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Everything 2.0: social software, emergent learning spaces and the ethics of web 2.0

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Presentation at Educa Online 2006, Berlin, 1st December 2006

Presentation at Educa Online 2006, Berlin, 1st December 2006

Published in: Technology, Education

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    • 1. everything 2.0? social software, emergent learning spaces and the ethics of web 2.0  Dr Steven Warburton King’s College London Fellow: Centre for Distance Education [email_address] http: //warburton . typepad .com
    • 2. where are we now?
      • social nature of learning
          • social-constructivism and situated learning
          • negotiated meaning through dialogue
          • collaboration, community and creativity
      • socio-technical and cultural changes
          • ambient technology, ubiquitous computing
          • fluidity between individual, group, community and network
          • digital immigrants, digital natives, net generation
          • web 2.0
              • read/write web -> consumer becomes producer
              • complexity, emergent behaviour and emergent classifications
              • the rise of social software
    • 3.
      • VLE – institutional space
      • bounded
      • content based
      • assessment driven
      • discussion (structured)
      • critical discourse -> critical thinking
      • blogs – personal space
      • open
      • dialogue driven
      • autonomous and reflective
      • aggregation -> community
      • journal metaphor -> learner identity
      the hybrid online learning environment
    • 4.
      • Questions?
      • will students blog?
      • how often will they blog?
      • how does this compare to internet or free-form blogging ( style and voice )?
      • can blogs facilitate community formation (by augmenting social presence ) ?
      • Framework:
      Garrison, Anderson and Archer (2000) research instruments: content analysis [blogs], questionnaires and semi-structured interviews.
    • 5. results: an overview
      • a range of bloggers from enthusiastic (20%) to occasional (30%) to non existent (50%)
          • similar to other reported studies: Walker 2003; Brooks, Nichols and Pribe 2005; Kruger 2005; Ramsden 2006.
      • blog posts contained indicators of social presence yet they were often marked by formal (and lengthy) commentaries on the course materials
      • a marked resistant by students to blogging in contrast to prolific blogging by the course tutors
    • 6. disrupted spaces VLE/institution: formal internet and social software: informal educational blogs (social software): an emergent learning space blurring the boundaries between formal and informal traditional student (resistant) negotiation of meaning net generation?
    • 7. tensions
      • e-learning: dominant models, developments and drivers:
      • reusable learning objects
      • quality frameworks
      • standards (SCORM, LOM, QTI)
      • digital repositories (silos)
      • scripted learning activities (IMS LD)
      • content delivery and assessment via VLEs
      • self centred knowledge acquisition
      • a hierarchical industrial model that can respond to increasing student numbers and pressures on staff time
      • the rhetoric of web 2.0 and social software
      • architecture of participation
      • democratisation
      • collaboration
      • always beta
      • autonomy and ownership
      • personalisation
      • emergent classifications
      • critical mass, complexity
      • freedom and empowerment
      • an open distributed model with flattened structures and community-based knowing
    • 8. problematizing web 2.0
    • 9. understanding blogs as a situated practice
      • interpretative flexibility
        • the utility of blogs (like the internet cf. Hine 2000) is created through a process of negotiation and interpretation in specific contexts of use
      • technology as text
        • technology is read differently by relevant social groups and can be said to be different for each
    • 10. when is a blog not a blog?
      • let us mark a clear differentiation between:
          • internet blogging as “a contemporary contribution to the art of the self” ( Miller 2004 )
          • blogging as social action made possible by a shared set of understandings
      • and
          • educational blogs as specifically situated and contextually negotiated use of technology
          • as opposed to blog as genre
    • 11. formal and informal spaces
      • if we blur formal and informal learning spaces how do students build certain competencies:
          • develop critical self awareness?
          • judge value and quality (disciplinary knowledge)?
          • develop intellectual tools?
          • engage in purposeful activities (metacognition, understanding their own learning processes)?
    • 12. ethical issues and web 2.0
    • 13. open systems
      • consumers becoming producers
      • blogs, wikis, youtube, podcasts, slideshare, del.icio.us:
          • what happens to authenticity and trust?
          • [in]coherence
          • [dis]orientation
          • information overload
          • quality?
      • quality (of education) becomes an ethical issue
    • 14. consent
      • personal, autonomous, owned
        • how do we reconcile personal freedoms and institutional responsibilities (e.g. censorship)
      • public and private domains
        • respect for and protection of student privacy (comfort in an online life?)
      • student visibility/invisibility
        • do we disturb the quiet learner
      • identity performance
        • adding personal spin, managing reputation, transparency
      • tracks and traces
        • the permanence of blog posts
      • what are our responsibilities, where are we accountable?
    • 15. some conclusions
      • avoid creating the binary of (e)learning 1.0 and (e)learning 2.0?
        • it is a metaphor that ignores process
        • remove the baggage of ‘2.0’ and address fundamental questions about our ethics and how we support our underlying educational values and beliefs
      • sensitivity to the context into which we introduce new technologies: interpreting and negotiating meaning with our students and each other
      • understand students as a much more diverse social group with differing perspectives
      • embrace complexity
    • 16. thank you
          • Steven Warburton
          • King’s College London
          • [email_address]
          • http://warburton.typepad.com