Framing your digital footprint: Edna keynote

FRAMING YOUR DIGITAL FOOTPRINT Megan Poore

Web 2.0, Web 3.0

Educators online: paths

Educators online: activity

Impact of read/write culture

Personal and professional learning journeys: issues

The future: Where are you headed?

COVERAGE

Web 2.0 is not a software package

It is the ‘read-write’ web

WEB 2.0

O’Reilly (2005: online) WEB 2.0 WEB 1.0 WEB 2.0 Ofoto Flickr Mp3.com Napster Britannica Online Wikipedia Personal websites Blogging Publishing Participation Content mgt systems Wikis Directories (taxonomy) Tagging (‘folksonomy’) Stickiness Syndication Software as package Software as service

Social networking

Wikis

MySpace, Face book

Blogs

Podcasting

Tagging, RSS

YouTube

Social bookmarking

WEB 2.0

Source: http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/

Lankshear and Knobel (2006: 1) Mindset 1.0 Mindset 2.0 The world is appropriately interpreted, understood and responded to in broadly physical industrial terms. The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only. Value is a function of scarcity Value is a function of dispersion Products as material artifacts Products as enabling services. Tools for producing Tools for mediating and relating Focus on individual intelligence Focus on collective intelligence Expertise and authority ‘located’ in individuals and institutions Expertise and authority are distributed and collective; hybrid experts Space as enclosed and purpose specific Space as open, continuous and fluid Social relations of ‘bookspace’; a stable ‘textual order’ Social relations of emerging ‘digital media space’; texts in change

O’Reilly (2005: online)

The long tail

O’Reilly (2005: online) WEB 2.0 DESIGN PATTERNS

Cosmos (2007: online) WEB 2.0 DESIGN PATTERNS

Users add value

Some rights reserved

Perpetual beta

Co-operate, don’t control

Constructivism

O’Reilly (2005: online) WEB 2.0 DESIGN PATTERNS

TECHNOLOGY TO WATCH Horizon Report (2007) Horizon Report(2008) 2007 2008 User-created content Grassroots video Social networking Collaboration webs Mobile phones Mobile broadband Virtual worlds Data mashups New scholarship and forms of publication Social operating systems Educational gaming Collective intelligence

User-created content

Social networking

Mobile phones

Virtual worlds

New scholarship and forms of publication

Educational gaming

TECHNOLOGY TO WATCH: 2007 Horizon Report, EDUCAUSE (2007)

Grassroots video

Collaboration webs (group docs, online meetings, info and data swapping)

Mobile broadband (mobile access)

Data mashups (combining data from different sources to create new understandings of the data)

Collective intelligence (Wikipedia and Freebase; practice in knowledge construction)

In denial

In between

Into it

EDUCATOR PATHS: ATTITUDES

Alan AtKisson (1991) EDUCATOR PATHS: ATTITUDES

Image from Sue Waters’ wiki EDUCATOR PATHS: ATTITUDES

Where are you on the curve?

Do Meg’s ICT attitudinal survey

Two main paths:

Formal

Informal

The path you take, depends on your idea of trustworthiness

Departmental or institutional support

One to many

It’s about the department, institution, policies, guidelines

Must cater for all

EDUCATOR PATHS: FORMAL

EDUCATOR PATHS: FORMAL (schools)

EDUCATOR PATHS: FORMAL (H Ed)

‘ People’ support

One to many/many to many

It’s about ideas, sharing, niche, experience

Catering for niches

Catering for ourselves

EDUCATOR PATHS INFORMAL

Blogs, wikis

Creative Commons

Facebook/social networking

Second Life

RSS, Social bookmarking

Video

How to harness this in one location?

me.edu.au

Share resources, ideas, thoughts, discoveries, current issues, experiences

ONLINE ACTIVITY BLOGS

Share individual interests

If I like someone, I will follow their profile

Random discoveries

New networks with like-minded individuals

ONLINE ACTIVITY: FACEBOOK

Groups

Share common experiences

Professional networks

ONLINE ACTIVITY: FACEBOOK

To share stories, resources, info, solutions

To get answers

Should be using them better: to help us trouble-shoot the tech and teaching problems

ONLINE ACTIVITY: DISCUSSIONS

Share resources, discoveries

Tagging: nimble, agile

Allows for unpredictable, capricious connections

ONLINE ACTIVITY: BOOKMARKING

Push AND pull

Personalised via feedreaders

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY: RSS

Share resources, PD

Create spaces for meeting

Create identity (as teacher, professional, as learner)

ONLINE ACTIVITY: SECOND LIFE

Share access, copyright

Allows for personal re-mixing of others’ creations

Ease of distribution of work, flexible, responsive to my needs

ONLINE ACTIVITY: CC

Create resources, for others

Repositories, links

ONLINE ACTIVITY: WIKIS

Share resources

Help and support

Instruction, tutorials

Showcases of student/class work

ONLINE ACTIVITY: VIDEO

COMPARISON FORMAL INFORMAL Web 1.0 Web 2.0 Fixed Flexible Static Dynamic Stable Unpredicatable Standardised Flexible Proprietorial Personal Permancy Impermanent Cater for all Niche Sites, sites, sites People, people, people

Sites, sites, sites

Web 1.0, fixed, static, stable, conservative, standardised, white bread, unspectacular, middle-of-the-road, impersonal, permanency, proprietorship, bounded

Must cater for all ...

EDUCATOR PATHS: FORMAL

People, people, people

Web 2.0, nimble, flexible, dynamic, radical, energetic, spectacular, ends of the earth, personal, unpredictable, impermanency, vagrancy, grassroots, boundless, random

EDUCATOR PATHS: INFORMAL

BUT!

We will eventually see a shift away from the tools --> people

SOSs

ONLINE ACTIVITY

SOSs will take all the data available and aggregate it to give info about

Strength

Depth

Endurance

of our connections

WEB 3.0: SOSs

Social networking systems (Bebo, Facebook, MySpace) = uncontextualised info

Only the connections we’ve told them about.

This is a problem.

Have to enter the data myself every time.

WEB 3.0: SOSs

Social graph

Every click of a mouse: ‘clickstream’

If you take away the documents, you have the connections between people

WEB 3.0: SOSs

SOSs Image from Google’s social graph page

No multiple log-ins

The system will focus on YOU, not the website or software service

e.g., SOS will integrate all flight info from various sources and present that: it is the flight that interests me, not the website

SOSs

SOSs Network/devices/infrastructure Websites/software services Event/situation/me

Higher ed culture works against read/write culture

Scholarly isolation

Aggressive competitiveness

Lack of mentoring

Valuing product over process

Disciplinary nationalism

IMPACT OF READ/ WRITE CULTURE Diane Zorn

More academics are pre-publihing via blogs etc -- does this count?

How to ‘control’ ideas? Can/should we do this?

How to control the amount of info available? Can/should we do this?

IMPACT OF READ/ WRITE CULTURE

On research: more stuff is ‘findable’

IMPACT OF READ/ WRITE CULTURE

You and your students need expanded literacies:

Basic (reading, writing, numeric)

Scientific

Economic

Visual

Technological

Multicultural

Global awareness

Pletka (2007: 47) IMPACT OF READ/ WRITE CULTURE

Social

Technical

Professional

LEARNING JOURNEYS

How to ‘be’ online

Personal cultural changes

Our socialness online will look facile, underdeveloped to future generations

LEARNING JOURNEY: SOCIAL

Keeping up with the latest

Knowing how and why to deploy certain tools

But let the students show you how they work

LEARNING JOURNEY: TECHNICAL

Feeling uncomfortable with changing role

Learning more from colleagues

Becoming multi-literate

Professional cultural changes

LEARNING JOURNEY: PROFESSIONAL

We are NOT fighting above our weight

Education must be a driving force of the future

Must stop being reactive and passive -- must be active

EDUCATION’S DIGITAL FOOTPRINT

Education has a poor reputation for holding on to systems foreverrrrrr

Must claim our market share: do not accept poor product, e.g., WebCT/Blackboard (web 1.0)

Use the free stuff and demand what we need

Must start leading

Compacts between management and teachers to encourage innovation

Must get support in policy to experiment and innovate and try stuff out

I don’t need to understand it all

I don’t have to know it all

I will learn it when I have to

I am no longer the sole repository of information in my life -- and that’s OK!

YOUR NEW MINDSET

LICENCE

Framing your digital footprint: Edna keynote

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