What are realistic design goals for future online learning transactions and online environments in a Web 2.0 world. A talk given at the University of Leicester, UK, Learning Futures Seminar, 19
What are realistic design goals for future online learning transactions and online environments in a Web 2.0 world. A talk given at the University of Leicester, UK, Learning Futures Seminar, 19 November 2008.
one plus one equals three: design challenges for future learning environments in a Web 2.0 world CC by: http://www.flickr.com/photos/juhansonin/2345837597/ Dr Steven Warburton King’s College London Learning Futures Festival 19 November 2008
challenges for social software use in education - identifying problem spaces
thinking about future learning environment design - building solutions
social software: computer programs that enable people to rendezvous, connect or collaborate through computer-mediated communication and to form online communities. wikipedia definition : accessed 27/03/2007
“ The report by the CIBER research team at UCL claims that, although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to asses the information that they find on the web . The report ‘Information Behaviour of the Researcher of the Future’ also shows that research-behaviour traits that are commonly associated with younger users – impatience in search and navigation, and zero tolerance for any delay in satisfying their information needs – are now the norm for all age-groups, from younger pupils and undergraduates through to professors.”
who are our teachers? http://www.nmk.co.uk/articles/1020 “ Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit. ”
what are our learning spaces? VLE, institution: formal Internet, social software: informal ‘ Educational blogging’ – an emergent, disruptive learning space blurring the boundaries between informal and formal i.e. the demands of the internet versus the demands of the institution. Traditional student (resistant) negotiation of meaning Net generation (open) Summary slide from my 2006 project studying the use of blogs in distance education and the hybrid learning space that was used: Blogger and Blackboard (formerly WebCT)
'collaborative, informal and exploratory’ -> the ‘playground’
‘ personal, private and exclusive’ -> the ‘refuge’
http://www.elearning.ac.uk/features/nextgenevent He suggested that these areas are often in conflict with each other in an educational context. Peter Hartley (at the JISC Next Generation Environments Conference 2007) identified three types of space that are inhabited by staff and students:
It is not so much about doing away with institutional VLEs but rather shifting their position as the central point of reference - by allowing integration with and aggregation to and from other distributed tool-sets.
Can we design coherent multiple entry points to courses using disaggregated learning services that are integrated via open web platforms?
How do we reconcile issues of scale, control, attribution and redistributions of power within these more distributed learning spaces that attempt to merge personal and institutional demands?
“ I wonder how many are left actively participating and/or monitoring the CCK08 course. Some 2100+ allegedly originally registered, with 18 seeking credit. The Moodle forums have been drying up over the last 3 weeks, and the reported blogs trickle to a few postings during the week and some repetitious posting of the same in the Daily. Elluminate sessions run at less than 30 participants, down to the teens on one occasion.”
“ From my perspective, absolutely not! I’m one of the many lurkers trying, and not always succeeding, to juggle life. I rarely get to participate in a synchronous manner, but do read (ok, skim), watch and listen as my schedule permits. I view courses like this as excellent pd and good use of my time. Indirectly, my college will benefit from my exposure to CCK08.” http://kenkat.wordpress.com/2008/10/31/cck08-failing/
Aggregation practices change from traditional newsreaders to mash-up platforms e.g. Netvibes
Managing expectations when dealing with scale
The illusion of participation
“ It became apparent that the synchronous sessions were us students listening to our instructors, with an opportunity for “questions” but only an illusion of participation in the sense that we couldn’t really create anything in that space, only follow.” http://kenkat.wordpress.com/2008/10/31/cck08-failing/ “ The most prominent impression is, of course, being overwhelmed by the huge amount of stuff. My way of approaching the confusing landscape of countless tools, sites, and resources, was to try and get a visual overview of the salient ones.” http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
“ There are no relations of power without resistance” Michel Foucault (1980, 142)
TogetherLearn (Jay Cross and others) http://togetherlearn.com
“ In design, one plus one equals three or sometimes more.” Josef Albers (1969). Search Versus Re-Search . Hartford USA, Trinity College Press . Dr Steven Warburton School of Law King's College London Email: email@example.com Liquid Learning at http://www.liquidlearning.org