From Individuals to Networks and Sustainable Communities


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Open plenary for the Institutional Web Managers Workshop, York 2007

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  • From Individuals to Networks and Sustainable Communities

    1. 1. from individuals to networks and sustainable communities? Steven Warburton King’s College London Institutional Web Managers Workshop 2007
    2. 2. “ the first IWMW was more like therapy”
    3. 3. dimensions of communities <ul><li>descriptors: </li></ul><ul><ul><li>connected, authentic, visible, bounded (fuzzy), symbolic artefacts </li></ul></ul><ul><li>processes: </li></ul><ul><ul><li>social, shared purpose, self identity (enlightening), collaborative, negotiated, emergent, ephemeral </li></ul></ul><ul><li>typologies: </li></ul><ul><ul><li>formal, informal, non-formal </li></ul></ul><ul><ul><li>‘ real’ and ‘virtual’ </li></ul></ul><ul><ul><li>communities of practice, of innovation, of interest, of learning and so on </li></ul></ul>
    4. 5. community <ul><li>problematic </li></ul><ul><li>negotiated and fluid </li></ul><ul><li>community exists in relation to the individual </li></ul><ul><li>boundaries are contested </li></ul><ul><li>roles </li></ul>
    5. 6. architecture the discourse of virtual learning environments <ul><li>rigid, formal and hierarchical - a scaleable industrial model with an agenda of control (tracking and administration) </li></ul><ul><li>teacher/course centric push model (content delivery and assessment) </li></ul><ul><li>standards (SCORM, LOM, QTI, LIP, IMS LD) and quality frameworks </li></ul><ul><li>contributions are owned by the institution, designed to protect IP </li></ul><ul><li>poor record of innovation and interoperability </li></ul><ul><li>self centred knowledge acquisition </li></ul>where is the locus of power? discourse of control?
    6. 8. policy institutional web managers users IA design/brand IPR access accessibility AUP knowledge quotas monitoring
    7. 9. paradigm shift?
    8. 11. merely rhetoric? <ul><li>freedom, choice, ownership </li></ul><ul><li>sharing, collaboration </li></ul><ul><li>creativity, creative commons </li></ul><ul><li>technical choices expanded (free, open source, proprietary, in-house, outsourced, distributed) </li></ul><ul><li>informal versus formal - disruptive spaces </li></ul>
    9. 12. ecology the discourse of personal learning environments <ul><li>open, distributed, interconnected - a flattened structure with user chosen services linked by feeds </li></ul><ul><li>integration of both personal and professional interests </li></ul><ul><li>provision collaborative and individual workspace </li></ul><ul><li>a profiling system for making social connections </li></ul><ul><li>support for community-based knowing within disciplines, programs, institutions and individual learning contexts </li></ul><ul><li>protects and celebrates identity </li></ul><ul><li>respects academic ownership </li></ul><ul><li>net-centric supporting multiple levels of socializing, administration and learning </li></ul>
    10. 13. community mapping?
    11. 14. or network mapping? driven by the individual as node rss/tags
    12. 16. digital identities <ul><li>curating the self </li></ul><ul><li>leveraging a number of services </li></ul><ul><li>structured and unstructured data </li></ul><ul><li>creating a distributed identity </li></ul>
    13. 19. digital identity: impact and policy? institutional reputation management personal reputation management
    14. 20. ethical issues
    15. 21. consent <ul><li>personal, autonomous, owned </li></ul><ul><ul><li>how do we reconcile personal freedoms and institutional responsibilities </li></ul></ul><ul><li>public and private domains </li></ul><ul><ul><li>respect for and protection of student privacy </li></ul></ul><ul><ul><li>student visibility/invisibility, the quiet learner </li></ul></ul><ul><li>identity performance </li></ul><ul><ul><li>adding personal spin, managing reputation, transparency </li></ul></ul><ul><li>tracks and traces </li></ul><ul><ul><li>the permanence of blog posts </li></ul></ul><ul><li>developing new policies in these areas? responsive and agile? </li></ul>
    16. 22. first step? digital literacy for participation ( Eshet-Alkalai, 2004) <ul><li>photo-visual literacy: the art of reading visual representations </li></ul><ul><li>reproduction literacy: the art of creative recycling of existing materials </li></ul><ul><li>branching literacy: hypermedia and non-linear thinking </li></ul><ul><li>information literacy: the art of skepticism </li></ul><ul><li>socio-emotional literacy </li></ul>“ Digital Literacy: A Conceptual Framework for SurvivalSkills in the Digital Era” Jl. of Educational Multimedia and Hypermedia (2004) 13 (1),93-106
    17. 23. second step? towards empowerment <ul><li>cultural literacy (judgment, self knowledge) </li></ul><ul><li>digital literacy to identity literacy </li></ul><ul><li>acknowledging institutional structures (inscribe power) </li></ul><ul><li>unlearning (tutor literacy) </li></ul>
    18. 24. iwm community and roles <ul><li>developing shared purpose </li></ul><ul><li>how will this community coalesce and respond to emerging pressures </li></ul><ul><li>how and where to articulate understandings of self, role and community </li></ul><ul><li>consideration of issues that are both socio-cultural and socio-technical </li></ul>
    19. 25. Thank you