IMPACT OF SOCIAL NETWORK BASED LEARNING

Considering the fact that 77 percent of the technology

learner population uses social media for socializing and for
other purposes [5].

Social Group Based Learning & Problem Solving

We have accepted the fact that, learners feel comfortable to
group with the other learners from their known group [6], for
group based assignments and other activities. Hence we have
also incorporated the social media based learning opportunities,
where the complete class or group of learners can participate in
a group discussion and made a class wide submission and the
professor monitoring the assignment can collate the complete
response from the class and based on the responses can award
grade[7].

Impact of outcome based leaning

The engineering problems can be best addressed by setting
the goal at the beginning. The same nature of the todays
education industry forces educators to providing a strategic
way to enhance the quality of teaching and learning by helping
to ensure the approval and accreditation of new and existing
programs and providing a mechanism for ensuring
accountability and quality assurance. Helping students to take
responsibility for their own learning and providing a means for
students to articulate the knowledge, skills and experience
acquired during their program also helped meeting the
outcomes set for the course. Also providing a framework for
collaborative curriculum planning and providing a tool for
evaluating and improving the curriculum to encourage
continuity between undergraduate, postgraduate and continuing
education is most effective way or the out
Figure 12. Mapping of Contents to Course Outcome and
Program Education Objective
VIII. SCOPE OF FUTURE ADVANCEMENTS
The continuous growth in the field of education and as well
as content delivery methodologies, the vMooC portal and as a
complete eLearning has innumerous amount of factors which
can be improved to deliver more learner centric content.
We have considered few parameters and analyzed the
potential for implementation of Hand Held device (Tablet,
Smart Phones, etc.) based content delivery methodologies,
where the complete MooC meta data will be synced with the
content provider and with the learners for better content
searching and easy reach to the specific content

Privacy in elearning (7218033)

Contemporary Internet and computer technologies reveal many advantages in educational sector
allowing synchronous or asynchronous communication, collaboration and different scenarios for
learning (personal, collaborative, group). Also, they can pose the educational actors in
disadvantageous position, gathering all or part of their private data and violating their private
space. Data privacy is a well discussed problem. In a UNESCO survey report privacy is
considered as a fundamental right, even though it is difficult to define exactly what that right
entails [11]. Authors continue their thoughts talking about the dual aspect of privacy. The first
aspect is related to what information a person can keep private. The second one includes third
parties and their intentions and activities according to usage of possessed private date of other
persons. If we put this UNESCO understanding of privacy in the case of eLearning, we can see
that both aspects are applicable in educational settings (Fig. 3). Educational institutions as a third
party have possibility to define the institutional privacy policy; providers of educational software
can implement privacy mechanisms for personal data protection; producers of search engines,
social networks and other non-specially created for educational purposes software, but often used
for learning should guarantee at least different options for keeping personal data private.

Where the privacy risk is seen? More commonly privacy risks in Internet environment are
pointed out to the use of unsecure TCP/IP protocols, use of higher level of protocols like HTTP,
SMTP, POP3, NNTP, browser's chattering, existing of invisible hyperlinks, cookies,
implementation of browsers [12]. Risks are seen in email communication mechanisms and web
surfing process. Also, we see a risk for privacy violations in organized Massive Open Online
Courses (MOOCs) initiatives where the enrolled students are subjects to a mass data collection
by the MOOCs providers (public, non-profit or private). The students unknowingly usually give
a lot from their private information (such as biometric/social media/location/health information,
etc.), even number of clicks on a page, disciplinary incidents or sexual orientation, etc. Thus their
personal data are compromised and can lead, for example, to help companies to identify
preferences and patterns of behaviors. Online applications and services, communications
platforms and business models are among the risk issues commented in [11] in context of cloud
computing, search engines, social networks, mobile Internet, unique citizens identifiers and
initiatives of eGovenment.

Data privacy in eLearning (7218033)

The above presented literature overview about privacy ensuring in different sectors and in
eLearning suggest that appropriate measures should be taken. Also, this is not just one single act,
but it is a long and continuous process requiring involvement of stakeholders at different levels,
software producers, security engineers, researchers, end users. Privacy is related to several other
terms like: data sharing, system security, anonymity, unprivileged or privileged agents.

For the purpose of this research eLearning is described as ubiquitous learning, meaning online
and mobile-based. This requires actions for securing servers, software, services, protocols when
data transactions are performed. But this is not enough: it is necessary data privacy policy at
university level to be available, as well as the behavior of all participants in an educational
process to be determined.

According to the gathered students' opinion - it is obvious that their desire is related to the
principle: share on trust. They trust educators, educational software and intelligent technologies.
Students are predisposed to share minimal personal data and important information like learning
preferences, learning styles, learning progress. In return they expect support in learning, secure
transactions and privacy.

Why elearning
The continuous development of the e world in business, finance, health, government, justice,
society as well as in Learning at all levels and settings (distance, informal, mobile, etc.) requires
the collecting of a vast amount of private data. The personal data like full name, address, phone
number, gender, ages, and email address are a needed part of a registration process allowing
access to a given web application. In eLearning this personal data is extended with specific
information about the student's background, preferences and learning progress. Intelligent and
adaptive eLearning environments use tracking mechanisms to serve the right and concrete
content to students and to assist them in an effective learning progress. This is a premise for
studying the behavior of the student, including crossing his personal space. Social networking
sites are widely used in higher education and there are many good practices for that. Anyway,
social networking sites collect personal information shared by users. Also, the usage of mobile
devices leads to collection of more data even without the students' awareness. The case of learner
mobility requires even collecting location, sometimes without learner awareness. Learning
Management Systems (LMSs) operate with a wide range of student data, storing it in databases
and log files. From the other side, many data mining tools and analytical software are developed
for processing private data. Learning analytics (LA) uses in mobile and ubiquitous learning
environments increase at an astonishing pace in the last years, too. LA supports data collection,
analysis and measurement about learners - their learning profiles, produced learning content,
learner behavior, relationships and communication for understanding and optimizing learning
process and environment. LA is going further - collecting and sharing educational datasets
among researchers. A list and analysis of datasets properties is given in [1]. One of the problem
that still is not solved refers to the privacy rights of this huge amount of collected data. It could
be decided when an agreement of students is received and then the educational organization can
share this data for research purposes.