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

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

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

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: RSS

Share resources, PD
Create spaces for meeting
Create identity (as teacher, professional, as learner)
ONLINE ACTIVITY: SECOND LIFE

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

ONLINE ACTIVITY: CC

Create resources, for others
Repositories, links
ONLINE ACTIVITY: WIKIS

ONLINE ACTIVITY: WIKIS

Share resources
Help and support
Instruction, tutorials
Showcases of student/class work
ONLINE ACTIVITY: VIDEO

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

by Megan Poore on Apr 09, 2008

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