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Conole turku final
 

Conole turku final

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    Conole turku final Conole turku final Presentation Transcript

    • Survey the landscape of Web 2.0 practices: Potential and challenges for social inclusion Gráinne Conole, Open University, UK Rethinking social inclusion through Web 2.0 University of Turku, 28 th April 2010 http://cloudworks.ac.uk/cloud/view/3444
    • Outline
    • Evidence from the literature (Conole and Alevizou, forthcoming), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895
    • Evidence from the literature Implications for education? 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
    • Web 2.0 landscapes of practices
    • From Web 1.0 to Web 2.0 New tools… new practices Web 2.0 Sharing Communicating Networking Interacting Media sharing Blogs & wikis Social networking Virtual worlds Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    • A typology of Web 2.0 technologies (Conole and Alevizou, forthcoming), 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
    • 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?
    • 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
    • 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
    • Affordances (Gibson) A ll "action possibilities" latent in an environmen t… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. User-generated content Peer critiquing Open Social collective Networked Participatory Personalised Inquiry-based Exploratory Co-relationship and co-evolution of tools and users
    • Mapping to pedagogy Pedagogies Web 2.0 tools & practices Personal learning Ability to personalise, use of RSS feeds and mash ups Situated, experiential, problem-based learning, role play Location aware devices, Virtual worlds, online games Inquiry or resource-based learning Google, media sharing repositories, tools to support user-generated content Reflective and dialogic learning Blogs and e-portfolios, wikis Communities of Practice Social networking tools
    • 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
    • Implications for education Digital literacy skills The importance of context Institutional barriers Digital identity
    • Digital skills (Jenkins, et al., 2008) Play Performance Appropriation Multi-tasking Distributed cognition Collective intelligence Judgment Transmedia navigation Networking Simulation Visualisation Negotiation
    • The importance of context Western hegemony Religious or cultural differences Language barriers Using content across contexts
    • Institutional barriers Legacy structures Teacher resistance Traditional assessment practices Inappropriate strategy
    • Digital identity Finding your digital voice Working across tools Degree of openness Personal/professional
    • Can Web 2.0 support social inclusion? 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
    • Recommendations
      • At teacher-level
        • Adopting more explicit and reflexive teaching practices
        • Technology immersion – learning through the technologies
        • Participation in a networked educational community of teachers and learners
      • At institutional
        • Strategies/policies that reflect the changing context of learning
        • Resources and support to facilitate the shift in practice needed
      • At national level
        • Free educational resources - Open Educational Resources
        • Case studies of good practice
        • Professional networks and communities
        • Ongoing horizon scanning of technology trajectories
    • References and links
      • Conole, G. and Alevizou, P. (2010), The use(s) of web 2.0 in HE, Report for the HE Academy, Open University: Milton Keynes
      • Conole, G. (2010), A review of pedagogical models and frameworks, available online at http://cloudworks.ac.uk/index.php/cloudscape/view/2009
      • 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(2): 679 – 692.
      • Conole, G. and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature.
      • De Freitas, S. and Conole. G. (forthcoming), Learners experiences: how pervasive and integrative tools influence expectations of study, in R. Sharpe and H. Beetham (Eds), Rethinking learning for a digital age, RoutledgeFalmer: London.
    • Images used from Flckr
      • Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/
      • Digital divide - http://www.flickr.com/photos/chrysti/2337913120/
      • One world-oneweb http://www.flickr.com/photos/psd/2731067095/
      • Network http://www.flickr.com/photos/seeminglee/2053060997/
      • Logos http://www.flickr.com/photos/mandymaarten/503716476/