Shock 2009 - Ravensbourne tomorrow
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Shock 2009 - Ravensbourne tomorrow



My presentation to Shock 2009.

My presentation to Shock 2009.



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Shock 2009 - Ravensbourne tomorrow Shock 2009 - Ravensbourne tomorrow Presentation Transcript

  • Ravensbourne Tomorrow Miles Metcalfe, Ravensbourne College, @mmetcalfe
  • About Ravensbourne • Specialist higher-education College • Validated by the University of Sussex and City University • Around 1,500 students in design and communication, mainly undergraduate • In leafy Chislehurst, Kent
  • Users, learners, pedagogy, technology
  • A look into the crystal ball
  • Oh my ! 100% buzzword compliant
  • learner-centred user-owned always-on mobile wireless ubiquitous community-engaged deep- learning vocational peer-supported research- informed personalised enterprising inclusive software-as-a-service utility
  • User-generated content
  • Remember Haircut 100?
  • A revolution in visual culture?
  • Not with our computers
  • User-owned technology
  • The usual suspects • Flexible learning spaces • Serendipitous commons • Ubiquitous wireless
  • What do we offer? • Some of the money we spend on computer barns now subsidises personal technology • Higher-end resources integrate with user- owned workflows • Software as a service, open source alternatives, software loans
  • The network • Of course the LAN has enterprise uses • Many of our users simply want to: • Use wireless to • Connect to the internet • And we block their ports
  • What is IT for? • Defender of scarce resource, and arbiter of fair use? • Magical enforcer of the VLE as destination? • Agent of transformation? • Service provider? • Support for digital literacy?
  • Should we really build Faraday cages?
  • Learning 2.0
  • Digital literacy
  • So you think you want a revolution? • New technology creates new opportunities for creative expression • Out there, many opportunities are chilled by the “intellectual property” industry • An industry safely ignored by learners • As are new opportunities for creative expression
  • What works for us • A coherent pedagogy that recognises: • Learners become practitioners • And negotiate a public identity • Integrating extra-institutional practice into their institution-bound learning
  • A personal learning environment • Learners bring a part of their environment with them • Augment it through institutional services • Reintegrate social software through a social stack • Won’t work unless it’s practised by us
  • Education technology • RSS, OpenID preserve the VLE panopticon • Bounded systems give way to more open collaboration • Think carefully about the technology • Think critically about its uses and applications
  • Final thoughts • OpenID is far from perfect • Have you tried using it on a smartphone? • It’s a better bet than Shibboleth • Should we trust Google and Web 2.0? • We should manage the risk • And what about our staff?
  • Credits The JISC elearning capital programme All at the OUCS Google: North Greenwich image and map pin Foreign Office Architects: Ravensbourne building image “Workhouse” and “Flag” images found on the web, and used without permission Apple: iPhone image Headshift Ltd: Social Stack Roger Rees and Ruth Catlow – Learning Enhancement at Ravesbourne
  • Thanks!
  • *Intentionally left blank