grouped in communities that are gouped in ecosystems.Now let�s go back to our biology classes and remember what is the definition of an ecosystem. An ecosystem is a natural unit consisting of all plants, animals and microorganisms in an area functioning together with all the non-living physical factors of the environment. An ecosystem is the set of relationships between organisms and between organisms and the environment. Biotic factors are organized in levels: species are grouped in populations that are grouped in communities that are gouped in ecosystems.

8. 8 Digital Learning Ecosystems Digital Ecosystems(K�ster et al, 2007;Uden & Damiani, 2007; Boley & Chang, 2007) Biotic factors interacting with abiotic factors Open, flexible, collaborative environments Support cooperation and knowledge sharing Domain cluster, interactive environments Self-organizing Collaboration arises from a perceived mutual interest of the collaborating parties Features defined by external aspects and features emerge from inside the system Scientists have been searching for a definition of Digital Ecosystems. Inspired by nature ecosystems, some characteristics have been determined. Biotic factors interact with abiotic factors The environments are open, flexible and collaborative, AND they support cooperation and knowledge sharing. Also, environments are domain clustered, and fundamentally interactive. They are self-organizing environments where collaboration arises from a perceived mutual interest of the collaborating parties. In addition, some features are defined by external aspects and some features emerge from inside the system.Scientists have been searching for a definition of Digital Ecosystems. Inspired by nature ecosystems, some characteristics have been determined. Biotic factors interact with abiotic factors The environments are open, flexible and collaborative, AND they support cooperation and knowledge sharing. Also, environments are domain clustered, and fundamentally interactive. They are self-organizing environments where collaboration arises from a perceived mutual interest of the collaborating parties. In addition, some features are defined by external aspects and some features emerge from inside the system.

9. 9 Digital Learning Ecosystems Digital e-Learning Ecosystem (Uden & Damiani) Two resaerchers, Uden and Damiani define an e-learning ecosystem as the combination of three major components: content providers, consultants and infrastructure.Two resaerchers, Uden and Damiani define an e-learning ecosystem as the combination of three major components: content providers, consultants and infrastructure.

10. 10 Digital Learning Ecosystems Digital Learning Ecosystem(Chang & Guetl) Chang and Guetl on the other hand define a generic digital learning ecosystem as the environment that contains the learning stakeholders (biotic factors) interacting with learning tools (abiotic factors). For Chang and Guetl, Learning stakeholders are for example learners, teachers or content creators. The environment has defined borders and the learning ecosystem conditions suffer internal and external influences. Chang and Guetl on the other hand define a generic digital learning ecosystem as the environment that contains the learning stakeholders (biotic factors) interacting with learning tools (abiotic factors). For Chang and Guetl, Learning stakeholders are for example learners, teachers or content creators. The environment has defined borders and the learning ecosystem conditions suffer internal and external influences.

11. 11 Digital Learning Ecosystems Digital Learning Ecosystem A Digital Learning Ecosystem consists of species, populations and communities that interact with each other and with the environment; it is the set of relationships between biotic (human and digital species), and between biotic and abiotic factors (environment). Now this is how I define a Digital Learning Ecosystem: A Digital Learning Ecosystem consists of species, populations and communities that interact with each other and with the environment; it is the set of relationships between biotic (human and digital species), and between biotic and abiotic factors (environment). I highlighted human and digital species, because differently from other researchers, I consider digital content a biotic factor, a digital specie (that is born � when it is created, that lives � when other species interact with it, and that dies when interaction stops).Now this is how I define a Digital Learning Ecosystem: A Digital Learning Ecosystem consists of species, populations and communities that interact with each other and with the environment; it is the set of relationships between biotic (human and digital species), and between biotic and abiotic factors (environment). I highlighted human and digital species, because differently from other researchers, I consider digital content a biotic factor, a digital specie (that is born � when it is created, that lives � when other species interact with it, and that dies when interaction stops).

12. 12 Digital Learning Ecosystems Digital Learning EcosystemBiotic Factors Here is how I define biotic factors. Biotic factors belong to two main species: human (the actors) and digital (the content). Actors can be grouped in populations (populations of learners, of teachers, of content creators). Communities of actors can be a school community, which includes staff and children for example. Content on the other hand, can be grouped in populations of text, images, sounds, v�deos and animations. Communities of content can be learning objects, authoring tools or games for exampleHere is how I define biotic factors. Biotic factors belong to two main species: human (the actors) and digital (the content). Actors can be grouped in populations (populations of learners, of teachers, of content creators). Communities of actors can be a school community, which includes staff and children for example. Content on the other hand, can be grouped in populations of text, images, sounds, v�deos and animations. Communities of content can be learning objects, authoring tools or games for example

13. 13 Digital Learning Ecosystems Digital Learning EcosystemAbiotic Factors What about the abiotic factors? The abiotic factors are part of the environment and they support the interactions between human and digital species. And they consist of hardware, software, database, and network technologies as well as pedagogical theories.What about the abiotic factors? The abiotic factors are part of the environment and they support the interactions between human and digital species. And they consist of hardware, software, database, and network technologies as well as pedagogical theories.

14. 14 Digital Learning Ecosystems Digital Learning EcosystemModel Here is the Digital Learning Ecosystem model I propose. In this model actors interact with content supported by technologies and pedagocial theories. Interactions are represented by arrows and they occur in 5 different ways. Interaction 1 occurs when content is exhibited to the actors (displayed on a screen, projected or played if it is a video or sound) Interaction 2 occurs when actors create content. Interaction 3 occurs when actors interact with content and trigger a change in content state (like in an assistant or a car simulation when the user uses an interface to accelerate the car speed) Interaction 4 occurs when actors interact with each other actors and interaction 5 occurs when content interacts with content.Here is the Digital Learning Ecosystem model I propose. In this model actors interact with content supported by technologies and pedagocial theories. Interactions are represented by arrows and they occur in 5 different ways. Interaction 1 occurs when content is exhibited to the actors (displayed on a screen, projected or played if it is a video or sound) Interaction 2 occurs when actors create content. Interaction 3 occurs when actors interact with content and trigger a change in content state (like in an assistant or a car simulation when the user uses an interface to accelerate the car speed) Interaction 4 occurs when actors interact with each other actors and interaction 5 occurs when content interacts with content.

15. 15 Digital Learning Ecosystems ModelCharacteristics Biotic factors � human and digital Abiotic factors support interactions Ecosystem conditions suffer internal and external influences Ecosystem Constraints: Actor populations growth Content populations growth Interactions growth Tha main chacacteristics of this model are that human and digital species interact supported by the environment. Also, the ecosystem conditions suffer internal and external influences. The creation of an interface for cellphones, for example, is an internal influence that can trigger a new population of actors. An external influence can be, for example, a government decision to include music education in the curriculum, which will influence the growth of music education content. Now, what do we expect from the ecosystem? What are the constraints? Well, to maintain the ecosystem alive, we want the populations of actors and content to grow and we also want the volume of interactions to grow.Tha main chacacteristics of this model are that human and digital species interact supported by the environment. Also, the ecosystem conditions suffer internal and external influences. The creation of an interface for cellphones, for example, is an internal influence that can trigger a new population of actors. An external influence can be, for example, a government decision to include music education in the curriculum, which will influence the growth of music education content. Now, what do we expect from the ecosystem? What are the constraints? Well, to maintain the ecosystem alive, we want the populations of actors and content to grow and we also want the volume of interactions to grow.

16. 16 Digital Learning Ecosystems Study Case IM�rio Schenberg Spaceship I have applied the Digital Learning Ecosystem Model to two study cases of applications of which I have actively participated in development. The M�rio Schenberg Spaceship simulator is a collaborative learning installation developed for the Cientec science museum. In this application, a group of 22 learners and teachers enter a recreated spaceship and interact in small groups with touchscreen displays to conduct the spaceship and conclude their mission to save a dangered population in a distant planet. I have applied the Digital Learning Ecosystem Model to two study cases of applications of which I have actively participated in development. The M�rio Schenberg Spaceship simulator is a collaborative learning installation developed for the Cientec science museum. In this application, a group of 22 learners and teachers enter a recreated spaceship and interact in small groups with touchscreen displays to conduct the spaceship and conclude their mission to save a dangered population in a distant planet.

17. 17 Digital Learning Ecosystems Study Case IM�rio Schenberg Spaceship The M�rio Schenberg Space simulator ecosystem looks like this. There are three populations of actors: museum staff, learners and teachers. The space simulator content is displayed to the three populations and is represented by the arrows 1. Learners and teachers interact with the simulator to trigger changes in the content state as shown in arrows 3. Learners and tearchers interact with each other thru the system as shown in arrows 4a and 4b. As you can note there is no type 2 arrows, and the museum staff does not interact with learners and teachers using the system.The M�rio Schenberg Space simulator ecosystem looks like this. There are three populations of actors: museum staff, learners and teachers. The space simulator content is displayed to the three populations and is represented by the arrows 1. Learners and teachers interact with the simulator to trigger changes in the content state as shown in arrows 3. Learners and tearchers interact with each other thru the system as shown in arrows 4a and 4b. As you can note there is no type 2 arrows, and the museum staff does not interact with learners and teachers using the system.

18. 18 Digital Learning Ecosystems Study Case IM�rio Schenberg Spaceship Authoring: not in the strict sense Collaboration: between learner and teacher populations Immersion: visual and sound Mobility: can not be classified as mobile learning The model showed in the previous slide helps us identify the different aspects of the application. First of all there is no proper authoring, actors do not create content. The collaboration only occurs between two populations of actors. It is a highly immersive environment since it uses 3D images and a surround sound system. As of it�s mobility, it can not be classified as a mobile learning applicationThe model showed in the previous slide helps us identify the different aspects of the application. First of all there is no proper authoring, actors do not create content. The collaboration only occurs between two populations of actors. It is a highly immersive environment since it uses 3D images and a surround sound system. As of it�s mobility, it can not be classified as a mobile learning application

19. 19 Digital Learning Ecosystems Study Case IM�rio Schenberg Spaceship ECOSYSTEM ANALYSIS: Ecosystem is restricted to the visit of a group of learners and teachers Possible extensions: Authoring tools Collaboration extension (space, time) Interaction with mobile technologies Analyzing the ecosystem, it�s show that it is restricted to the visit of a group of learners and teachers: it is born when a group enters the simulator and dies after they leave, to be reborn again with the next group of visitors. So how can the ecosystem be extended? The insertion of authoring tools that allow actors to create content, is one way. Also, the collaboration between the three populations (staff, learners and teachers) can be extended in space (outside of the simulator) and in time (before and after the proper visit). In addition, the simulator can be modified so actors interact with it using their personnal mobile technologies, like their cellphones for example.Analyzing the ecosystem, it�s show that it is restricted to the visit of a group of learners and teachers: it is born when a group enters the simulator and dies after they leave, to be reborn again with the next group of visitors. So how can the ecosystem be extended? The insertion of authoring tools that allow actors to create content, is one way. Also, the collaboration between the three populations (staff, learners and teachers) can be extended in space (outside of the simulator) and in time (before and after the proper visit). In addition, the simulator can be modified so actors interact with it using their personnal mobile technologies, like their cellphones for example.

20. 20 Digital Learning Ecosystems Study Case IIEduMusical The second study case I am going to talk about, is a music education system that includes a music composition sofware � the musical editor and a music education portal that includes a variety of applications that support the development of different music skills.The second study case I am going to talk about, is a music education system that includes a music composition sofware � the musical editor and a music education portal that includes a variety of applications that support the development of different music skills.

21. 21 Digital Learning Ecosystems Study Case IIEduMusical This is what the music education ecosystem looks like. Here there are three populations: learners, art teachers and music education specialists. All of the actors interact with the content in all the possible ways (arrows 1, 2 and 3). Actors interact with each other (arrows 4a and 4b).This is what the music education ecosystem looks like. Here there are three populations: learners, art teachers and music education specialists. All of the actors interact with the content in all the possible ways (arrows 1, 2 and 3). Actors interact with each other (arrows 4a and 4b).

22. 22 Digital Learning Ecosystems Study Case IIEduMusical Authoring: composition tool Collaboration: between all populations Immersion: 2D visual stimulus and sound Mobility: classified as mobile learning In terms of the major tool aspects, the system includes an authoring tool: the composition editor. Collaboration occurs between all the populations. As of immersion, the system uses two dimensional interfaces and sound. And it can be classified as a mobile learning system, since it can be used on different platforms (it basically used Flash and Java technologies).In terms of the major tool aspects, the system includes an authoring tool: the composition editor. Collaboration occurs between all the populations. As of immersion, the system uses two dimensional interfaces and sound. And it can be classified as a mobile learning system, since it can be used on different platforms (it basically used Flash and Java technologies).

23. 23 Digital Learning Ecosystems Study Case IIEduMusical The system is free software but requires registration to be used, which allowed us to maintain a log file of interactions. The analysis of the log file helped us perceive an external influence. The system was launched in january 2004, and the total population of actors was growing slowly until articles in the press appered in May, and the population jumped to over 2500 users and has been growing slowly since then.The system is free software but requires registration to be used, which allowed us to maintain a log file of interactions. The analysis of the log file helped us perceive an external influence. The system was launched in january 2004, and the total population of actors was growing slowly until articles in the press appered in May, and the population jumped to over 2500 users and has been growing slowly since then.

24. 24 Digital Learning Ecosystems Study Case IIEduMusical On of the applications in the portal is the memory game. Again, the log file analysis, helped us discover usability problems, so we conducted some usability tests and made interface adjustments in september 2004. After that the total access to the memory game grew very fast.On of the applications in the portal is the memory game. Again, the log file analysis, helped us discover usability problems, so we conducted some usability tests and made interface adjustments in september 2004. After that the total access to the memory game grew very fast.

25. 25 Digital Learning Ecosystems Study Case IIEduMusical ECOSYSTEM ANALYSIS: Ecosystem�s constraints attended (growing populations of actors and content) Possible extensions: Immersive environments Interface adjustments for mobile platforms reduced displays Analyzing this ecosystem, we can conclude that the constraints are attended � populations of actors and content continue on growing. Some possible extensions of the system can be the inclusion of 3D immersive environments, and the adjustments of the interface for reduced display mobile platforms.Analyzing this ecosystem, we can conclude that the constraints are attended � populations of actors and content continue on growing. Some possible extensions of the system can be the inclusion of 3D immersive environments, and the adjustments of the interface for reduced display mobile platforms.

26. 26 Digital Learning Ecosystems Conclusion Learner�s context and profile Education paradigms Digital Ecosystems Digital Learning Ecosystem Study cases I have talked to you today about the new learner context and profile, some education paradigms, the definition of digital ecosystems and my personal definition of digital learning ecosystems. I have also presented two study cases and how the digital learning ecosystem model can help extend them. I hope you enjoyed the talk and will be happy to receive comments and suggestions and answer any questions you may have I have talked to you today about the new learner context and profile, some education paradigms, the definition of digital ecosystems and my personal definition of digital learning ecosystems. I have also presented two study cases and how the digital learning ecosystem model can help extend them. I hope you enjoyed the talk and will be happy to receive comments and suggestions and answer any questions you may have

27. 27 Digital Learning Ecosystems ReferencesBiology AMABIS, J.M.; MARTHO, G.R. (2002) Fundamentos da Biologia Moderna, Editora Moderna, S�o Paulo, 2002. CHRISTOPHERSON, R.W. (1997) Geosystems: an Introduction to Physical Geography, 3rd, Upper Saddle River, NJ, USA: Prentice Hall, 1997. MARTEN, G.G. (2001) Human Ecology, Earthscan Publications Ltd., London, 2001. ODUM, E.P. The Strategy of Ecosystem Development, Science 104: 262-270, 1969 PICKETT, S.T.A.; CADENASSO, M.L. The Ecosystem as a Multidimensional Concept: Meaning, Model and Metaphor Ecosystems, Ecosystems Journal, Springer, New York, 5, 1-10, 2002. RICKLEFS, R.E. (1993) A Economia da Natureza, Editora Guanabara Koogan S.A., Rio de Janeiro, 1993. Here is some of the references I used in Biology.Here is some of the references I used in Biology.

28. 28 Digital Learning Ecosystems ReferencesEducation FAGUNDES, L. C. et al. (2005). �AMADIS � Um Ambiente Virtual para apoio ao Desenvolvimento de Projetos de Aprendizagem�, In: Simp�sio Brasileiro de Inform�tica na Educa��o � SBIE. Juiz de Fora - MG. FREIRE, P. (2004). Pedagogia da Autonomia, Saberes necess�rios � pr�tica Educativa, 29� edic��o, Brasil, Paz e Terra, PP.72-146. PAPERT, S. (1994) A m�quina das crian�as: repensando a escola na era da inform�tica � Porto Alegre: Artes M�dicas, 1994; PIAGET, J. (1990) Epistemologia Gen�tica. Sa� Paulo: Martins Fontes. PRENSKY, M. (2001). On the Horizon. NCB University Press, Vol.9 No.5, October 2001. RESNICK, M. (2006). Computer as Paintbrush: Technology, Play and the Creative Society, Singerm D., Golikoff, R., and Hirsh-Pasek, K. (eds), Play = Learning: How play motivates and enhances children�s cognitive and social-emocional growth, Oxford University Press. VIGOTSKY, L. S. A forma��o social da mente: o desenvolvimento dos processos psicol�gicos superiores. 6� Ed. S�o Paulo: Martins Fontes, 2000. Here are some references in Education. I am a big fan of all of them. You can find Prensky and Resnick on the web, if you get a chance, do read them, you won�t be disapointed.Here are some references in Education. I am a big fan of all of them. You can find Prensky and Resnick on the web, if you get a chance, do read them, you won�t be disapointed.

29. 29 Digital Learning Ecosystems ReferencesEngineering LOPES, R.D., A TECNOFAGIA: Uma Mudan�a de Paradigma para a Educa��o pelos Meios Eletr�nicos Interativos, S�o Paulo, 2007, 104p. Tese (Livre- Doc�ncia em Engenharia El�trica)-Escola Polit�cnica, Universidade de S�o Paulo. PFLEEGER, S.L.; ATLEE,J.M. (2006) Software Engineering Theory and Practice, Prentice Hall, NJ. 2006. PRESSMAN, R.S. (1997) Software engineering: A practitioner�s approach. 4th. ed. McGraw-Hill, 1997. SOMMERVILLE, (2007) Software Engineering, Addison-Wesley, England, 2007. References from the engineering fieldReferences from the engineering field

30. 30 Digital Learning Ecosystems ReferencesDigital Ecosystems BOLEY, H.; CHANG, E.; Digital Ecosystems: Principles and Semantics. In Proceedings of the IEEE Inaugural Conference on Digital Ecosystems and Technologies, 2007, pp. 398-403.. CHANG, V.; GUETL, C. 2007. E-Learning Ecosystem (ELES) � A Holistic Approach for the Development of more Effective Learning Environment for Small-and-Medium Sized Enterprises (SMEs), , Inaugural IEEE International Conference on Digital Ecosystems and Technologies, Cairns Australia,, pp 420-425. UDEN, L.; DAMIANI, E. The future of E-learning: E-learning ecosystem, 2007, Inaugural IEEE International Conference on Digital Ecosystems and Technologies, Cairns Australia, pp 113-117 And finally, reference in digital ecosystems. I specially recommend Chang and Guetl�s article about e-learning ecosystems.And finally, reference in digital ecosystems. I specially recommend Chang and Guetl�s article about e-learning ecosystems.

31. 31 Digital Learning Ecosystems Contact IRENE KARAGUILLA FICHEMAN irene@lsi.usp.br Here is my email address. Thank you for your attention and I hope to discuss with you this subject using digital media. Here is my email address. Thank you for your attention and I hope to discuss with you this subject using digital media.