Framing your digital footprint: Edna keynote

Slide 1: FRAMING YOUR DIGITAL FOOTPRINT Megan Poore

Slide 2: COVERAGE • 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?

Slide 3: WEB 2.0 • Web 2.0 is not a software package • It is the ‘read-write’ web

Slide 4: 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 O’Reilly (2005: online)

Slide 5: WEB 2.0 • Social networking • Wikis • MySpace, Face book • Blogs • Podcasting • Tagging, RSS • YouTube • Social bookmarking

Slide 6: Source: http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/

Slide 7: Mindset 1.0 Mindset 2.0 The world is appropriately The world cannot adequately be interpreted, understood and interpreted, understood and responded to in broadly physical responded to in physical-industrial industrial terms. 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 Expertise and authority are individuals and institutions distributed and collective; hybrid experts Space as enclosed and purpose Space as open, continuous and fluid specific Social relations of ‘bookspace’; a Social relations of emerging ‘digital stable ‘textual order’ media space’; texts in change Lankshear and Knobel (2006: 1)

Slide 8: O’Reilly (2005: online)

Slide 9: WEB 2.0 DESIGN PATTERNS • The long tail O’Reilly (2005: online)

Slide 10: WEB 2.0 DESIGN PATTERNS Cosmos (2007: online)

Slide 11: WEB 2.0 DESIGN PATTERNS • Users add value • Some rights reserved • Perpetual beta • Co-operate, don’t control • Constructivism O’Reilly (2005: online)

Slide 12: TECHNOLOGY TO WATCH 2007 2008 User-created content Grassroots video Social networking Collaboration webs Mobile phones Mobile broadband Virtual worlds Data mashups New scholarship and Social operating forms of publication systems Educational gaming Collective intelligence Horizon Report (2007) Horizon Report(2008)

Slide 13: TECHNOLOGY TO WATCH: 2007 • User-created content • Social networking • Mobile phones • Virtual worlds • New scholarship and forms of publication • Educational gaming Horizon Report, EDUCAUSE (2007)

Slide 14: TECHNOLOGY TO WATCH: 2008 • Grassroots video • Collaboration webs (group docs, online meetings, info and data swapping) • Mobile broadband (mobile access) Horizon Report, EDUCAUSE (2008)

Slide 15: TECHNOLOGY TO WATCH: 2008 • Data mashups (combining data from different sources to create new understandings of the data) • Collective intelligence (Wikipedia and Freebase; practice in knowledge construction) Horizon Report, EDUCAUSE (2008)

Slide 16: EDUCATOR PATHS: ATTITUDES • In denial • In between • Into it

Slide 17: EDUCATOR PATHS: ATTITUDES Alan AtKisson (1991)

Slide 18: EDUCATOR PATHS: ATTITUDES Image from Sue Waters’ wiki

Slide 19: EDUCATOR PATHS: ATTITUDES • Where are you on the curve? • Do Meg’s ICT attitudinal survey

Slide 20: EDUCATOR PATHS: ATTITUDES • Two main paths: • Formal • Informal • The path you take, depends on your idea of trustworthiness

Slide 21: EDUCATOR PATHS: FORMAL • Departmental or institutional support • One to many • It’s about the department, institution, policies, guidelines • Must cater for all

Slide 22: EDUCATOR PATHS: FORMAL (schools)

Slide 26: EDUCATOR PATHS: FORMAL (H Ed)

Slide 27: EDUCATOR PATHS INFORMAL • ‘People’ support • One to many/many to many • It’s about ideas, sharing, niche, experience • Catering for niches • Catering for ourselves

Slide 28: EDUCATOR PATHS INFORMAL • Blogs, wikis • Creative Commons • Facebook/social networking • Second Life • RSS, Social bookmarking • Video

Slide 29: EDUCATOR PATHS INFORMAL • How to harness this in one location? • me.edu.au

Slide 30: ONLINE ACTIVITY BLOGS • Share resources, ideas, thoughts, discoveries, current issues, experiences

Slide 31: ONLINE ACTIVITY BLOGS

Slide 32: ONLINE ACTIVITY BLOGS

Slide 33: ONLINE ACTIVITY: FACEBOOK • Share individual interests • If I like someone, I will follow their profile • Random discoveries • New networks with like- minded individuals

Slide 34: ONLINE ACTIVITY: FACEBOOK

Slide 35: ONLINE ACTIVITY: FACEBOOK • Groups • Share common experiences • Professional networks

Slide 36: ONLINE ACTIVITY: FACEBOOK

Slide 37: ONLINE ACTIVITY: DISCUSSIONS • To share stories, resources, info, solutions • To get answers • Should be using them better: to help us trouble-shoot the tech and teaching problems

Slide 38: ONLINE ACTIVITY: DISCUSSIONS

Slide 39: ONLINE ACTIVITY: BOOKMARKING • Share resources, discoveries • Tagging: nimble, agile • Allows for unpredictable, capricious connections

Slide 40: ONLINE ACTIVITY: BOOKMARKING

Slide 44: ONLINE ACTIVITY: BOOKMARKING • Push AND pull • Personalised via feedreaders

Slide 45: ONLINE ACTIVITY: RSS

Slide 49: ONLINE ACTIVITY: SECOND LIFE • Share resources, PD • Create spaces for meeting • Create identity (as teacher, professional, as learner)

Slide 50: ONLINE ACTIVITY: SECOND LIFE

Slide 51: ONLINE ACTIVITY: CC • Share access, copyright • Allows for personal re-mixing of others’ creations • Ease of distribution of work, flexible, responsive to my needs

Slide 52: ONLINE ACTIVITY: CC

Slide 53: ONLINE ACTIVITY: WIKIS • Create resources, for others • Repositories, links

Slide 54: ONLINE ACTIVITY: WIKIS

Slide 55: ONLINE ACTIVITY: WIKIS

Slide 56: ONLINE ACTIVITY: VIDEO • Share resources • Help and support • Instruction, tutorials • Showcases of student/class work

Slide 57: ONLINE ACTIVITY: VIDEO

Slide 58: ONLINE ACTIVITY: VIDEO

Slide 59: 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

Slide 60: EDUCATOR PATHS: FORMAL • 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 ...

Slide 61: EDUCATOR PATHS: INFORMAL • People, people, people • Web 2.0, nimble, flexible, dynamic, radical, energetic, spectacular, ends of the earth, personal, unpredictable, impermanency, vagrancy, grassroots, boundless, random

Slide 62: ONLINE ACTIVITY • BUT! • We will eventually see a shift away from the tools --> people • SOSs

Slide 63: WEB 3.0: SOSs • SOSs will take all the data available and aggregate it to give info about • Strength • Depth • Endurance of our connections

Slide 64: 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.

Slide 65: WEB 3.0: SOSs • Social graph • Every click of a mouse: ‘clickstream’ • If you take away the documents, you have the connections between people

Slide 66: SOSs Image from Google’s social graph page

Slide 67: SOSs • 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

Slide 68: SOSs Event/situation/me Websites/software services Network/devices/infrastructure

Slide 69: IMPACT OF READ/ WRITE CULTURE Higher ed culture works against read/write culture 2. Scholarly isolation 3. Aggressive competitiveness 4. Lack of mentoring 5. Valuing product over process 6. Disciplinary nationalism Diane Zorn

Slide 70: IMPACT OF READ/ WRITE CULTURE • 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?

Slide 71: IMPACT OF READ/ WRITE CULTURE • On research: more stuff is ‘findable’

Slide 72: 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)

Slide 73: LEARNING JOURNEYS • Social • Technical • Professional

Slide 74: LEARNING JOURNEY: SOCIAL • How to ‘be’ online • Personal cultural changes • Our socialness online will look facile, underdeveloped to future generations

Slide 75: LEARNING JOURNEY: TECHNICAL • Keeping up with the latest • Knowing how and why to deploy certain tools • But let the students show you how they work

Slide 76: LEARNING JOURNEY: PROFESSIONAL • Feeling uncomfortable with changing role • Learning more from colleagues • Becoming multi-literate • Professional cultural changes

Slide 77: EDUCATION’S DIGITAL FOOTPRINT • 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

Slide 78: 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

Slide 79: EDUCATION’S DIGITAL FOOTPRINT • Must start leading

Slide 80: EDUCATION’S DIGITAL FOOTPRINT • Compacts between management and teachers to encourage innovation • Must get support in policy to experiment and innovate and try stuff out

Slide 81: YOUR NEW MINDSET • 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!

Slide 82: LICENCE

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