Conole dublin


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  • Instrumental knowledge and skills for digital tool and media usage; 2) Advanced skills and knowledge for communication and collaboration, information management, learning and problem-solving, and meaningful participation; 3) Attitudes to strategic skills usage in intercultural, critical, creative, responsible and autonomous ways. Instrumental knowledge and skills are a precondition for developing or using more advanced skills.
  • Conole dublin

    1. 1. Social and participatory media and new digital literacies Gráinne Conole, Leicester University 15th May 2012 Keynote, Dublin City University
    2. 2. Outline• New technologies• Learner experience• Digital literacies• Open practices• Memes and metaphors• Importance and implications
    3. 3. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
    4. 4. Technologies• Transforming everything we do• New forms of communication and collaboration• Multiple rich representations• Tools to find, create, manage, share• Networked, distributed, peer reviewed, open• Complex, dynamic and co- evolving
    5. 5. Gutenberg to Zuckerberg• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)
    6. 6. IPTS report• Confident/critical use of technologies for work, leisure and communication• Digital divide• The network is key• More participatory and open practices
    7. 7. Benefits• Social• Health• Economic• Civic• Cultural• Societal
    8. 8. Issues• Personal safety/privacy• Responsible, ethical, legal• Understanding digital media• Inequalities
    9. 9. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, jus t in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and cloud-based tools and services • Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
    10. 10. Digital literacies: definition• Socio-cultural view of digital literacy - set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008)• Continuum from instrumental skills to productive competence and efficiency
    11. 11. Digital literacies Play Collective intelligencePerformance JudgementSimulation Transmedia navigationAppropriation Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    12. 12. Transmedia navigation
    13. 13. Distributed cognition Salamon, 1993
    14. 14. Play
    15. 15. Networking
    16. 16. Collective intelligence
    17. 17. Performance• Digital identity• Degree of openness• Communication and collaboration
    18. 18. Citation indicators
    19. 19. Creativity• Derived from Latin ‘creo’ to create/make• Creating something new (physical artefact or concept) that is novel and valuable• Ability to transcend traditional ideas, rules, partners, relatio nships and create meaningful new ideas, forms, methods, inter pretations
    20. 20. Why is it important?• Essential skill to deal with today’s complex, fast and changing society• Discourse and collaboration are mediated through a range of social and participatory media
    21. 21. Stages• Preparation: identifying the problem• Incubation: internalisation of the problem• Intimation: getting a feeling for a solution• Illumination: creativity burst forth• Verification: idea is consciously verified, elaborated and applied
    22. 22. iCreatNet
    23. 23. Creativity and openness
    24. 24. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research26
    25. 25. Open resources
    26. 26. Open coursesMassiveOpenOnlineCourse
    27. 27. Open Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
    28. 28. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
    29. 29. Open accreditationPeer to Peer University OER University
    30. 30. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller:
    31. 31. Open research
    32. 32. Citation indicators
    33. 33. Metaphors Ecologies SpacesMemes Rhizomes
    34. 34. Ecologies• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
    35. 35. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitate The Internet allows for The unprecedented Spreading of ideas Issues in terms of convergence of thought
    36. 36. Spaces Campbell, 72
    37. 37. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnecte d and self-replicating. A rhizome has no beginning or end like a learning process
    38. 38. Importance• Changing nature of education• New forms of communication and collaboration• Rich multimedia representation• Harnessing the global network
    39. 39. Implications• Blurring boundaries• New business models• More open practices• Changing roles• Importance of new digital literacy skills• Disruptive and complex
    40. 40. Conclusion• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social
    41. 41. Good reads
    42. 42., G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox