Presentation on theme: "CETIS Using web [2.0] technology in learning and teaching Scott Wilson, CETIS This work is licensed under a Attribution- NonCommercial-ShareAlike 2.0."— Presentation transcript:
CETIS Using web [2.0] technology in learning and teaching Scott Wilson, CETIS This work is licensed under a Attribution- NonCommercial-ShareAlike 2.0 licence
CETIS Learning & Teaching in a Web 2.0 world Discovering opportunities to learn and forming networks and communities Creating and sharing work Collect and remixing Collaborating Innovating and developing technique
CETIS Discovering opportunity: Going Global with Learning Networks Combining formal and informal learning episodes Using shared goals to forge a social identity Symmetry of experience in informal and formal discovery and action Global community of peers The Long Tail
CETIS 43Things 43Things is an interesting example of informal learning within a social software system. Users set goals, and are united with a community of interest, who can then write about their progress, share resources, and can indicate whether they have reached their goal and are willing to help others.
CETIS MeCanBe Mecanbe is a new service in development to support informal learning, but a little more formal than 43things, with some performance management and tracking rather like a self-managed training system.
CETIS Del.icio.us Social bookmarking provides a mechanism to easily collaborate on the collection and annotation of resources for a topic
CETIS Learning networks In the future, will learners already be part of a learning network before joining a course? Will they have a pre-existing community of peers? Inversion - can institutions be facilitators of learning networks instead of purveyors of courses? –TencompetenceTencompetence Publishing and sharing networks: FOAF (feeds for people), XFN, DOAP
CETIS Creating and Sharing Blogs Wikis Flickr: Photo sharingFlickr YouTube: Video sharingYouTube Feeds and podcasts Create for re-use
CETIS Creating and Sharing: Pedagogy Writing (and photographing, drawing, filming, recording…) Developing a professional identity Developing competence, confidence, and independence Going global for an audience - and feedback
CETIS Warwick Blogs Warwick was perhaps the first institution to realize the potential of providing blogs for students.
CETIS Edublogs Edublogs provides blogs which are education-focused, but outside institutions.
CETIS Stanford on iTunes Sharing resources: Lecture podcasts via iTunes at Stanford.
CETIS Collecting and Remixing: Pedagogy Constructivism –attenuating and labelling a subset of the knowledge environment; re-categorising a conception of the knowledge environment into a personal schema; synthesis (dialectic) Connectivism –Forming new connections and generating networks that extend the power of the individual; however, actionable knowledge (learning) resides in the network, not necessarily the individual
CETIS Tagging at Flickr Tags enable category formation in a ground- up fashion - the creation of a tag is a constructivist act, stimulating the dialectic process through categorisation of a resource within a discourse. MRI is a term within the discourse of medical technology, and is fairly unambiguous. However, most categorisation acts lead to greater debate - e.g. tagging an article or an author as structuralist within the discourse of sociology.
CETIS Tagging at del.icio.us Another tagging example - this time of a whole discourse.
CETIS Tagging at del.icio.us 90b26b2093http://del.icio.us/url/21ab295b8931f99fd0a43b 90b26b2093 The comments by users who have tagged a resource. Note however there is no place for negative tagging (that this is in fact NOT related to bioinformatics) - so how can the dialectic operate? This generally requires the use of another technology, such as weblogs and wikis.
CETIS Collaboration Collaboration is at the heart of many pedagogic strategies –Collaborative knowledge construction –Group activity
CETIS Collaborative Knowledge Construction Wikis Collaborative bookmarking and remixing Conversation Collaborative authoring (e.g. Writely)Writely
CETIS Collaboration: Wikiomics ntityhttp://wikiomics.org/wiki/Percentage_ide ntity An academic wiki
CETIS Coordination of Group Activity Who? –Teacher-designed activity –Learner self-organised activity Why? –Project-based learning –Collaborative research –Study and debating groups –Structured investigations
CETIS Coordinated group activity What? –Planning, scheduling and managing action –Collaborative writing (drawing, recording, filming) –Journaling –Conversation How? –BaseCamp, TaDaList, Google Calendar, 30Boxes, iCalendar … –Writely, wikis …Writely –Blogger, LiveJournal, TypePad, Wordpress …BloggerLiveJournal –Skype, AIM, MSN…
CETIS Self-organisation Learners need to be able to organize themselves –And not just by popping off to myspace? Define their own groups –VLEs are too often asymmetric - what the student can do vs. what the teacher can do –VLEs are too closed - groups can only be within the organisation –VLE structures too often mirror administrative rather than educational divisions
CETIS networks and hierarchies
CETIS Innovation Trial and error with the perpetual beta Learning from mistakes - but being willing to make them! Owning the technology and developing technique
CETIS Technique Teachers and learners develop technique in the tools they use –Sometimes a choice of innovation is driven by the desire to acquire or develop technique Motivation for developing technique is greater for personally-owned technologies
CETIS The Challenges Some students and teachers are already using web 2.0 –Myspace, bebo, wikipedia…Myspacebebowikipedia Web 2.0 emphasizes personal technology connected globally –Stepping outside the institution Managing risks –Privacy, image, reliability, legal & copyright
CETIS The Opportunities Provide a richer learning experience with more connections Empower teachers and students Enable agile, innovative use of technology Engage prospective students by reaching outside the walls - become part of the community before registration!