Conole brisbane seminar
Upcoming SlideShare
Loading in...5
×
 

Conole brisbane seminar

on

  • 883 views

 

Statistics

Views

Total Views
883
Views on SlideShare
849
Embed Views
34

Actions

Likes
1
Downloads
8
Comments
0

1 Embed 34

http://cloudworks.ac.uk 34

Accessibility

Categories

Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • Relevant theoretical angles for exploring Cloudworks as a public space\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n

Conole brisbane seminar Conole brisbane seminar Presentation Transcript

  • Open scholarship in the ageof digital competitionGráinne Conole,SeminarBrisbane, 21st February 2011
  • Key questions How are new open, social and participatory media changing educational practice? What are the implications for research? How are researcher roles changing? What new digital literacies are needed? How can we effectively harness the power of these new media?
  • Outline Today’s digital landscape Examples of using social media for research Tips and hints The OU’s approach to openness The change nature of ‘community’ Recommendations Reflections Questions for personal reflections View slide
  • New media Key characteristics  Peer critiquing  Aggregation of resources  Collaboration  Personalisation  Networking  Open practices Web 2.0 - the machine is Us/ing Us View slide
  • Evidence• Horizon report, 2011• NSF Cyber-infrastructure report, 2008• IPTS e-learning 2.0 report, 2008• Review of Web 2.0 tools & practices, 2010
  • Horizon report 2011• Abundance of resources challenging traditional educational roles• People expect to be able to work & learn anywhere, anytime• World of work increasingly collaborative• Technologies increasingly cloud based• Importance of digital literacies• New evaluation metrics for new scholarship and publishing
  • Technologies to watch• E-books• Mobiles• Augmented learning• Game-based learning• Gesture-based learning• Learning analytics
  • Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
  • Research processes Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
  • Research processes Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou Research strategies
  • Change +ve impact -ve impact Access,Free tools, resources Role of institutions, personalisation, & services lack of control supports the long tail Technology as core Narrower, but Ubiquitous access tool deeper digital divide Multiple Increased peer, tutor Fragmentation, no communication & and expert dialogue central repositorydistribution channels Rich media New forms of sense- Lack of new digital representation making literacies Increased variety of User-generated knowledge, learner Quality assurance content control
  • A typology of new technologiesTechnology ExamplesMedia sharing Flckr,YouTube, Slideshare, SketchfuMedia manipulation and mash ups Geotagged photos on maps,VoicethreadInstant messaging, chat, web 2.0 forums MSN, Paltalk, ArguementumOnline games and virtual worlds WorldofWarcraft, SecondLifeSocial networking Facebook, Myspace, Linkedin, Elgg, NingBlogging Wordpress, Edublog, TwitterSocial bookmarking Del.icio.us, Citeulike, ZoteroRecommender systems Digg, LastFm, StumbleuponWikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.usSyndication/RSS feeds Bloglines, Podcast, GoogleReader(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
  • Digital identity Finding your digital voice Working across tools Degree of openness Personal/professional
  • New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
  • New digital literacies Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression toSimulation community involvement. The Transmedia new literacies almost all navigation involve social skills developed through collaboration andAppropriation networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
  • Using new media for research 14 Blogs facebook Twitter Working across social media Courses and conferences Publishing as you go
  • So why use blogs? Of the moment reflections Digital archive The power of peer review Record of events and reviews Wider audience reach and hence profile Link into fb and Twitter Complements traditional publication routes
  • Prominent bloggers in e-learning
  • Using facebook
  • Ideas for harnessing Web 2.0?
  • Working across social mediahttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a quick survey to ask people how using twitter impacted on how much they bloghttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
  • Working across social media Matt Lindgard set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional co twitter impacted on 19 links how much they blog  6 referenceshttp://cloudworks.ac.uk/cloud/view/2266
  • Twitter and facebook
  • Combine effect and impact Active blog posting Use of Twitter Participation in online conferences Webinars Podcasts Use of social media sites like facebook Publishing online draft publications The role of institutional research repositories
  • Open courses: CCK10 and discourse
  • Open courses: CCK10 and discourse
  • Open courses: CCK10 and discourse
  • Open courses: CCK10 and discourse
  • Open courses: CCK10 and discourse ltc.umanitoba.ca/blogs/futurecourse/
  • OU L&T conference Went virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500 unique views Significant discussions and resource aggregation International participation
  • OU L&T conference Went virtual in 2010 Useof Elluminate and Cloudworks Ca. 3500 unique views Significant discussions and resource aggregation International participation Works just as well for research events - virtual or blended
  • Open publishing as you go...
  • Tips and hints 25  Think about strategies to make the most of each of the following and then think about how you can do this both in a face-to-face and virtual context  Conferences  Networking  Publishing
  • ConferencesPurpose: presentation and feedbackNetwork, network, network!Potential collaborators & bid partnersPut in symposium of experts orsymposium with researchersExpert validation workshopsPut up paper & presentationFollow up links afterwardsWork up into a research paperWork the hashtagLive blog or follow conference-relatedblogs
  • Conferences A personal examplePurpose: presentation and feedbackNetwork, network, network!Potential collaborators & bid partnersPut in symposium of experts orsymposium with researchersExpert validation workshopsPut up paper & presentationFollow up links afterwardsWork up into a research paperWork the hashtagLive blog or follow conference-relatedblogs
  • Networking Built link with international colleagues Get on national level committees Invite key researchers in your field to be involved in a joint research activity Invite people to give seminars at your institution Build links online via Twitter, facebook, etc. Participate in online events Leave comments on blogs
  • Publishing Post up drafts for comment Become a editor for a special issue of a journal Write a book! Edited or single author Target high impact journals Keeppublication list up to date in your research repository Set up a writing group or workshop Co-write with lots of different people Tweet, fb etc when publications come out
  • Publishing Be provocative – sometimes Try to have a catchy title Make a mark, be influential Based on solid empirical evidence Something to generate discussions Reviews of the field and summaries of state of the art Draw on different theoretical frameworks A new set of ideas, changing the direction of the field Post drafts on a blog
  • Learning in an Open World Open
  • Learning in an Open World Design Courses design & shared openly Open
  • Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open
  • Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open ResearchSharing of research data
  • Learning in an Open World Design Delivery Courses design & Use of free tools & shared openly resources Open Research EvaluationSharing of research Critical reflection data
  • Open Design
  • Open Design Open Delivery
  • Open DesignOpen Research Open Delivery
  • Open Design Open Research Open Delivery X-DeliaOpen Evaluation
  • A focus on community New open, social and participatory media enable new means of communication, collaboration, sharing and co-construction of knowledge What does ‘community’ mean in these new online spaces? How can it be fostered, supported? A Community Indicators framework to guide the design and evaluation of communities
  • The nature of community Complex, distributed, loose communities are emerging Facilitated through different but connected social networking tools such as facebook, Twitter, Ning Users create their own Personal Digital Environment Mix of synchronous and asynchronous tools Boundary crossing via the power of retweeting
  • So what is a community?[Community does not] imply necessarily co-presence, a well-defined identifiable group, or socially visible boundaries. It doesimply participation in an activity system about whichparticipants share understandings concerning what they aredoing and what that means in their lives and for theircommunitiesLave and Wenger, 1991Virtual communities are social aggregations that emerge fromthe Net when enough people carry on those public discussionslong enough, with sufficient human feeling, to form webs ofpersonal relationships in cyberspace.Rheingold, 1993
  • Community as a process Constantly evolving and changing Shifting groups and depths of relationships Dynamic, evolving and potentially transformative Both directed and serendipitous interactions
  • Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
  • Participation Three types of hierarchical roles  Veterans: support and encourage groups and newbies  Trendsetters: make a difference  Posters: need to be incentivised to turn from lurkers to active contributors
  • Cohesion Through support, tolerance, reciprocity and trust Language and tone are critical factors in the development of an online community Emotional and peer support
  • IdentityCentral to the notion ofcommunity are issues ofmembership and exclusion. Somepeople are in, others are out.Communities range from beingopen to anyone who sharesparticular ideas or interests tocommunities accessible only tothose who meet certain criteria ofgeography, ethnicity, gender, etcErickson (1997)
  • Creative capability Importance of conflict, disagreement and negotiation in the process of collaborative knowledge creation and developing understanding Social discord as a catalyst for knowledge construction and expansive learning
  • Framework for sociality System needs to accommodate both evolution of practices and inclusion of newcomers Both individual and group identity are important People more likely to use systems that resemble their daily routines, languages and practices Metaphors that mimic real life practices are likely to be more successful Bouman et al., 2007
  • Can Web 2.0 change academic discourse?
  • Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible anywhere, anytimeAbundance of free tools and resourcesHigher impact to wider audienceGreat peer critiquing
  • Can Web 2.0 change academic discourse?Rich multimedia representation of contentMultiple communication channelsAccessible anywhere, anytimeAbundance of free tools and resourcesHigher impact to wider audienceGreat peer critiquing Digital divide narrower but deeper Increasingly complex landscape New digital literacy skills needed Access issues Balanced portfolio from traditional publishing routes to more ‘open’ ones
  • Recommendations For learners  Provide support to development of new digital literacies  Facilitate more learner-centred approaches  Encourage communication and collaboration  Shift from a focus on content to activities For academic staff  New approaches to teaching and research  Adopting more explicit and reflexive practices  Technology immersion – learning through the technologies  Encourage a networked community of academic staff
  • Recommendations For institutions  Strategies/policies that reflect the changing context of learning  Resources and support to facilitate the shift in practice needed  Strong leadership with an understanding of the issues  Re-visioning structures and infrastructures  PD/incentives for teaching staff to implement Nationally  Free educational resources - Open Educational Resources  Promote case studies of good practice  Appropriate strategies and policies and funding  Professional networks and communities  Ongoing horizon scanning of technology trajectories
  • Reflections Open, participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed We as researcher need to develop new digital literacy skills to harness their potential We need to rethink how we carry out and disseminate research Open, participatory and social media can provide mechanisms for us to share and discuss research ideas We are seeing a blurring of boundaries: teachers/ research, teaching/research, real/virtual spaces, formal/ informal modes of communication and publication
  •  How has your use of technology for research purposes changed in the last five years? What are the pros and cons of these changes Can you think of some good examples of effective use of technologies? Map out your digital environment How might you use technologies more effectively in carrying out your research, communicating with other researchers and disseminating results? How effective is your networking? How have you used technologies to network in recent years? What are your strategies for publishing? How are you using technologies to publish?
  • References Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/ EvidenceNet/Conole_Alevizou_2010.pdf Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report. Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report. Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning. Conole, G. and Culver, J. (2010) The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs Computers and Education, 54(3): 679 - 692. Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.