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Transcript of CETIS Web2.0 a learning and teaching viewpoint Scott Wilson, CETIS This work is licensed under a...
CETIS
Web2.0
a learning and teaching viewpointScott Wilson, CETIS
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.http://www.cetis.ac.uk/members/scott/foaf.rdf
CETIS
web 2.0 >>> eLearning 2.0
• Going personal and global
• Symmetric relationships
• Mashing and remixing
CETIS
Learning & Teaching in a Web 2.0 world
• Discover opportunities to learn
• Create and share work
• Collect and remix
• Collaborate with others
• Innovate and develop technique
CETIS
Discovery and Learning and Discovery and Learning and …
• Cyclic process• Sometimes the point of an episode is to
shape discovery• For the learner, the processes of doing
and choosing what to do next are closely bound together
• Shared goals form social bonds and can enable formation of networks
CETIS
Strategies for discovery
• Searching
• Matching goals/interests/competencies
• Building on previous achievements
• Collaborative social filtering
• Collaborative social intelligence
• Finding a pathway to a future goal
• Serendipity
CETIS
2.0: Going Global with Learning Networks
• Combining (mashups) of 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
Aggregating opportunities
• Formal learning– Prospectuses
• XCRI - RSS for the prospectus!
• AND Informal learning– 43Things– LiveJournal Communities– Flickr Groups– MeCanBe
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? – tencompetence
CETIS
Creating and Sharing
• Writing (and photographing, drawing, filming, recording…)
• Developing a professional identity
• Developing competence, confidence, and independence
• Going global for feedback
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 and republishing
• Sharing playlists– RSS, Atom, OPML, XSPF…– identity, priority, shared understanding
• extending (globally) the power of an individual act of tagging/mixing– Flickr, del.icio.us, …
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
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 …– Blogger, LiveJournal, TypePad, Wordpress …– Skype, AIM, MSN…
CETIS
Self-organisation
• Learners need to be able to organize themselves
• 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
CETIS
Innovation
• Learning is all about trying new things.
• Teaching requires adapting and learning
• The desire to innovate is genuine - but may not coincide with the technological ideas of institutions…
CETIS
Implementation
• Self-service– Hosted services– Self-installed: the Rise of Moodle
• Recombinant software– Mashups and composites– The new HyperCard?
• Blurring the desktop and the web– desktop web service applications and widgets– AJAX and rich internet clients
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 Challenge
• Students and teachers are already using web 2.0
• Web 2.0 emphasizes personal technology connected globally– bypassing institutions?
CETIS
Useful links
• My Blog– http://www.cetis.ac.uk/members/scott
• TenCompetence– http://www.tencompetence.org
• XCRI– http://www.elframework.org/projects/xcri/
• 43Things– http://www.43things.com