The document discusses the changing landscape of education due to new technologies and learners. It outlines the shift from Web 1.0 to Web 2.0, including a typology of Web 2.0 tools. It proposes using these tools to support new approaches to course design, including learning design frameworks and the sharing of teaching practices through a social networking site called Cloudworks. Key challenges include bridging the gap between potential and reality of using new technologies in mainstream education.

1. Shifting practice, changing cultures Gráinne Conole, Open University, UK Enhancement Academy, Progress Meeting 17th-18th May, Northumbria University

2. The changing context of education Need new approaches to the design and delivery of courses Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Changing learners Grown up ‘digital’, technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations

3. Web 2.0 landscape of practices Conole, G. and Alevizou, P. (2010), Review of Web 2.0 in HE

4. From Web 1.0 to Web 2.0 Sharing Communicating Networking Interacting Media sharing Blogs & wikis Social networking Virtual worlds Web 2.0 New tools… new practices Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation

5. A typology of Web 2.0 technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895 Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReader

6. A Tweet is simply 140 characters… Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing events/ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?

7. I haven’t got enough time in my first life! Examples of use Archeological dig Cyber-law Virtual exhibitions Language schools Medical wards Gifted kids workshops De-schooling spaces Virtual conferences Issues Technical barriers Cultural Time Aimless/empty Replicating real-life Identity Misuse Commercial use

8. Redefining ICT… Web pages Social bookmarking File sharing sites Mash ups Google wave Blogs Twitter Wikis Virtual worlds Online games Social networking sites Email Forums Instant messaging Audio conferencing Video conferencing Communication Interactivity

9. Mapping to pedagogy Personalised learning Situated, experiential, problem-based learning, role play Inquiry or resource-based learning Reflective and dialogic learning Use of RSS feeds and mash ups Location aware devices, Virtual worlds, online games Google, media sharing repositories, user-generated content Blogs and e-portfolios, wikis, social networks

10. The gap between promise and reality Little impact on the mainstream Limited use of free resources Replication of ‘traditional’ teaching Scratching the surface of the potential

11. A complex set of reasons Digital literacy skills The importance of context Institutional barriers Digital identity

12. A framework for intervention Policy Research & development Teacher practice The learner’s experience Institutional & national funding Embedding in strategy Aligning to technology trends HEA, JISC, OU Learning & Teaching strategy Current trends Drivers and challenges Theoretical perspectives Learning Design research Actual use in practice What’s in it for me? Academic support Evidence of impact Integration into teaching

13. New approaches to design Course views Course map Pedagogy profile Course dimension Learning outcomes Task swimlane Finance Course Performance Sharing & discussion Face-to-face events (e.g. Design Challenge, ‘LD-lite’ workshops), Cloudworks (a social networking tool for learning and teaching), Online (masters-level LD Course, LD toolbox) Visualisation CompendiumLD : Tool for visualising and sharing designs, online widgets , paper and pen ’ templates Design tools Conceptual tools Visualisation tools Collaboration tools

14. Conceptual tools Macro-level Meso-level Micro-level Pedagogy profile Course map Course dimensions Learning outcomes Task swimlane

15. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection & Demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessment Content & Activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication & Collaboration Dialogic aspect of the course, interaction between learners &tutors - course forum, email, etc. Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features

22. Homepage

24. Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

26. Events and deadlines

27. Favourites and reputation

29. Recent activities

31. Some stats…. 2376 registered users Aspect Everyone Team Non-team Cloudscapes 289 100 189 Clouds 2408 1214 1194 Comments 3414 1012 2402 Links 3268 1678 1590 Added Sept . From 165 countries

33. Transformation? Towards education 2.0 Yes Rich multi-representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and content No Digital divide narrower but deeper Increasing complex digital landscape Significant cultural differences Individual ‘position’ on technology