Learning content with commodity tools
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Learning content with commodity tools



The elearning liberation front strikes again with an assault on the PLE

The elearning liberation front strikes again with an assault on the PLE



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Learning content with commodity tools Learning content with commodity tools Presentation Transcript

  • Commodity Tools and Learning Content Miles Metcalfe Ravensbourne College of Design and Communication
  • Ma nife sto 2 008 Elearning Liberation Front
  • Elearning is changing
  • Revolution?
  • •User-owned technology • Web 2.0 and “the cloud” • Easy-to-use software
  • IT is out of the institution
  • Institutional IT • You used to need an institution for... • Access to computers • Access to elearning resources • Access to the internet
  • Now, you have all of this at home
  • The institutional VLE • Has it roots in an era when institutions enjoyed a monopoly on computing • Is an “enterprise” service • May not even be accessible from “off-site”
  • An enterprise service • Andrew McAfee of HBS • Enterprise, Functional, and Network IT • Enterprise IT consists of “applications that define entire business processes” • This is the traditional management view of elearning
  • Is elearning EIT? • In most cases • For most practitioners • For most learners • In most institutions • It most certainly is not
  • And it never was
  • Learning design is not a business process
  • Teaching and learning is not a business process
  • Software Tools
  • Web 2.0
  • Learning, teaching, and Web 2.0 • Community building • Sharing and publication • Collaboration and working together
  • Tools and Web 2.0 • Easy to create compelling learning content • Easy to collaborate and share online • Easy to build learning activities and collaborative sites • Easy to engage learners in familiar territory
  • We have issues
  • Because we have issues • Shiny-shiny • Policy • Business: assessment, quality assurance • Regulation: IPR, plagiarism, “cyber- bullying” • Social: Under-age learners
  • The social stack Organise your stuff, by tags, in a personal Personal tools portal, with desktop tools (example: a desktop blog editor, an RSS reader, an iCal client). A PLE. Group collaboration Knowledge: groups/teams integrate knowledge in wikis and similar group systems. Even VLEs! Blogs and networks Some items shared within a personal network and discussed. Attention becomes interest. Social signals Attention: store, share, tag and classify items of interest, links, resources. Internal and external RSS feeds - persisted Feeds and flows searches, sites of interest, people of interest, from a VLE or repository. Adapted from a model developed by Headshift Ltd
  • For one day only! • Tools and techniques • Learning designs • Pedagogic models T ! H O • Captive academics
  • The policy bit • Business: assessment, quality assurance • Regulation: IPR, plagiarism, “cyber-bullying” • Social: Under-age learners • Standards and specifications: • Coupling and interoperability • Data portability and ownership
  • A reason not to?
  • Never say never • The “war on plagiarism” is a battle lost • Learners are using computers and social tools in their lives now • They will use them at work in years to come • They will not use them in ways we approve of if we don’t get involved
  • One more thing
  • User-owned technology
  • No more network monopoly…? • The iPhone looks cool • That it’s an always-connected network device is disruptive • What if this works in the market? • Faraday cages in classrooms? • Accept we no longer control the network?
  • Revolution
  • Thanks!
  • Credits Chains is by Heaven`s Gate (John)'s on Flickr iMac is by Jonathan Smith (dziner) on Flickr Map of online communities is from the online comic xkcd Social Stack is adapted from Headshift Ltd iPhone is lifted from Apple Ravensbourne thanks the JISC for funding under the D4L and Capital programmes