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Dehub conole

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  • Transcript

    • 1. Social exclusionor inclusion in aWeb 2.0 world Gráinne Conole,The Open University, UK DeHub conference, Sydney, 18th February 2011
    • 2. Key questions How are new open, social and participatory media changing educational practice? What are the implications for formal and informal learning? How are learner and teacher roles changing? What new digital literacies are needed? How can we design learning interventions and environments to harness new media? What social exclusion issues arise and how can they be combated?
    • 3. Outline• Web 2.0 characteristic• Positive and negative impacts in education• Social exclusion or inclusion?• Case studies• The changing nature of community• Recommendations and reflections
    • 4. New media Key characteristics  Peer critiquing  Aggregation of resources  Collaborative  Communicative  Personalisable  Networked  Open practices  Interactive
    • 5. Evidence• Horizon report, 2011• NSF Cyber-infrastructure report, 2008• IPTS e-learning 2.0 report, 2008• Review of Web 2.0 tools & practices, 2010
    • 6. 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
    • 7. Technologies to watch• E-books• Mobiles• Augmented learning• Game-based learning• Gesture-based learning• Learning analytics
    • 8. 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.
    • 9. 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 Social profiling Knowledge sharing Inappropriate digital
    • 10. New digital literacies (Jenkins, et al., 2008) Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognitionTransmedia navigation Collective intelligence Judgment
    • 11. In or out?• Voluntary exclusion - freedom of choice not to participate• Involuntary exclusion - lack of access or expertise to participate
    • 12. Social exclusionSocial exclusion is amultidimensional process ofprogressive social rupture,detaching groups andindividuals from socialrelations and institutions andpreventing them from fullparticipation in the normal,normatively prescribedactivities of the society in Includes lack of access to:which they live Earnings Education Technology Community Basic human rights
    • 13. Social exclusion• Process whereby individuals are pushed to the edge of society and prevented from participating fully by virtue of their poverty of lack of competences and lifelong learning opportunities or by discrimination http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
    • 14. Social inclusion• Process that ensures that those at risk of poverty and social exclusion gain the opportunities and resources to participate fully in the economic, social and cultural life. http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
    • 15. Web 2.0• Preventing digital exclusion• Exploit new technologies for better inclusion
    • 16. Your signature counts Social justice Educational for all Combating poverty Amnesty International video via Pambos Vrasidas http://www.google.com.au/search?client=safari&rls=en&q=amensty +international+your+signature +counts&ie=UTF-8&oe=UTF-8&redir_esc=&ei=I5dYTbPoK4OucI6n7 ZwM Education for a better quality of life but is education for all?
    • 17. Case studies Case study Description Notschool Online school for drop outs www.notschool.net Constructivist pedagogy, peer buddy system Assistive technology wiki Supports knowledge creation around assistive abilitynet.wetpaint.com ‘Routes of desire’ pedagogy model Mundi de Estrellas Aimed at young people in hospital, shared stories www.juntadeandalucia.es ALPEUNED Students with disabilities at the Open University in adenu.ia.uned.es/alpe/ Spain Conecta Joven eSkills for at risk and excluded groups www.conectajoven.org MOSEP Self-esteemed through e-Portfolios, learning www.mosep.org companions Schome Park Gifted kids and those with autism, in SecondLife, www.schome.ac.uk open pedagogy based on collaboration BREAKOUT Offending and drug prevention, a life-swapping modelwww.breakoutproject.odl.org http://ftp.jrc.es/EURdoc/JRC53578_TN.pd
    • 18. Open Educational Resources Part of the broader OER movement Move beyond the creation of OER to articulation of practices and community Focus on better design and useOlnet: an evidence-based approach with support for thecommunity and a fellowship schemeOPAL: articulation of dimensions of OER practices andassociated guidelines for learners, teachers, managers andpolicy makers 19
    • 19. Combating social exclusion Open and free Education for all Easily accessible Means of transferring practice It’s also a philosophy... 20
    • 20. Cloudworks 21
    • 21. Quick language guide
    • 22. Quick language guideCloud:Anything to do withlearning and teaching
    • 23. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of clouds
    • 24. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people
    • 25. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your like
    • 26. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow:Cloudscapes, Cloudsor people
    • 27. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds:Cloudscapes, Clouds For Cloudscapes, Cloudsor people & people
    • 28. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds: Attend:Cloudscapes, Clouds For Cloudscapes, Clouds Conferences &or people & people workshops
    • 29. Types of activity
    • 30. Types of activity Events
    • 31. Types of activityVirtual reading circles Events
    • 32. Types of activityVirtual reading circles Events
    • 33. Types of activityVirtual reading circles Events Open reviews
    • 34. Combating exclusion• Completely open• Easy to use• Crosses boundaries• Access to new knowledge and expertise• Aggregation of resources• Sharing ideas
    • 35. A focus on community New open, social and participatory media enable new means of communication, collaboration, sharing and co-construction of knowledge Want to focus on the nature of community in these new online spaces What is it and how can it be fostered, supported?
    • 36. 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 Links between interests, rather than places
    • 37. So what is a community?[Community does not] imply necessarily co-presence, a well-defined identifiable group, or socially visible boundaries. Itdoes imply 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 emergefrom the Net when enough people carry on those publicdiscussions long enough, with sufficient human feeling, toform webs of personal relationships in cyberspace.Rheingold, 1993
    • 38. Community as a process Constantly evolving and changing Shifting groups and depths of relationships Dynamic, evolving and potentially transformative Both directed and serendipitous interactions
    • 39. 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
    • 40. 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
    • 41. Cohesion Through support, tolerance, reciprocity and trust Language and tone are critical factors in the development of an online community Emotional and peer support
    • 42. IdentityCentral to the notion of community are issues ofmembership and exclusion. Some people are in,others are out. Communities range from being opento anyone who shares particular ideas or interests tocommunities accessible only to those who meetcertain criteria of geography, ethnicity, gender, etc.Erickson (1997)
    • 43. 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
    • 44. 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
    • 45. Can Web 2.0 support social inclusion? Rich multimedia representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and resources Digital divide narrower but deeper Increasingly complex landscape New digital literacy skills needed Access issues 35
    • 46. Implications• New digital literacies needed• Changing roles of teachers and learners• New institutional roles and structures• Balance of institutional vs. free systems
    • 47. Recommendations For learners  Provide support to development new digital literacies  Facilitate more learner-centred approaches  Encourage communication and collaboration  Shift from a focus on content to activities For teachers  New approaches to design, support and assessment  Adopting more explicit and reflexive teaching practices  Technology immersion – learning through the technologies  Encourage a networked educational community of teachers and learners
    • 48. 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 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
    • 49. Reflections Open, participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Teachers and learners need to develop new digital literacy skills to harness their potential We need to rethink the design of learning interventions, support and assessment Sites like Cloudworks can provide a mechanisms for teachers to share and discuss learning and teaching ideas We are seeing a blurring of boundaries: teachers/learners, teaching/learning, content/activities and real/virtual spaces
    • 50. 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.
    • 51. Images• http://www.flickr.com/photos/tristaemlet/ 4089225446/

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