Web 2.0 a learning and teaching viewpoint

Web2.0 a learning and teaching viewpoint Scott Wilson, CETIS This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence http://www.cetis.ac.uk/members/scott/foaf.rdf

web 2.0 >>> eLearning 2.0
Going personal and global
Symmetric relationships
Mashing and remixing

Learning & Teaching in a Web 2.0 world
Discover opportunities to learn
Create and share work
Collect and remix
Collaborate with others
Innovate and develop technique

Discovery and Learning and Discovery and Learning and …
Cyclic process
Sometimes the point of an episode is to shape discovery
For the learner, the processes of doing and choosing what to do next are closely bound together
Shared goals form social bonds and can enable formation of networks

Strategies for discovery
Searching
Matching goals/interests/competencies
Building on previous achievements
Collaborative social filtering
Collaborative social intelligence
Finding a pathway to a future goal
Serendipity

2.0: Going Global with Learning Networks
Combining (mashups) of formal and informal learning episodes
Using shared goals to forge a social identity
Symmetry of experience in informal and formal discovery and action
Global community of peers
The Long Tail

Aggregating opportunities
Formal learning
Prospectuses
XCRI - RSS for the prospectus!
AND Informal learning
43Things
LiveJournal Communities
Flickr Groups
MeCanBe

Learning networks
In the future, will learners already be part of a learning network before joining a course?
Will they have a pre-existing community of peers?
Inversion - can institutions be facilitators of learning networks instead of purveyors of courses?
tencompetence

Creating and Sharing
Writing (and photographing, drawing, filming, recording…)
Developing a professional identity
Developing competence, confidence, and independence
Going global for feedback

Collecting and Remixing: Pedagogy
Constructivism
attenuating and labelling a subset of the knowledge environment; re-categorising a conception of the knowledge environment into a personal schema; synthesis (dialectic)
Connectivism
Forming new connections and generating networks that extend the power of the individual; however, actionable knowledge (learning) resides in the network, not necessarily the individual

Tagging and republishing
Sharing playlists
RSS, Atom, OPML, XSPF…
identity, priority, shared understanding
extending (globally) the power of an individual act of tagging/mixing
Flickr, del.icio.us, …

Collaboration
Collaboration is at the heart of many pedagogic strategies
Collaborative knowledge construction
Group activity

Collaborative Knowledge Construction
Wikis
Collaborative bookmarking and remixing
Conversation

Coordination of Group Activity
Who?
Teacher-designed activity
Learner self-organised activity
Why?
Project-based learning
Collaborative research
Study and debating groups
Structured investigations

Coordinated group activity
What?
Planning, scheduling and managing action
Collaborative writing (drawing, recording, filming)
Journaling
Conversation
How?
BaseCamp, TaDaList, Google Calendar, 30Boxes, iCalendar …
Writely, wikis …
Blogger, LiveJournal, TypePad, Wordpress …
Skype, AIM, MSN…

Self-organisation
Learners need to be able to organize themselves
Define their own groups
VLEs are too often asymmetric - what the student can do vs. what the teacher can do
VLEs are too closed - groups can only be within the organisation

Innovation
Learning is all about trying new things.
Teaching requires adapting and learning
The desire to innovate is genuine - but may not coincide with the technological ideas of institutions …

Implementation
Self-service
Hosted services
Self-installed: the Rise of Moodle
Recombinant software
Mashups and composites
The new HyperCard?
Blurring the desktop and the web
desktop web service applications and widgets
AJAX and rich internet clients

Technique
Teachers and learners develop technique in the tools they use
Sometimes a choice of innovation is driven by the desire to acquire or develop technique
Motivation for developing technique is greater for personally - owned technologies

The Challenge
Students and teachers are already using web 2.0
Web 2.0 emphasizes personal technology connected globally
bypassing institutions?

Useful links
My Blog
http://www.cetis.ac.uk/members/scott
TenCompetence
http://www.tencompetence.org
XCRI
http://www. elframework .org/projects/ xcri /
43Things
http://www.43things.com

http://web2videos.blogspot.com	78
http://www.slideshare.net	40
http://hetl.org	14
http://lanyrd.com	6
http://demo.contest.ischool.tv	6
https://jujo00obo2o234ungd3t8qjfcjrs3o6k-a-sites-opensocial.googleusercontent.com	5
http://10.150.200.76	4
http://ischool.tv	3
http://webopedia2.wordpress.com	2
http://jujo00obo2o234ungd3t8qjfcjrs3o6k-a-sites-opensocial.googleusercontent.com	2
http://www.edmodo.com	1
http://www.lmodules.com	1
http://cooperative-learning.blogspot.com	1
http://www.ukoln.ac.uk	1
https://knowledge.udmercy.edu	1
http://recit.org	1
http://translate.googleusercontent.com	1

Web 2.0 a learning and teaching viewpoint

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