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3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning1 Opportunities &

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Presentation on theme: "3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning1 Opportunities &"— Presentation transcript:

1 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning1 Opportunities & challenges of social computing for lifelong learning Christine Redecker, Kirsti Ala-Mutka, Yves Punie European Commission DG JRC IPTS - Institute for Prospective Technological Studies Seville - Spain

2 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning2 Presentation Overview I.Background: IPTS and its Learning 2.0 Project II.iLANDS: Strategies for Innovation in Learning III.Learning 2.0 for Organisational Innovation IV.Learning 2.0 for Pedagogical Innovation V.Addressing Challenges

3 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning3 Learning 2.0 Study: Outline In depth case studies To assess good practice Desk Research Literature Overview & Analysis of Existing Practice Long List of Cases Database containing a variety of cases Literature Review of Learning 2.0 practices in Europe Assessment of the Impact of Social Computing on Learning Focus: Innovation 8 cases Focus: Inclusion 8 cases Validation Workshop Development of Policy Options I – Background

4 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning4 What is social computing? Open approach: -Not only SC technologies & applications but also the attitude of SC -Depends also on how SC applications are used I – Background Social computing applications enable interaction and collaboration: Users are participants (co-creators not end-users) Networks of individuals & communities become collective resources Social computing comprises: Digital applications for social networking (e.g. Facebook); video-sharing (e.g. YouTube); photo-sharing (e.g. Flickr); user-generated content (e.g. Wikipedia); multiplayer virtual online worlds (e.g. Second Life); Blogging; Tagging, etc.

5 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning5 iLANDS for Innovation L earning & A chieving S ociety D iversity N etworking Primary Education Secondary Education Higher Education Teaching Practice Personal Development Teacher Training Vocational Training i nnovation

6 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning6 iLANDS for Innovation L earning & A chieving S ociety D iversity N etworking i nnovation SC applications used as methodological or didactic tools to directly support, facilitate, enhance & improve learning processes and outcomes. promoting students individual learning progress empowerment of the learner; Knowledge exchange between and among learners and teachers; Social sphere of understanding & support Intercultural Exchange to broaden horizons: virtually meet people from other age-groups, backgrounds and cultures making institutional learning accessible & transparent to current & prospective students, parents & the general public Primary Education Secondary Education Higher Education Teaching Practice Personal Development Teacher Training Vocational Training

7 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning7 Opening up to Society L earning & A chieving S ociety D iversity N etworking Opening up to making institutional learning accessible & transparent to current & prospective students, parents and the general public

8 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning8 Opening up to Society: Web-Cams in Childcare (UK) (Ireland) (Spain) enfance/les_cyber_creches__1/les_webcamsenfance/les_cyber_creches__1/les_webcams (France) webcams in pre-primary institutions allow parents to monitor their childrens activities via internet during the day

9 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning9 Opening up to Society: Schools Blog used as website by a mixed- aged Swiss primary school class, where class projects, including stories and podcasts, are displayed and students and parents are kept up to date with important information French platform for podcasts produced by primary and secondary school radio projects Flickr group, where primary school classes publish their classroom displays SC is used in primary & secondary schools to publish students work & information on school projects

10 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning10 Opening up to Society: Universities II – Perspectives on Learning 2.0 Higher education institutions are moving to SC sites to become more accessible to current & prospective students

11 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning11 Embracing Diversity S ociety D iversity N etworking L earning & A chieving L earning & A chieving D iversity N etworking Embracing Intercultural Exchange virtually meet people from other age-groups, backgrounds and cultures

12 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning12 Embracing Diversity: Cultural Exchange SC can be used as a means to facilitate intercultural exchange

13 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning13 Networking & Community Building S ociety D iversity N etworking & Community Building L earning & A chieving

14 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning14 Networking Learners Community Approach based on OSN https://connect.wmin.ac.uk/ Community Approach based on blogs https://elgg.leeds.ac.uk/ Community Approaches based on various tools Universities encourage social networking to enhance communication & cooperation among students & staff creating an environment of understanding, fun, mutual assistance & shared interests.

15 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning15 Networking Researchers & Teachers Global Facebook-like community for researchers https://www.researchgate.net/ Virtual learning network for vocational education and training (VET) professionals multilingual exchange & collaboration platform for teachers in training, initiated by the University of Cologne (Germany) social network for people teaching foreign languages in primary school SC allows teachers to exchange knowledge, material & experiences and to collaborate on projects. A social (& emotional) network of support & assistance can be established.

16 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning16 Learning 2.0 for Organisational Innovation S ociety D iversity N etworking Communities for Learning Global places: Transcending borders between organisations, countries and cultures Re- integrating E&T into society Transparent & accessible service providers E&T Institutions become... i nnovation in E&T organisations

17 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning17 Learning & Achieving Knowledge management Subject-specific methods Personal skills Access to learning sources Meta skills Achievement podcasts blogs wikis immersive environments media-sharing bookmarking social networking collaboration learner as (co-)producer multimedia S ociety D iversity N etworking L earning & A chieving

18 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning18 Access to Learning Sources III – Areas in which SC enhances learning Stanford University SC tools can be used as platforms for the distribution of learning materials Course blog by Prof. Stella Porto, Graduate School of Management & Technology University of Maryland University College German-language Podcasting platform for research institutes

19 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning19 Access to Learning Sources: Insights Podcasts are attractive to learners: learning at one's own pace, listening to the content as many times as necessary, anywhere & anytime (Morales & Moses, 2006). Podcasts effective in exam revision: Study by Evans (2008): Students believed podcasts to be more effective than textbooks & own notes; Students were more receptive to audio learning material; in the form of a podcast than a traditional lecture or textbook. Students needed less revision time, were able to take in more information and were more flexible in when, where and how to learn. Podcasts contribute to better achievement: Study by Cramer (2007): Students using lecture recordings extensively scored 15% higher in their second than in their first midterm exam. III – Areas in which SC enhances learning

20 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning20 Personal Knowledge Management III – Areas in which SC enhances learning Penntags (University of Pennsylvania): Social bookmarking for students & staff collaborative Wikibook by students of sociology at the University of Salzburg (Austria): encyclopaedia of important sociologists Wikis gathering the collective knowledge of (groups of) students in primary & secondary education: SC tools can be used to gather the collective knowledge of a group, empowering learners to become authors of content, integrating them into a network of peer reflection, revision and support.

21 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning21 Knowledge management: Insights Advantages of Social Computing for knowledge management: Students appreciate the ease of building up a substantial knowledge base and the collaborative mode of operation (Barth, 2007) Individual & the group performance can be significantly increased by collaborative work with SC (Liaw et al., 2008). Wikis can handle different forms of knowledge (Barth, 2007). Findings on students research strategies: Students are already using and combining SC tools on their own account for research network building (Conole et al., 2008). Students use blogs to support self-regulated learning in various ways (Baggetun & Wasson, 2006), e.g. (1)by reflecting publicly on a topic, (2)as filters for links, building a personal knowledge base, (3)as a knowledge repositories. III – Areas in which SC enhances learning

22 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning22 New Subject Specific Methods III – Areas in which SC enhances learning RWTH Aachen, Germany: School of Architecture University of British Columbia, Canada: Ancient History & Culture; Arts 3D virtual worlds, like Second Life, are suited to replicate and investigate a three- dimensional reality as is done in architecture, medicine, geography, natural sciences, history, law and metaphysics. (Reihman, 2007; Rauch & Wang, 2007; Chittaro & Ranon, 2007; Mzoughi et al., 2007; John, 2007 ) Similarly: Media sharing supports a more active student involvement and practical approach in arts, design, music, composition, etc. (NMC & educause, 2008; Reid, 2008) New learning tools, new learning methods

23 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning23 Personal Achievement: Performance Knowledge management Subject-specific methods Access to learning sources podcasts blogs wikis immersive environments media-sharing bookmarking social networking Personal Achievement collaboration personalisation Social computing facilitates personalisation and collaboration, which can both contribute to a significant increase in students performance and achievement in any subject Cavallaro & Tan, 2006; Gibson, 2004, 2005; Makri & Kynios, 2007; Laurinen &Marttunen, 2007; Cobos & Pifarré, 2008; Liaw et al., 2008 Evans, 2008; Cramer, 2007; Carletti et al., 2008

24 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning24 Personal Achievement: Writing Skills Bookworms (Iceland): students publish, share & comment on each others book reviews primary and secondary school students write book reviews & recommendations Collaborative book-writing project (Catalonia, Spain) Wikis and blogs support writing skills, especially in primary and secondary education Collaborative book-writing project Austria)

25 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning25 Personal Achievement: Language Skills Wikis and blogs can support foreign language skills Wikispace for English project at an Italian secondary school Latin Blog: cooperation of an Italian & French secondary school

26 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning26 Personal Skills Knowledge management Subject-specific methods Access to learning sources podcasts blogs wikis immersive environments media-sharing bookmarking social networking Personal skills motivation self-directed learning participation communication & social skills De Laat (2007); Cavallaro & Tan (2006); Rau et al. (2008); Langhorst (2006) De Laat (2007); Antoniou & Siskos (2007); responsibility Cruz & Carvalho (2007), Frydenberg (2007) Lee et al. (2008) de Laat (2007); Barth (2007)

27 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning27 Personal Skills: Examples University of Salamanca (Spain): Collaborative subject blog increasing motivation, participation & social relationships Increasing motivation, participation & intercultural skills Conflict resolution & mediation skills

28 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning28 Higher Order Skills Knowledge management Subject-specific methods Access to learning sources podcasts blogs wikis immersive environments media-sharing bookmarking social networking Meta skills Online writing (blogs, wikis, etc.) increases reflective thinking levels (Xie et al.,2008); encourages active participation, meta-cognition and critical thinking (Antoniou & Siskos, 2007); supports reflective activities & the development of meta- competences (Carletti et al., 2008). However, a clear structure is necessary to attain higher order cognitive skills (Kanuka et al., 2007; Carletti et al., 2008)

29 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning29 Learning 2.0 for Pedagogical Innovation Knowledge management Subject-specific methods Personal skills Access to learning sources Meta skills Achievement i nnovation collaboration personalisation motivation self-directed learning participation social skills empowerment of the learner new methods & tools new learning resources reflection meta-cognition learning collaborative process

30 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning30 Scaffolding Learning 2.0 Scaffolding Usability Attitudes Interaction Start simple, be patient; provide ample (technical) support; fit SC tool to learning objectives. Even advanced users need time & assistance to familiarise with learning 2.0 tools, functions & options. (1)Students attitudes influence acceptance and performance (2)SC can be used in very personal ways individual learning pathways Allow & encourage appropriation tailored to individuals needs; Develop ways for personalized assessment. Preconditions for SC collaboration: (1) propensity & willingness to contribute (2) team cohesiveness (3) minimum level of prior knowledge Provide incentives for collaboration; Promote open, friendly & supportive working atmosphere; pay attention to weak students needs. Structured Approach: SC tools fitted to objectives, learners experiences, attitudes and interaction patterns; Tasks need to be transparent, relevant and targeted; Tools need to be embedded in a supportive environment of guidance and support. Importance of Teacher as designer, coordinator, moderator, mediator & mentor IV – Factors influencing Learning 2.0 Research Evidence Recommendations

31 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning31 Teachers Challenges SC Services Adolescent Users Access & Skills Digital divides: regional, age, social Different eMaturity levels Learners with disabilities, special needs Advanced digital skills & Participation divide Disclosing personal data Self-destructive behaviour Cyberbullying Online grooming Advertising & Commercial Activities Lack of control: loss of content, end of service (or fees) Copyright issues Lack of experience & knowledge of SC & ICT No incentives for use, conflict with curriculum & assessment Lack of vision how SC can enhance learning Lack of training programs & policy support

32 3 rd IPTS-IS Dissemination Workshop with DG EAC, 16th October 2008 – Learning 2.0: Opportunities and Challenges for Lifelong Learning32 Thank you very much for your attention! Questions? Christine Redecker (+34)


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