Web 2.0 and e-elearning
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Web 2.0 and e-elearning

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Presentation and set of cards for a workshop on using Web 2.0 tools for e-learning

Presentation and set of cards for a workshop on using Web 2.0 tools for e-learning

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Web 2.0 and e-elearning Web 2.0 and e-elearning Presentation Transcript

  • Purpose of today • Exploring a Web 2.0 learning environment • What it might be, how to get there • What it might means for all concerned Moving to personalisation for learners, networking for staff and employers This is based on a workshop at a London college May 2007 David Wilcox http://www.designingforcivilsociety.org Drew Mackie http://www.usefulgames.co.uk Creative Commons license 1 The college currently uses a Blackboard-based virtual learning environment and wants to explore how they might develop in future using more Web 2.0 tools. The college wants to o!er a more personalised learning experience. In doing this they also want to build on students’ personal use of Web 2.0 tools in social networking and other activities. The new online environment will also have to provide for networking with sta! and with employers.
  • Agenda 1. What we mean by Web 1.0/2.0 2. A “game” to help design a new environment 3. Insights and issues for development Our role: guide in the three journeys of discovery, design and development 2 Today’s three-hour session will cover a short presentation on Web 2.0, a game to explore possible developments, and then discussion of what this means.
  • Change in technology Web 2.0? Web 1.0? •Personal blogs •Collaborative wikis •E-mail •Shared bookmarks •Forums/lists •Shared photos •Web sites •Shared docs •Mainly text and images •Social spaces •Linking pages •Audio and video •Being in one place •Feeding items •Communities •Being in many places •Networks 3 Before we get into the details, I would just like to check where we all are. There’s nothing wrong with Web 1.0 - it depends what your requirements are.
  • Change in media 4 What’s happening in the wider world is that people are shifting from traditional media to social media They can create their own content online and read, listen, view other people’s
  • Change in personal capacity Profile Many places Feeds Shared photos and bookmarks Fundraising http://beth.typepad.com/beths_blog/ 5 Taking advantage of new developments does give you as an individual or organisation a lot more capability. Here’s how one blogger - Beth Kanter - is using Web 2.0 tools. See http:// socialmedia.wikispaces.com for more about social media, including a presentation from Beth.
  • Change in relationships 6 The move to Web 2.0 can mean a move from hierarchical, broadcast communication to networks. That involves a change in relationships, and control.
  • Change in e-learning From virtual learning environment to personal learning environment http://members.optusnet.com.au/rlubensky/2006/12/present-and-future-of-personal-learning.html 7 Personal learning environments are where e-portfolios, virtual learning environments and web 2.0 services converge.
  • ... if there is a cultural change Are you Yes 2.0? or No 2.0? •A human voice •Official voice •Willing to share •Anxious to control •Building on what’s there •Concerned to “own” •Promoting conversations •Emphasising publishing •Ready to experiment •One version for all •Evolving •Little flexibility 8 The new Web 2.0 tools will work best in a “Yes 2.0” environment ... and their use in a more controlling environment is likely to prove challenging.
  • How do we get from here to ?? 1. Envisage the system, explore the process 2. The design the system - collaborative? 3. Build - openly? Today - play through what that involves 9 But how do we explore what a new Web 2.0 environment for e-learning might be like? It may help to think of this as three journeys (see Anecdote http://www.anecdote.com.au/archives/2007/04/ knowledge_strat_2.html). First envision what the system might look like, and what the development process might be. Then design the system (for real), and finally build the design. Key issues are whether you collaborate with others and operate openly.
  • Playing through the journey • Share an understanding of where we are • Cards give options for approach, designing, and building • Choose and organise within 15 point budget • Tell stories - pathways - for students, staff, administration 10 The workshop game developed by Drew Mackie and David Wilcox is designed to help with the first journey of envisioning the final system, and looking at the development process. The run of the game is: first describe the current situation in the college, and what you hope to achieve; then look at the card set - with cards for approach, development and building. You have a budget limit. When you have developed you system, switch into storytelling mode. What is it going to be like for students, sta! and management? We’ll develop the initial shared understanding together, then break into groups of 4-6 to consider the cards and tell stories. More on games at http://www.usefulgames.co.uk
  • 1. The college now - and in prospect • What is the current system? • What are the challenges? • What changes in prospect? • What aims for the future? 11 Here’s some issues to start our discussion of the current situation. We’ll do this today and write it up as we go. After that’s we’ll break into groups of 4-6 people. One group can look at development from the perspective of students, another as teachers, and the third as managers.
  • 2. Consider your approach Are you going for an open or closed approach to development and building - tech or people-led? 12 In your groups look first at the cards with the “approach” strip. These are to prompt discussion about your overall strategy.
  • 3. Choose development cards What methods will you use during development to match your approach? 13 The cards with pink budget points represent possible activities during development
  • 4. Choose tools and activities What tools and activities will make up the final system in the light of previous discussion? 14 Now you have thought about your approach, consider what tools and activities should be in the final system. You have 15 points for these and the “pink” development cards together. Organise these and the earlier cards on a flip chart.
  • Explore Web 2.0 Network mapping Open process Staff and other involved are Map the key interests and their Development group runs an open encouraged to spend time exploring connections - students, staff, process to harness internal and blogs and other social media to employers - as part of system design. external expertise, with a public- understand the Web 2.0 world. facing site. Will your approach encourage Will people find the time? Does this fit college culture? participation? 1 Approach 1 Employers network Free Web services strategy Newsletter on development Employers are part of the system, Free tools from Google, Yahoo and Email newsletter keeps everyone with their own areas. others cut cost of software and updated on the development process. introduce students to their potential. Will they participate? Is this enough? Prepared for companies to host the content? 1 1 2 Social networking Online forums Instant messaging The college decides to use a Forums play a major part in hosting Staff and students are encouraging to customised version of an existing online conversations. be available online for real-time chat. open source social networking system. Issues of facilitation? Is this realistic for staff? Acceptable use policy? 1 1 2
  • Open source MySpace People first or tech first? There is a commitment to use open Students are able to use MySpace source software where possible - and and other commercial social Which comes first - working with license the college system as open networking systems. people, or getting something built? source for development by others? Concerns about content? Any ways to earn revenue too? 1 Approach Approach Photosharing Hire some experts Workshops and events All are encouraged and supported in The development group tenders a The development programme the sharing of photos. contract for consultants to design and includes a series of workshops and build the system. larger events, with continuing Acceptable use issues? discussion online. Does this fit your approach? Do you have a people-led process? 1 3 1 Social bookmarking/tagging Skype - Voice over IP Project collaboration system Students and staff collaborate on All are encouraged to integrate VoIP Dedicated project management and research using social bookmarking. into their learning and collaborations. collaboration system used internally. Will people commit to this? Will this be productive? Is there an intranet that will do this? 1 1 1
  • Files repository Video and podcasts Wikis The system offers a flexible way to Staff and students use video clips and Wikis are used by staff and students store and share files, linked to other podcasts extensively. for collaborative work. components. Appropriate system for hosting? Any experience of this? Integrate with rest of the system? 2 1 1 Co-design Virtual worlds - Second Life Process support Workshop with champions helps Run sessions in a virtual world, like The development group works with us design the system. Second Life. online and in more workshops on a collaborative process to develop the Does this fit your approach? Useful or a diversion? system. Benefits of external support? 2 2 1 Champions Mobiles Sell the system Development group rapidly recruits Mobile phones and SMS play a major The college retains intellectual champions to help design and part in the new system. property rights in order to sell the promote the system. system to others Fits student preferences? Does this fit your approach? Will you get any free inputs? Approach 1 1
  • Your idea? Your idea? Your idea? Your idea? Your idea? Your idea? Your idea? Your idea? Your idea?
  • 5. Write the stories In groups, use the story sheets to describe what happens to: • a student • a teacher • a manager Facilitators may throw in some unexpected challenges and opportunities 15 From previous discussions, you have developed your vision of the development process and the system that you may create. Now - in groups of 4-6 - tell the story of what it will be like to be involved in development and use of the system, from the point of view of a student, teacher, and member of sta!.
  • 6. Keep talking online Consider using an online collaboration system, like that used to develop a proposal for the UK Cabinet Office http://www.innovationexchange.net 16 The game session will produce a lots of ideas and discussion. It may be appropriate to run another session with a wider group of people. Meanwhile the core group can continue online. For example, we created an online collaboration system for a consortium of interests to develop a proposal for an innovation exchange. We could use something similar.