Web 2.0 and implications for higher education Martin Weller

Outline Some web 2.0 definitions Web 2.0 examples and transitions Activity 1 Web 2.0 implications for higher education Activity 2 Discussion

Some web 2.0 definitions

Web 2.0 examples and transitions

Activity 1

Web 2.0 implications for higher education

Activity 2

Discussion

What is Web 2.0 Both an approach and a set of technologies Web as platform Harnessing collective intelligence Evolutionary development Lightweight programming models This time, though, the clash isn't between a platform and an application, but between two platforms, each with a radically different business model: On the one side, a single software provider, whose massive installed base and tightly integrated operating system and APIs give control over the programming paradigm; on the other, a system without an owner, tied together by a set of protocols, open standards and agreements for cooperation “ users add value and the technology or site needs to be set up so that it encourages participation” Users must be treated as co-developers , … The open source dictum, “release early and release often” in fact has morphed into an even more radical position, “the perpetual beta,” in which the product is developed in the open, with new features slipstreamed in on a monthly, weekly, or even daily basis….

Both an approach and a set of technologies

Web as platform

Harnessing collective intelligence

Evolutionary development

Lightweight programming models

What is Web 2.0? The transition of websites from isolated information silos to sources of content and functionality , thus becoming computing platforms serving web applications to end users A social phenomenon referring to an approach to creating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use , and "the market as a conversation" A more organized and categorized content, with a far more developed deeplinking web architecture A shift in economic value of the web, possibly surpassing that of the dot com boom of the late 1990s A marketing term to differentiate new web businesses from those of the dot com boom, which due to the bust now seem discredited The resurgence of excitement around the possibilities of innovative web applications and services that gained a lot of momentum around mid 2005 Wikipedia

The transition of websites from isolated information silos to sources of content and functionality , thus becoming computing platforms serving web applications to end users

A social phenomenon referring to an approach to creating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use , and "the market as a conversation"

A more organized and categorized content, with a far more developed deeplinking web architecture

A shift in economic value of the web, possibly surpassing that of the dot com boom of the late 1990s

A marketing term to differentiate new web businesses from those of the dot com boom, which due to the bust now seem discredited

The resurgence of excitement around the possibilities of innovative web applications and services that gained a lot of momentum around mid 2005

Wikipedia

What is web 2.0 Ajax, Democracy, Don’t mistreat users (Paul Graham) Writing semantic markup (transition to XML) Providing Web services (moving away from place) Remixing content (about when and what, not who or why) Emergent navigation and relevance (users are in control) Adding metadata over time (communities building social information) Shift to programming (separation of structure and style) (Digital Web)

Ajax, Democracy, Don’t mistreat users (Paul Graham)

Writing semantic markup (transition to XML)

Providing Web services (moving away from place)

Remixing content (about when and what, not who or why)

Emergent navigation and relevance (users are in control)

Adding metadata over time (communities building social information)

Shift to programming (separation of structure and style)

(Digital Web)

Some Web 2.0 transformations Web 1.0 Ofoto mp3.com Britannica Online personal websites Publishing content management systems directories (taxonomy) Stickiness Web 2.0 Flickr Napster Wikipedia Blogging Participation wikis tagging ("folksonomy”) syndication

Web 1.0

Ofoto

mp3.com

Britannica Online

personal websites

Publishing

content management systems

directories (taxonomy)

Stickiness

Take one example Stickiness Don’t want lots of info – want appropriate chunks Changes the way you write content Loss of central control Loss of context Increased user control Form of personalisation Increased currency Syndication

Stickiness

Don’t want lots of info – want appropriate chunks

Changes the way you write content

Loss of central control

Loss of context

Increased user control

Form of personalisation

Increased currency

Techie side RSS – Really Simple Syndication (or sometimes Rich Site Summary). Allows users to subscribe to web sites that are updated regularly. API –Application Program Interface. This is a set of routines or protocols for developing or interfacing with a piece of software. Mash up – this term refers to the process of mixing two or more different services together to create a new type of service. It is at the heart of much of the web 2.0 approach. E.g. Housingmaps .

RSS – Really Simple Syndication (or sometimes Rich Site Summary). Allows users to subscribe to web sites that are updated regularly.

API –Application Program Interface. This is a set of routines or protocols for developing or interfacing with a piece of software.

Mash up – this term refers to the process of mixing two or more different services together to create a new type of service. It is at the heart of much of the web 2.0 approach. E.g. Housingmaps .

Some web 2.0 examples Netvibes Flickr Wikipedia Del.icio.us 43Things YouTube

Netvibes

Flickr

Wikipedia

Del.icio.us

43Things

YouTube

Analysing Web 2.0 characteristics The Long Tail Data is the Next Intel Inside Users Add Value Network Effects by Default Some Rights Reserved The Perpetual Beta Cooperate, Don't Control Software Above the Level of a Single Device Tim O’Reilly (2005) What is Web 2.0? http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html

The Long Tail

Data is the Next Intel Inside

Users Add Value

Network Effects by Default

Some Rights Reserved

The Perpetual Beta

Cooperate, Don't Control

Software Above the Level of a Single Device

Web 2.0 and OpenLearn Use XML as the basis for our material and work on conversion to accessible formats such as DAISY and to be viewable as print and mobile. Software Above the Level of a Single Device 8 Separate availability of sensemaking tools and look for new tools to come in from the users. Cooperate, Don't Control 7 Release new tools in the LabSpace while monitoring use and getting feedback from users The Perpetual Beta 6 Adopt Creative Commons and make clear that reuse is permitted and encouraged. Some Rights Reserved 5 Let users rank content easily and use highlight active areas to identify what is working and where users are going. Network Effects by Default 4 Allow users to contribute to increase the value of existing content by participation in forums and journal, and by providing new content in the LabSpace. Users Add Value 3 Build on the quality assured content that we have. Data is the Next Intel Inside 2 Offer specialist subjects and consider everyone as a potential user The Long Tail: 1 Impact on OpenLearn O’Reilly’s advice No.

Activity 1 - Individual Specify three characteristics that you think typify web 2.0 applications or approaches. Identify any part of your current (personal or professional) activity that can be identified as web 2.0 and state why it corresponds to the principles you have specified in part a) Now think of an activity you do that could be enhanced or altered by adopting a web 2.0 approach, stating how it would be changed.

Specify three characteristics that you think typify web 2.0 applications or approaches.

Identify any part of your current (personal or professional) activity that can be identified as web 2.0 and state why it corresponds to the principles you have specified in part a)

Now think of an activity you do that could be enhanced or altered by adopting a web 2.0 approach, stating how it would be changed.

Technology Implications Good technologies we can use e.g. Flickr, delicious, Google Maps, RSS feeds. Do they constitute a Personal Learning Environment? Should we outsource technical developments e.g. Google Apps for your domain? How do we recognise the toolset students bring to study? "Compared with the staid corporate-software industry, using these services is like “receiving technology from an advanced civilisation”,

Good technologies we can use e.g. Flickr, delicious, Google Maps, RSS feeds.

Do they constitute a Personal Learning Environment?

Should we outsource technical developments e.g. Google Apps for your domain?

How do we recognise the toolset students bring to study?

Technology implications (2) Web 2.0 vs. VLE VLE is good because: It cannot be assumed that all students have tools or adequate technological skills. In order to facilitate a lot of functions, it is necessary to integrate tools with existing institutional systems. This type of integration is difficult to achieve with many different tools. By providing one central system technological support, for example a help desk, can be provided. In order to facilitate some group tasks it is necessary for students to be using the same systems Ignores general competence and the wealth of consumer technologies

Web 2.0 vs. VLE

VLE is good because:

It cannot be assumed that all students have tools or adequate technological skills.

In order to facilitate a lot of functions, it is necessary to integrate tools with existing institutional systems. This type of integration is difficult to achieve with many different tools.

By providing one central system technological support, for example a help desk, can be provided.

In order to facilitate some group tasks it is necessary for students to be using the same systems

Ignores general competence and the wealth of consumer technologies

Social implications As much a social phenomenon as a technological one E.g. blogs and traditional broadcast Democracy – at odds with HE hierarchical approach? Collective intelligence – quality, academic role Reuse – assessment, academic role Who decides quality?

As much a social phenomenon as a technological one

E.g. blogs and traditional broadcast

Democracy – at odds with HE hierarchical approach?

Collective intelligence – quality, academic role

Reuse – assessment, academic role

Who decides quality?

Activity 2 - Groups http://www.go2web20.net/ Choose one of these (preferably one you are not familiar with) and give an example of how it may be implemented in education. (For an example, see my blog posting on the potential use of Blufr in education).

http://www.go2web20.net/

Choose one of these (preferably one you are not familiar with) and give an example of how it may be implemented in education.

(For an example, see my blog posting on the potential use of Blufr in education).

Some questions for the OU Can we understand our student needs if we don’t understand web 2.0? What impact will it have on how we design and run courses? Are we ready to let go? Is it here to stay? What are the exciting things we can do? What tools should we be looking at? What research should we be doing?

Can we understand our student needs if we don’t understand web 2.0?

What impact will it have on how we design and run courses?

Are we ready to let go?

Is it here to stay?

What are the exciting things we can do?

What tools should we be looking at?

What research should we be doing?