Social exclusionor inclusion in aWeb 2.0 world    Gráinne Conole,The Open University, UK  DeHub conference,        Sydney,...
Key questions How are new open, social and  participatory media changing  educational practice? What new digital literac...
Outline•   Web 2.0 characteristic•   Positive and negative impacts    in education•   Social exclusion or inclusion?•   Ca...
New media Key characteristics  Peer critiquing  Aggregation of resources  Collaborative  Communicative  Personalisab...
Evidence• Horizon report, 2011• NSF Cyber-infrastructure  report, 2008• IPTS e-learning 2.0 report,  2008• Review of Web 2...
Horizon report 2011•   Abundance of resources challenging    traditional educational roles•   People expect to be able to ...
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 a    radical rethink of the core learning and teachin...
Change               +ve impact             -ve impact                             Access,Free tools, resources           ...
New digital literacies (Jenkins et al., 2008)                           Play          Visualisation              Performan...
In or out?• Voluntary exclusion -  freedom of choice not  to participate• Involuntary exclusion -  lack of access or  expe...
Social exclusionSocial exclusion is amultidimensional process ofprogressive social rupture,detaching groups andindividuals...
Social exclusionProcess whereby individuals are pushed tothe edge of society and prevented fromparticipating fully by virt...
Social inclusionProcess that ensures that those at risk ofpoverty and social exclusion gain theopportunities and resources...
Web 2.0•   Preventing digital    exclusion•   Exploit new    technologies for    better inclusion
Your signature counts                                                                     Social justice                  ...
IPTS case studies    Case study                                    Description       Notschool                            ...
Open Educational Resources                  Part of the broader OER movement                  Move beyond the creation of ...
Combating social exclusion Open    and free Education for all Easily accessible Means of transferring practice It’s a...
Sharing and discussing practice             http://cloudworks.ac.uk
Quick language guide
Quick language guideCloud:Anything to do withlearning and teaching
Quick language guideCloud:Anything to do withlearning and teaching                        Cloudscape:                     ...
Quick language guideCloud:Anything to do withlearning and teaching                         Cloudscape:                    ...
Quick language guideCloud:Anything to do withlearning and teaching                         Cloudscape:                    ...
Quick language guideCloud:Anything to do withlearning and teaching                         Cloudscape:                    ...
Quick language guideCloud:Anything to do withlearning and teaching                         Cloudscape:                    ...
Quick language guideCloud:Anything to do withlearning and teaching                         Cloudscape:                    ...
Types of activity
Types of activityEvents
Types of activityEvents         Virtual reading circles
Types of activity  Events         Virtual reading circlesOpen reviews
Types of activity  Events         Virtual reading circlesOpen reviews
Combating exclusion•   Completely open•   Easy to use•   Crosses boundaries•   Access to new knowledge    and expertise•  ...
A focus on community New open, social and participatory media enable new means of communication, collaboration, sharing a...
The nature of community Complex, distributed, loose communities are emerging Facilitated through different but connected...
So what is a community?[Community does not] imply necessarily co-presence, a well-defined identifiable group, or socially vi...
Community as a process Constantly evolving and changing Shifting groups and depths of relationships Dynamic, evolving a...
Community indicatorsParticipation                CohesionSustained over time          Support & toleranceCommitment from c...
Participation Three types of hierarchical roles  Veterans: support and   encourage groups and   newbies  Trendsetters: ...
Cohesion Through support, tolerance, reciprocity and trust Language and tone are critical factors in the development of ...
IdentityCentral to the notion ofcommunity are issues ofmembership and exclusion.Some people are in, others areout. Communi...
Framework for sociality System needs to accommodate both evolution of practices and inclusion of newcomers Both individu...
Creative capability Importance of conflict, disagreement and negotiation in the process of collaborative knowledge creatio...
Can Web 2.0 support social inclusion?
Can Web 2.0 support social inclusion? Rich multimedia representation of content Multiple communication channels Accessible...
Can Web 2.0 support social inclusion? Rich multimedia representation of content Multiple communication channels Accessible...
Wisdom of the crowds
Wisdom of the crowds
Wisdom of the crowds
Wisdom of the crowds
Wisdom of the crowds
Implications•   New digital literacies    needed•   Changing roles of    teachers and learners•   New institutional roles ...
Recommendations For   learners  Provide support to development of new digital literacies  Facilitate more learner-centr...
Recommendations For   institutions  Strategies/policies that reflect the changing context of learning  Resources and su...
Reflections Open, participatory and social media enable new forms of  communication and collaboration Communities in thes...
References Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A    framework for building and eva...
Images   Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/   Digital divide - http://www.flickr.com/photo...
Dehub conole final
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  • Dehub conole final

    1. 1. Social exclusionor inclusion in aWeb 2.0 world Gráinne Conole,The Open University, UK DeHub conference, Sydney, 18th February 2011 http://cloudworks.ac.uk/cloud/view/5040
    2. 2. Key questions How are new open, social and participatory media changing educational practice? What new digital literacies are needed? How are learner and teacher roles changing? How can we design learning interventions and environments to harness new media? What are the implications for formal and informal learning? What social exclusion issues arise and how can they be combated?
    3. 3. Outline• Web 2.0 characteristic• Positive and negative impacts in education• Social exclusion or inclusion?• Case studies• The changing nature of community
    4. 4. New media Key characteristics  Peer critiquing  Aggregation of resources  Collaborative  Communicative  Personalisable  Networked  Open practices  Interactive
    5. 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. 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. 7. Technologies to watch• E-books• Mobiles• Augmented learning• Game-based learning• Gesture-based learning• Learning analytics
    8. 8. Conole and Alevizou, 2010 Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individually crafted process to one that is externalised andshareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
    9. 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
    10. 10. New digital literacies (Jenkins et al., 2008) Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognitionTransmedia navigation Collective intelligence Judgment
    11. 11. In or out?• Voluntary exclusion - freedom of choice not to participate• Involuntary exclusion - lack of access or expertise to participate
    12. 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. 13. Social exclusionProcess whereby individuals are pushed tothe edge of society and prevented fromparticipating fully by virtue of their povertyor lack of competences and lifelong learningopportunities or by discrimination http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
    14. 14. Social inclusionProcess that ensures that those at risk ofpoverty and social exclusion gain theopportunities and resources to participatefully in the economic, social and cultural life http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
    15. 15. Web 2.0• Preventing digital exclusion• Exploit new technologies for better inclusion
    16. 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. 17. IPTS 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. 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. Sharing and discussing practice http://cloudworks.ac.uk
    21. 21. Quick language guide
    22. 22. Quick language guideCloud:Anything to do withlearning and teaching
    23. 23. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of clouds
    24. 24. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people
    25. 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 you like
    26. 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 you likeFollow:Cloudscapes, Cloudsor people
    27. 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 you likeFollow: RSS feeds:Cloudscapes, Clouds For Cloudscapes, Cloudsor people & people
    28. 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 you likeFollow: RSS feeds: Attend:Cloudscapes, Clouds For Cloudscapes, Clouds Conferences &or people & people workshops
    29. 29. Types of activity
    30. 30. Types of activityEvents
    31. 31. Types of activityEvents Virtual reading circles
    32. 32. Types of activity Events Virtual reading circlesOpen reviews
    33. 33. Types of activity Events Virtual reading circlesOpen reviews
    34. 34. Combating exclusion• Completely open• Easy to use• Crosses boundaries• Access to new knowledge and expertise• Aggregation of resources• Sharing ideas and practice• Facilitates the development of networks
    35. 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. 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
    37. 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. 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. 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. 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. 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. 42. IdentityCentral to the notion ofcommunity are issues ofmembership and exclusion.Some people are in, others areout. Communities range frombeing open to anyone whoshares particular ideas orinterests to communitiesaccessible only to those whomeet certain criteria ofgeography, ethnicity, gender,etc
    43. 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. 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. 45. Can Web 2.0 support social inclusion?
    46. 46. Can Web 2.0 support social inclusion? Rich multimedia representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and resources
    47. 47. 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
    48. 48. Wisdom of the crowds
    49. 49. Wisdom of the crowds
    50. 50. Wisdom of the crowds
    51. 51. Wisdom of the crowds
    52. 52. Wisdom of the crowds
    53. 53. Implications• New digital literacies needed• Changing roles of teachers and learners• New institutional roles and structures• Balance of institutional vs. free systems
    54. 54. 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 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
    55. 55. 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 -
    56. 56. 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
    57. 57. 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.
    58. 58. Images 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/ http://www.flickr.com/photos/tristaemlet/4089225446/

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