Copyleft and Web 2.0: Opportunities for engaging learners


Published on

3rd International Conference on Open and Online Learning
iCOOL Keynote presentation in Penang, Malaysia
11-14 June, Universiti Sains Malaysia

Published in: Technology, Health & Medicine
  • hice los mismos pasos y se instalaron todos correctamente y nome aparece el link de descarga por ningun lado
    Are you sure you want to  Yes  No
    Your message goes here
  • no aparece lo de descargar que dice el tutorial para bajar
    Are you sure you want to  Yes  No
    Your message goes here
  • download?
    Are you sure you want to  Yes  No
    Your message goes here
  • Hello
    My name is ruth. I was impressed when I saw your
    profile ( and I will
    like you to email me back to my inbox so I can
    send you my picture for you know who I believe am.i
    we can establish a lasting relationship with you.
    Also, I like you to reply me through my
    private mailbox and (
    That's why I do not know the possibilities of
    remaining in forum for a long time.
    Thanks, waiting to hear from you soonest.
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Copyleft and Web 2.0: Opportunities for engaging learners

    1. 1. Copyleft and Web 2.0: Opportunities for engaging learners David M. Kennedy Faculty of Education The University of Hong Kong iCOOL2007: Pedagogical Scripting for ODL Invited Keynote 13 June 2007
    2. 2. Overview <ul><li>Students – now! </li></ul><ul><li>Copyleft and Web 2.0 – what does this mean for educators? </li></ul><ul><ul><li>for learning, engagement, collaboration </li></ul></ul><ul><li>Examples from practice </li></ul><ul><ul><li>Audacity, Hot Potatoes, Drupal, Moodle </li></ul></ul><ul><li>Conclusions – what does the convergence of these tools really offer, and to whom? </li></ul><ul><ul><li>students, teachers, administrators </li></ul></ul>
    3. 3. New tools for a new generation? There is a new group of people born between 1980 and 1984 (approximately), that have been described as Digital Natives . They are more familiar with, and have used more often, a wide variety of digital devices from a very young age. In short, they have ‘spent their entire lives surrounded by and using computers, video games, digital music players, video cams, cell phones, and all the other toys and tools of the digital age’ (Prensky, 2001, p. 1)
    4. 4. Using a computer today <ul><li>Students were overwhelmingly positive about the use of ICTs to support their studies. The key activities included: </li></ul><ul><ul><li>Using a computer for general study purposes (94%) </li></ul></ul><ul><ul><li>Searching for information (93%) </li></ul></ul><ul><ul><li>General course administration (84%) </li></ul></ul><ul><ul><li>Communicating via SMS (84%) and instant messaging (75%) </li></ul></ul><ul><ul><li>Using a CMS to access course-related materials (81%) </li></ul></ul>An Australian study, University of Melbourne (Kennedy, Krause, Churchward, Judd, & Gray, 2006)
    5. 5. What are students doing? <ul><li>Emerging technologies </li></ul><ul><ul><li>Blogs (reading 38%, commenting – 27%, maintaining – 21%) </li></ul></ul><ul><ul><li>File-sharing (music – 38%, photos – 31%) </li></ul></ul><ul><ul><li>Social networking (24%) </li></ul></ul><ul><ul><li>VOIP telephony (19%) </li></ul></ul><ul><ul><li>Web-conferencing (19%) </li></ul></ul><ul><ul><li>International students use a wide range of tools and technologies – more than local students </li></ul></ul>An Australian study, University of Melbourne (Kennedy, Krause, Churchward, Judd, & Gray, 2006)
    6. 6. Changing landscape – new literacies LITERACY
    7. 7. What happens tomorrow?
    8. 8. Open source <ul><li>Freedoms to </li></ul><ul><ul><li>run the program, for any purpose (0) </li></ul></ul><ul><ul><li>study how the program works, and adapt it to your needs (1) </li></ul></ul><ul><ul><li>redistribute copies so you can help your neighbour (2) </li></ul></ul><ul><ul><li>improve the program, and release your improvements to the public (3) </li></ul></ul>NOT FREE TO SELL, MODIFY and then KEEP GNU Public Licence (copyleft)
    9. 10. Open source – not just software <ul><li>Forms of open source </li></ul><ul><ul><li>Open source courseware or content </li></ul></ul><ul><ul><ul><li>the MIT initiative - </li></ul></ul></ul><ul><ul><ul><li>The South Africian curriculum and eBook Wiki </li></ul></ul></ul><ul><ul><li>Open source Science Commons </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Open source documents (text, spreadsheets etc) </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Open source curriculums (mainly schools) </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    10. 11. Why FOSS, why Copyleft? <ul><li>Issues </li></ul>Ethical Guidelines needed? Commercial Are there real costs? Political Educational Ad/dis-advantages?
    11. 12. Open source examples I <ul><li>Moodle - course management system – Winner, EDUTOPIA awards (G. Lucas Edn Foundation) </li></ul><ul><li>Drupal - content management system </li></ul><ul><li>SAKAI – ePortfolios and LMS </li></ul><ul><li>HOT POTATOES – online quizzes (free to Education) </li></ul><ul><li>Audacity - audio recording software – runner-up EDUTOPIA awards </li></ul><ul><li> - office suite </li></ul>
    12. 13. Open source examples II <ul><li>Mediawiki - wiki server software, the software that runs Wikipedia </li></ul><ul><li>Word Press – blogging software </li></ul><ul><li>Mozilla Firefox - web browser </li></ul><ul><li>Mozilla Thunderbird - email client </li></ul><ul><li>GIMP – image/ graphics manipulation </li></ul><ul><li>Greenstone – library database software </li></ul><ul><li>DSpace – library database software </li></ul>
    13. 14. Audacity <ul><li>Open source audio digital editor </li></ul><ul><ul><li>Record live audio. </li></ul></ul><ul><ul><li>Convert tapes and records into digital recordings or CDs. </li></ul></ul><ul><ul><li>Edit Ogg Vorbis, MP3, and WAV sound files. </li></ul></ul><ul><ul><li>Cut, copy, splice, and mix sounds together. </li></ul></ul><ul><ul><li>Change the speed or pitch of a recording. </li></ul></ul><ul><ul><li>And more! (from the Audacity website) </li></ul></ul><ul><li>DEMO </li></ul>
    14. 15. Open source operating systems <ul><li>OpenSolaris - Unix Operating System from Sun Microsystems </li></ul><ul><li>Ubuntu – Linux-based desktop operating system </li></ul><ul><li>Linux kernel - operating system based on Unix </li></ul><ul><ul><li>25% of servers and 7.5% (2008) of desktops - (Gartner) </li></ul></ul><ul><ul><li>75% of super computers </li></ul></ul><ul><ul><li>the MIT $100USD+ laptop has a Linux OS </li></ul></ul><ul><ul><li>mobile phones (currently 6%) </li></ul></ul>
    15. 16. Open source web tools <ul><li>Apache - HTTP web server </li></ul><ul><li>Tomcat web server - web container </li></ul>
    16. 17. Web authoring <ul><li>Nvu - open source WYSIWYG HTML editor (webpage/ website builder) </li></ul><ul><li>Amaya 9.5x - open source HTML editor </li></ul><ul><li>Sea Monkey – all-in-one browser etc. </li></ul>
    17. 18. Open source for schools <ul><li>Also, the open source movement for K-12 education is gathering momentum </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li>wide industry support (Apple, IBM, HP) </li></ul></ul></ul><ul><li>Consortium for School Networking </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>leadership and decision making for using ICTs in teaching and learning </li></ul></ul>
    18. 19. Hot Potatoes <ul><li>Not open source, but free to educational institutions </li></ul><ul><ul><li>MCQ, gap, short answer, mixed, crosswords </li></ul></ul><ul><ul><li>html live – can use graphics, video (You Tube), URLs and/or audio </li></ul></ul><ul><ul><li>plug-ins for Moodle </li></ul></ul>
    19. 21. Collaboration: Wikis and media wiki <ul><li>The wikipedia is free and open source </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><li>Mediawiki </li></ul><ul><ul><li>software for installation on a local server </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><li>create your own documents, track changes, innovate </li></ul></ul></ul>
    20. 22. Open source ePortfolios <ul><li>New forms of evaluation </li></ul><ul><ul><li>addressing graduate attributes </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Used in schools and HE </li></ul><ul><ul><li>can store, manipulate, articulate a variety of media and resources for different purposes </li></ul></ul><ul><ul><li>being trialed at HKU (SAKAI) </li></ul></ul>
    21. 23. What is Web 2.0? <ul><li>Web 2.0 = attitude change </li></ul><ul><ul><li>users becomes the creators </li></ul></ul><ul><li>Information becomes dynamic/usable </li></ul><ul><li>Information can be aggregated, collated and published on demand </li></ul><ul><li>Information has longevity – use and reuse </li></ul><ul><li>Users have control of information </li></ul><ul><ul><li>can categorise, comment, rate, manipulate, share AND publish </li></ul></ul>
    22. 24. Dion Hinchcliffe 2007 …???
    23. 25. Perspectives Kathy Sierra
    24. 26. FOSS and Web 2.0 <ul><li>Applications </li></ul><ul><ul><li>WordPress - Blogging </li></ul></ul><ul><ul><li>Zoho writer – web-based documents </li></ul></ul><ul><ul><li>Del.ic.ious – social bookmarking & cloud tags </li></ul></ul><ul><ul><li>Digg – communities </li></ul></ul><ul><ul><li>Flickr – photos </li></ul></ul><ul><ul><li>Writely – Google docs </li></ul></ul><ul><ul><li>YouTube – video </li></ul></ul>
    25. 27. Open source CMS/ LMS <ul><li>Drupal </li></ul><ul><ul><li>open source content management platform </li></ul></ul><ul><ul><li>‘ Drupal is software that allows an individual or a community of users to easily publish, manage and organize a great variety of content on a website’ </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Moodle </li></ul><ul><ul><li> </li></ul></ul><ul><li>Joomla </li></ul><ul><ul><li> </li></ul></ul>
    26. 28. Drupal <ul><li>Community web portals </li></ul><ul><li>Discussion sites </li></ul><ul><li>Personal web sites or blogs </li></ul><ul><li>Resource directories </li></ul><ul><li>Social Networking sites </li></ul><ul><li>Blogs </li></ul><ul><li>Collaborative authoring environments </li></ul><ul><li>Forums </li></ul><ul><li>Peer-to-peer networking </li></ul><ul><li>Newsletters </li></ul><ul><li>Podcasting </li></ul><ul><li>Picture galleries </li></ul><ul><li>File uploads and downloads </li></ul>DEMO
    27. 29. Moodle <ul><li>Moodle – Demo </li></ul>
    28. 30. Moodle sites <ul><li>Currently there are 26602 sites from 182 countries who have registered. 4397 of these have requested privacy and are not shown in the lists below. </li></ul><ul><li>Afghanistan | Albania | Algeria | American Samoa | Andorra | Angola | Anguilla | Antarctica | Antigua and Barbuda | Argentina | Armenia | Australia | Austria | Azerbaijan | Bahamas | Bahrain | Bangladesh | Barbados | Belarus | Belgium | Belize | Bhutan | Bolivia | Bosnia and Herzegovina | Botswana | Brazil | Brunei Darussalam | Bulgaria | Burkina Faso | Canada | Cape Verde | Chad | Chile | China | Christmas Island | Colombia | Costa Rica | Cote D'Ivoire | Croatia ( Hrvatska ) | Cuba | Cyprus | Czech Republic | Denmark | Dominican Republic | Ecuador | Egypt | El Salvador | Estonia | Ethiopia | Fiji | Finland | France | France; Metropolitan | French Guiana | Gabon | Gambia | Georgia | Germany | Ghana | Greece | Guadeloupe | Guam | Guatemala | Guyana | Honduras | Hong Kong | Hungary | Iceland | India | Indonesia | Iran (Islamic Republic of) | Ireland | Israel | Italy | Jamaica | Japan | Jordan | Kazakhstan | Kenya | Korea; Democratic People's Republic of | Korea; Republic of | Kosovo | Kuwait | Kyrgyzstan | Lao People's Democratic Republic | Latvia | Lebanon | Libyan Arab Jamahiriya | Lithuania | Luxembourg | Macedonia; Former Yugoslav Republic of | Madagascar | Malaysia | Maldives | Mali | Malta | Mauritius | Mexico | Moldova; Republic of | Monaco | Mongolia | Morocco | Mozambique | Myanmar | Namibia | Nepal | Netherlands | Netherlands Antilles | New Zealand | Nicaragua | Nigeria | Northern Mariana Islands | Norway | Oman | Pakistan | Palestine | Panama | Papua New Guinea | Paraguay | Peru | Philippines | Poland | Portugal | Puerto Rico | Qatar | Reunion | Romania | Russian Federation | Saint Lucia | Saint Vincent and the Grenadines | Samoa | Saudi Arabia | Senegal | Serbia and Montenegro | Singapore | Slovakia (Slovak Republic) | Slovenia | South Africa | Spain | Sri Lanka | Sudan | Suriname | Sweden | Switzerland | Syrian Arab Republic | Taiwan | Tajikistan | Tanzania; United Republic of | Thailand | Togo | Tokelau | Trinidad and Tobago | Tunisia | Turkey | Turkmenistan | Ukraine | United Arab Emirates | United Kingdom | United States of America | Uruguay | Uzbekistan | Vanuatu | Venezuela | Vietnam | Virgin Islands (U.S.) | Wales | Yemen | Zambia | Zimbabwe | RS | Romania | SHOW ALL </li></ul>
    29. 31. Decisions for using FOSS I <ul><li>Compatibility </li></ul><ul><ul><li>will the FOSS software on the OS systems? </li></ul></ul><ul><ul><li>will the FOSS applications produce files that can be read by other non-OS applications? </li></ul></ul><ul><li>Are there applications that meet needs? </li></ul><ul><ul><li>most pressing needs – students or staff? </li></ul></ul><ul><ul><li>identify FOSS to meet needs </li></ul></ul><ul><ul><li>testing of FOSS before a full scale roll out </li></ul></ul>
    30. 32. Decisions for using FOSS II <ul><li>Hardware </li></ul><ul><ul><li>is existing equipment adequate? </li></ul></ul><ul><ul><li>in the case of Web 2.0 applications, can you dedicate the software to specific servers (or multipurpose)? </li></ul></ul><ul><li>Quality support </li></ul><ul><ul><li>are there staff who can install and support the OS systems or applications? OR Can it be self-installed? </li></ul></ul><ul><ul><li>is the OSS solution sustainable – people, hardware and software? </li></ul></ul><ul><ul><li>have you identified the potential mentors (early adopters)? </li></ul></ul>
    31. 33. Decisions for using FOSS III <ul><li>Leadership and change management discipline </li></ul><ul><ul><li>who are the key stakeholders that need to support your new solution? </li></ul></ul><ul><ul><li>is the proposed software likely to be appealing to the users? </li></ul></ul><ul><ul><li>how can users have their say in the adoption process or choice of software? </li></ul></ul><ul><li>Socio-political processes </li></ul><ul><ul><li>these are likely to be make-or-break </li></ul></ul>
    32. 34. Mozilla manifesto <ul><li>Principles: The Internet </li></ul><ul><ul><li>is a global public resource that must remain open and accessible. </li></ul></ul><ul><ul><li>must allow individuals to have the ability to shape their own experiences. </li></ul></ul><ul><ul><li>in order to be and effective public resource depends retaining interoperability, innovation and decentralized participation worldwide. </li></ul></ul>
    33. 35. Why open source I <ul><li>Cost </li></ul><ul><ul><li>License Fees and TCO </li></ul></ul><ul><ul><li>limits costs ( Vista expected to provide 100,000 new US jobs - IDC ) </li></ul></ul><ul><li>Data integrity/interoperability- </li></ul><ul><ul><li>use of common formats improves efficiency </li></ul></ul><ul><li>Independence and Flexibility </li></ul><ul><ul><li>open source code, customizability, innovation, voluntary upgrades </li></ul></ul><ul><li>Stability and Reliability </li></ul><ul><ul><li>a viable future, independent of vested interests (ODF) </li></ul></ul><ul><ul><li>open source operating systems - reliability, performance, easier management </li></ul></ul>
    34. 36. Why open source II <ul><li>Features and quality </li></ul><ul><ul><li>don’t pay for what you don’t need </li></ul></ul><ul><ul><li>OSS can be more reliable and secure (Linux) </li></ul></ul><ul><ul><li>customisation </li></ul></ul><ul><li>Users and migration </li></ul><ul><ul><li>students can take it home – piracy issues disappear </li></ul></ul><ul><ul><li>FOSS is now easy to use and install </li></ul></ul><ul><ul><li>FOSS and Web 2.0 technologies are HOW our students are engaging NOW ! </li></ul></ul><ul><li>Rights (IP and IC) </li></ul><ul><ul><li>can be acknowledged </li></ul></ul><ul><ul><li>FOSS is more empowering for individuals and orgs </li></ul></ul>
    35. 37. Conclusions <ul><li>FOSS and Web 2.0 software – it is the learning design that matters </li></ul><ul><ul><li>e.g., commercial LMSs do NOT offer any more than the open source solution (current research) </li></ul></ul><ul><li>FOSS and Web 2.0 tools offer solutions that suit ways in which current students work </li></ul><ul><li>e.g., Moodle as an enterprise system </li></ul><ul><ul><li>Dublin City University </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Open University (UK) </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>UCLA (USA) - </li></ul></ul>
    36. 38. What happens in the future? Thank you David M. Kennedy :