THE POTENTIAL FOR
EDUCATION 3.0 IN A
DEVELOPING CONTEXT USING
Michael Paskevicius (PSKMIC001) - Date Submitted: Saturday July 11, 2009
EDN6102S – Educational ICTs for Developing Contexts
The World Today
Analog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personalized
Consumption ⇒ Creating
Closed ⇒ Open
The Student Today
New expectations of pace and content
Short Attention Spans
Advancing technical ability
Increasing use of digital communication
Skills Required for the 21st Century
Digital Age Literacy
Social and Personal Skills
Producer of High Quality State-of-the-Art Results
Education 3.0 Primer
Consider all of the facilities
available to a student interacting
with a social network such as
How do they create, share,
validate, and disseminate their
Creative commons image by rutty
There is no need to assume scarcity
Institutional boundaries are blurred
Students create content
Students design their own learning
Physical aggregation is not required
Keats & Schmidt 2007
Creative commons image by craignos
The Role of Technology
Studying without the use
of technology is
increasingly like learning
to dive without water.
Creative commons image by lucias clay
Structuration Theory Basics
When considering social life both macro and micro level
perspectives must be consider equally
Repetition of acts of individual agents reproduce structure
Social structures are not unchangeable or permanent
Social structures constrain the actions of individuals
Structure and action constrain each other in an evolving way
Structuration Theory and the Role of Technology
Recreation of Structure
People engage with technology Actions of
in social settings and in doing so Agent
create or recreate the structure Intended)
of those social environments.
People’s repeated engagement
with new technology Creates Anew Recreates
consequently can produce new
forms of structure.
Technologies in Practice
When people use technology they draw on:
Properties of the technological artifact
Properties inscribed by the designers
Properties added by users through
Their own skills, power, knowledge, assumptions,
Their own training, communication, and expertise
Knowledge of and experience within the
institutional contexts in which they live and work
The Principle of Choice
People have the option, at any moment
and within the existing conditions and
material to choose to do otherwise with
technology. The potential for innovation,
learning and change lie in the possibility to
Creative Commons image by night86mare
Many principles that embody the education 3.0 movement are already
being adopted by students in other social settings.
Students are using social networks to create artefacts which exist having
education 3.0 like properties.
Consider the use of Facebook and similar social networks and the
collaborative nature in which they allow people to share, review, rate, and
remix digital content.
The relative ease of use built into these systems and the signification
gained from participating with others in this social network seem to provide
incentives to participate.
Challenges to Education 3.0 in South Africa
Legal Landscape (Legitimation, Moral Norms)
Physical Access (Domination, Resources)
Skills Access (Domination, Authority)
Rigid Structure of HE (Signification, Legitimation,
Opportunities for Education 3.0 in South Africa
Evidence towards shrinking skills divide
Opportunities for Mobile Use
Institutional Openness (Avoir, OER UCT)
Technology as enabler
Technologies themselves are changed by users in
order to afford desired structures
Principles of choice will change assessment and
Thanks to Dr. Dick Ng’ambi for running such
an interesting and engaging module!
Keats, D, Schmidt, P, The Genesis and Emergence of Education 3.0 in Higher Education and its Potential for Africa (2007)
First Monday, Volume 12, Number 3, March 5th, 2007 http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/
Metiri Group, 21st Century Skills Brief, http://www.metiri.com/21/Metiri-NCREL21stSkills.pdf
Orlikowski W. Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations.
Organization Science [serial online]. July 2000;11(4):404-428.
Wiley, D, Openness and the Disaggregated: Future of Education, (2008) Brigham Young University Presentation from E-
Learn 2008-Association for the Advancement of Computing in Education (AACE)
http://opencontent.org/blog/archives/660 Accessed June 30, 2009
Any creative commons images found within this presentation should be reused/sourced from their original locations on flickr.
This work is licenced under the Creative Commons Attribution-Non-
Commercial-Share Alike 2.5 South Africa License. To view a copy of this
licence, visit http://creativecommons.org/licenses/by-nc-sa/2.5/za/ or
send a letter to Creative Commons, 171 Second Street, Suite 300, San
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