From boot camp to holiday camp? Some issues around openness, Web 2.0 and learning Andrew Ravenscroft Learning Technology R...
 
<ul><li>OpenLearn is a ‘work-bench’, an experiment, that can  help us to understand revolutionary changes in digital liter...
Who are the users and why? <ul><li>… we can’t really know though we can anticipate different profiles </li></ul><ul><li>in...
Impact of radical publishing? <ul><li>… media no longer contains fixed social relations (author/broadcaster, reader/consum...
<ul><li>Is all content and media provisional?  </li></ul><ul><li>What counts as closure? </li></ul><ul><li>Who designs the...
<ul><li>Increasingly we are not ‘on’ the web, or ‘in’ the web, we are  part of  the web </li></ul><ul><li>“ here comes eve...
<ul><li>Are we designing content and interactions or ‘experiences’? </li></ul><ul><li>With such bewildering opportunities ...
From interest to learning?! <ul><li>How to convert huge-scale social and media-rich interaction for interest to large-scal...
… resonates with old ideas <ul><li>‘ I hear and I forget. </li></ul><ul><li>I see and I remember. </li></ul><ul><li>I do a...
<ul><li>Practices involve identities and social relations etc., ‘humanness”  </li></ul><ul><li>Open learning practices   ...
Formal education - Sticks and carrots <ul><li>Assignment deadlines </li></ul><ul><li>Examinations </li></ul><ul><li>Tutors...
Open education - What sticks and carrots? <ul><li>Assignment deadlines </li></ul><ul><li>Examinations </li></ul><ul><li>Tu...
Reasons for study (data from initial study of OpenLearn registered users March 2007)
Courses users want
What users like “ Ability to try OU course units before registering for the course.” “ To upgrade skills … and to meet the...
 
OpenLearn “Boot Camp” Results 1 - 10 of about 11,800 from openlearn.open.ac.uk for work
OpenLearn “Holiday camp” “ I live in New Zealand and wonder if there are many kiwis registered.  If so it would be nice to...
A few curves to think about…
 
 
 
 
Towards learning clubs <ul><li>How can we support learning for fun? </li></ul><ul><ul><li>Chance to do something straight ...
OpenLearn tools <ul><li>FlashMeeting: weekly get togethers </li></ul><ul><li>Compendium: shared paths </li></ul><ul><li>MS...
Ambient learning designs <ul><li>Exemplars: </li></ul><ul><li>Digital Dialogue Games (the Interloc tool) </li></ul><ul><ul...
User selected content (Web 2.0) Feedback on performance Replay on mobile phones Extreme Sports example
Key interface:
Is it all about degree of scaffolding? <ul><li>‘ hard’ scaffolding (e.g. Dialogue Games) or ‘soft’ scaffolding (typical op...
<ul><li>More info… </li></ul><ul><li>[email_address] </li></ul><ul><li>homepages.unl.ac.uk/~ravensca / </li></ul><ul><li>R...
Overall comments
What users dislike
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From boot camp to holiday camp? Some issues around openness, Web 2.0 and learning

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By: Andrew Ravenscroft and Patrick McAndrew
Presented: OpenLearn2007 30-31 October 2007
More at: http://kn.open.ac.uk/public/document.cfm?docid=10470
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From boot camp to holiday camp? Some issues around openness, Web 2.0 and learning

  1. 1. From boot camp to holiday camp? Some issues around openness, Web 2.0 and learning Andrew Ravenscroft Learning Technology Research Institute (LTRI) London Metropolitan University Patrick McAndrew The Institute of Educational Technology (IET) The Open University
  2. 3. <ul><li>OpenLearn is a ‘work-bench’, an experiment, that can help us to understand revolutionary changes in digital literacy </li></ul><ul><li>(Open source, Web 2.0 etc.) </li></ul>
  3. 4. Who are the users and why? <ul><li>… we can’t really know though we can anticipate different profiles </li></ul><ul><li>informal, formal…or is this distinction no longer important? </li></ul>
  4. 5. Impact of radical publishing? <ul><li>… media no longer contains fixed social relations (author/broadcaster, reader/consumer) it creates them and they are different and fluid (the ‘Web 2.0 world’) </li></ul><ul><li>… democratic and collaborative media creation, sharing and consumption </li></ul>
  5. 6. <ul><li>Is all content and media provisional? </li></ul><ul><li>What counts as closure? </li></ul><ul><li>Who designs the interaction? (designer or user) </li></ul>
  6. 7. <ul><li>Increasingly we are not ‘on’ the web, or ‘in’ the web, we are part of the web </li></ul><ul><li>“ here comes everyone” (Imagine, BBC) </li></ul>
  7. 8. <ul><li>Are we designing content and interactions or ‘experiences’? </li></ul><ul><li>With such bewildering opportunities for interaction and experience how do learners decide what they do? </li></ul>
  8. 9. From interest to learning?! <ul><li>How to convert huge-scale social and media-rich interaction for interest to large-scale media-rich interaction for learning?!! </li></ul><ul><li>… re-conceptualise learning to emphasise digital practices rather than media form and representation </li></ul><ul><li>… the most important thing about content and tools is what you can do with them that is relevant to you </li></ul>
  9. 10. … resonates with old ideas <ul><li>‘ I hear and I forget. </li></ul><ul><li>I see and I remember. </li></ul><ul><li>I do and I understand. </li></ul><ul><li>(Confucius, 551 – 479 BC) </li></ul><ul><li>… give learning practices, or ‘active doing’, back to the learners through exploiting their developing digital literacies </li></ul>
  10. 11. <ul><li>Practices involve identities and social relations etc., ‘humanness” </li></ul><ul><li>Open learning practices  </li></ul><ul><ul><li>Ambient pedagogies and learning designs </li></ul></ul><ul><li>- Digital Dialogue Games </li></ul><ul><li>- Learn2getha – a ‘pedagogical web 2.0 ’ </li></ul><ul><li>Aesthetics of interaction – as increasingly people will do what they like doing rather than what they are told to do </li></ul>
  11. 12. Formal education - Sticks and carrots <ul><li>Assignment deadlines </li></ul><ul><li>Examinations </li></ul><ul><li>Tutors who call </li></ul><ul><li>Qualifications </li></ul><ul><li>Progression </li></ul><ul><li>Peer approval </li></ul>
  12. 13. Open education - What sticks and carrots? <ul><li>Assignment deadlines </li></ul><ul><li>Examinations </li></ul><ul><li>Tutors who call </li></ul><ul><li>Qualifications </li></ul><ul><li>Progression </li></ul><ul><li>Peer approval </li></ul>X ?
  13. 14. Reasons for study (data from initial study of OpenLearn registered users March 2007)
  14. 15. Courses users want
  15. 16. What users like “ Ability to try OU course units before registering for the course.” “ To upgrade skills … and to meet the requirements for the jobs” http:// tagcrowds.com (Thanks to Gill Clough for pointer!) “ I like the idea of learning for pleasure as opposed to learning to achieve targets.” “ Free learning that you can dip into at your leisure.”
  16. 18. OpenLearn “Boot Camp” Results 1 - 10 of about 11,800 from openlearn.open.ac.uk for work
  17. 19. OpenLearn “Holiday camp” “ I live in New Zealand and wonder if there are many kiwis registered. If so it would be nice to know. :-)” “ I would like to meet any student that are on similar courses as me. :-)” It is just for fun. Your answers are not assessed, so don't worry about getting things wrong. Results 1 - 10 of about 214 from openlearn.open.ac.uk for fun.
  18. 20. A few curves to think about…
  19. 25. Towards learning clubs <ul><li>How can we support learning for fun? </li></ul><ul><ul><li>Chance to do something straight away </li></ul></ul><ul><ul><li>Keep track of plans and activities </li></ul></ul><ul><ul><li>Personal information and shared information </li></ul></ul><ul><ul><li>What other people do and it works </li></ul></ul><ul><ul><li>Reward what you do </li></ul></ul><ul><ul><li>Tools and community to help this happen </li></ul></ul>
  20. 26. OpenLearn tools <ul><li>FlashMeeting: weekly get togethers </li></ul><ul><li>Compendium: shared paths </li></ul><ul><li>MSG: Who is online now - and shares your interest </li></ul><ul><li>Social tools and new tools </li></ul>
  21. 27. Ambient learning designs <ul><li>Exemplars: </li></ul><ul><li>Digital Dialogue Games (the Interloc tool) </li></ul><ul><ul><li>Highly structured dialogue practice </li></ul></ul><ul><li>Learn2getha consortium </li></ul><ul><ul><li>Configurable pedagogical interface to open technologies </li></ul></ul>
  22. 28. User selected content (Web 2.0) Feedback on performance Replay on mobile phones Extreme Sports example
  23. 29. Key interface:
  24. 30. Is it all about degree of scaffolding? <ul><li>‘ hard’ scaffolding (e.g. Dialogue Games) or ‘soft’ scaffolding (typical open technologies) to suits users purposes </li></ul><ul><li>Isn’t openness a configurable dimension? (not part of a dichotomy) </li></ul>
  25. 31. <ul><li>More info… </li></ul><ul><li>[email_address] </li></ul><ul><li>homepages.unl.ac.uk/~ravensca / </li></ul><ul><li>Research theme: </li></ul><ul><li>Learning interaction and dialogue design </li></ul><ul><li>www.unl.ac.uk/ltri/research/interaction.htm </li></ul><ul><li>Digital Dialogue Games </li></ul><ul><li>www.interloc.org </li></ul><ul><li>[email_address] </li></ul><ul><li>iet.open.ac.uk/pp/p.mcandrew / </li></ul><ul><li>Research theme: </li></ul><ul><li>Computers and learning </li></ul><ul><li>creet.open.ac.uk/groups/calrg / </li></ul><ul><li>OpenLearn </li></ul><ul><li>www.open.ac.uk/openlearn </li></ul>
  26. 32. Overall comments
  27. 33. What users dislike

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