Web2.0 hea ics-demontfortnov2009finalfinal


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presentation to fellow academics involved in Computer and Information Sciences, discussing current practice and future directions

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  • This talk is about the social web, web2.0, the read write web and the way in which you can do cool things and smart things by taking a strategic approach to using web resources in a Higher Education Context.The presentation gives an account of the way we go about working with the web smartly in one academic school, and in one university, but it also aims to explain how that approach can be taken at any university or other educational institution. This slide gives you a preview of the EdShare system which we have established as a place to put stuff (teaching stuff) so that we can do stuff (cool stuff) with a minimal effort. It will look at web2.0 in terms of what it and its successors can do for academics, and university admin, although all these activities are designed ultimately to benefit the student.Edshare is a project at Southampton, funded by JISC initially, but fully supported by the institution. The EdShare is a single secure place to store and share educational resources. Items stored in EdShare can be identified and their descriptions can be indexed by search engines such as google (although access rights are always specified by the depositor). By adding tagging and comments to the documents
  • Like many institutions we have designed administrative systems to support our different agendas, as an department who had a healthy chunk of research in hypertext and the web, we were there from the beginning with simple vanilla web applications which solved problems in a pragmatic way.
  • This use of web2.0 is actually in the spirit what clay shirkey was talking about as social software in this 2003 post on xxxx which is quoted at the beginning the HEFCE report
  • Surveys
  • Roots of online communities and social web lie in the deadheads who populated the well and endlessly discussed grateful dead….
  • Web2.0 hea ics-demontfortnov2009finalfinal

    1. 1. Share Collaborate and Exchange, reshaping education through technology: the EdShare experiencepresentation to HEA-ICS Autumn 2009<br />Su White, Hugh Davis,Thanassis Tiropanis, Les Carr, Dave Millard<br />Autumn 2009<br />
    2. 2. 1 – context and current practice<br />2 – room for change<br />4 –future and conclusions?<br />3 – some (affordance led) change<br />The shape of this talk<br />Autumn 2009<br />
    3. 3. and Current Practice<br />Context<br />Autumn 2009<br />
    4. 4. Edshare – a preview<br />Autumn 2009<br />
    5. 5. Universities and knowledge<br /> The HumboldtianIdeal<br />In universities, learning should not be [defined] in terms of the passing on of well established knowledge, but always in terms of not yet completely solved problems.”<br />Humboldt, 1807<br />Thanks to Lewis Elton<br />Autumn 2009<br />Web 2.0affordances?<br />
    6. 6. Welcome to my world…<br />This course aims to develop critical thinking, effective working within teams, peer-learning and discussion, and individual responsibility as these are transferable skills that are essential within a highly competent technologist, computer scientist, software engineer or researcher”<br />Autumn 2009<br />
    7. 7. The home front<br />Early adopters<br />Vanilla web<br />Information publishing<br />Online Discussion<br />Social networks YABB<br />Network News <br />Autumn 2009<br />
    8. 8. Circa 1994-1996<br />Autumn 2009<br />
    9. 9. Actually…. Way back…<br />The cloud was Vicky – the department’s platform<br />Vincent was the fridge<br /> who emailed observations on departmental politics<br />YABB and Network News<br />Social networks were technologically augmentedand<br />Technology Networks were socially augmented<br />Autumn 2009<br />
    10. 10. 1994 – TQA and social web<br />Autumn 2009<br />The TQA visit in 1994 used what Shirky in his much quoted post which describes as social software<br /> After each observation, colleagues would leg it back to their computer and email colleagues explaining the way the review was going, what the reviewers were asking etc…<br />
    11. 11. The world has changed<br />True But…<br />Digital immigrants vs digital natives is a naiive concept<br />Note - Universities continue flourish despite the long time existence of libraries<br />The academy exists/has existed in many different cultural contexts and traditions<br />Autumn 2009<br />
    12. 12. The world is changing 2<br />True But…<br />We need to beware of<br />being obsessed with the the leisure habits of young people<br />generalising the working habits of early adopters/evangelists<br />Attributing OU behaviours to the whole student population<br />Autumn 2009<br />
    13. 13. Our University has changed…<br />Local<br />Early adopters<br />Vanilla web<br />Admin and info<br />Wiki, Media Wiki<br />Knowledge base FAQ<br />…under development<br /> EdShare<br />Dynamic transcriptswith real time/collaborative editing<br />Institutional<br /><ul><li>Portal
    14. 14. ‘info’ blogs
    15. 15. Gimmicky Web 2.0
    16. 16. VLE (Blackboard) Web 2.0
    17. 17. ‘Pod Casting’
    18. 18. Second Life</li></ul>Autumn 2009<br />
    19. 19. The home front<br />Educational innovation (1990s->)<br />Microcosm, notes<br />Authentic assessment<br />Online open web exams<br />Zappers - the teachers learn<br />Admin and Education (1998->)<br />Skywriting<br />Wiki for advice<br />Wiki for knowledge capture and sharing<br />Wiki for assessment (them and us)<br />Latterly<br /> Mixed Mode, mixed purpose<br />ECS-TV, Student Blog<br />Self study groups - mixed environments<br />Student practice (2007, 2008, 2009)<br />Facebook, facebook, facebook<br />Wikipedia<br />Portal confusion/Portal distaste <br />Del.icio.us, digg, cite-u-like etc- small <br />It’s a learning journey<br />Different times<br />Different people<br />Socially augmented communication<br />Autumn 2009<br />
    20. 20. For Change<br />Room<br />Autumn 2009<br />
    21. 21. From the well to Web2.0<br />“Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.” <br /> - Tim O'Reilly October 01, 2005<br />Autumn 2009<br />
    22. 22. The world is changing 3<br />We need to<br />Remember all we have learned about how people learn<br />Stay true to our beliefs about how people can learn<br />Autumn 2009<br />
    23. 23. The world is changing 4<br />True But acknowledge…<br />The half life of information is diminishing<br />Working practices are changing<br />We can harness technology in disruptive ways<br />Affordances emerge!<br />Autumn 2009<br />
    24. 24. Life at the chalk face?<br />Autumn 2009<br />
    25. 25. VariousStakeholders<br />Student/learner<br />Individuallecturer<br />Curriculum designer(s)<br />Classroom practice<br />Accreditation<br />Informal learning<br />UK HE/PLC <br />Formallearning<br />Future Employers<br />Multiple perspectives<br />Autumn 2009<br />
    26. 26. Consider disciplinary differences<br />Survey(s) of students attitudes<br />their experience and perceptions of TEL<br />Identify user needs<br />Compare experience with theory<br />Because<br />Disciplinary differences literature<br />Ad hoc development of e-learning resources<br />Opinions on Web2.0<br />Cost of developing TEL resources<br />Sometimes structural barriers to change<br />Autumn 2009<br />
    27. 27. Indicative Areas<br />Pure<br />Reflecting on Biglan “a sound understanding of key aspects of teaching and learning must depend on the recognition of the distinctive features of different knowledge domains and their social mileiux” (Neumann, Parry and Beecher 2002)<br />C. Scienceand Maths<br />S Sciences andHumanities<br />Beware of generalising about 2.0 learning<br />Think about your educational objectives<br />Harness the technology affordances<br />Hard<br />Soft<br />Computingand Engineering<br />Nursing or<br />Education<br />Applied<br />Curriculum/content -> curriculum purpose -> assessment<br />Biglan, 1973<br />Autumn 2009<br />
    28. 28. Hard Pure<br />Hard Appliede.g.Engineering<br />Hard Subjects…<br />Autumn 2009<br />
    29. 29. Disciplinary Differences Survey<br />The responses were broadly consistent with knowledge framework.<br />Students in Soft areas valued<br />synchronous discussions<br />role play and games<br />access to open web<br />Access to online journals<br />Support the development of argumentation skills and critical thinking<br />Qualitative Open <br />Students in Hard areas valued<br />online tutorials<br />reference materials<br />objective tests (also VLEs)<br />Support the mastery of facts, principles and concepts. <br />Quantitative, Closed<br />Web 1.0 vs Web 2.0?and Space for Web 3.0<br />Autumn 2009<br />
    30. 30. Our typical education mix…<br />students In Hard fields of study experience a heavy workload, so technology which offers affordance which save or optimise the use of time will be powerful<br /> However from the point of view of the academic there is also a “high incidence of face to face teaching and concern for substantial coverage<br />Neumann Parry and Becher<br />Academics may be disinclined to invest large amounts of additional time preparing e-learning materials <br />Autumn 2009<br />
    31. 31. TEL/Web2/Linked Data?<br />Blended/Web 2.0/Linked Data approaches… <br />allow systematic/automated selection of activities to best meet range of requirements<br />supporting student learning<br />making good use of faculty time<br />streamline administrative tasks<br />(monitoring and recording student progression and achievement)<br />
    32. 32. Our recent survey<br />Across Soton<br />90% facebook, once a week or more - check<br />98% students use texts<br />Conscious act not to use them – not digital divide<br />In ECS<br />Majority have laptops – 2009: the year of the laptop<br />Autumn 2009<br />
    33. 33. Affordance led change<br />some<br />Autumn 2009<br />
    34. 34. We use RDF – it saves time!<br />Autumn 2009<br />
    35. 35. 2009<br />Autumn 2009<br />
    36. 36. Add some student generated content<br />Autumn 2009<br />
    37. 37. Tie in with the wild web…<br />Autumn 2009<br />
    38. 38. Add some structure<br />Autumn 2009<br />
    39. 39. Edshare web science<br />Autumn 2009<br />
    40. 40. Conclusions<br />The future and …<br />Autumn 2009<br />
    41. 41. Where the future lies…<br />Soft semantics<br />Meaning in formats that humans can process<br />Lightweight knowledge modeling in Web2.0<br />Hard Semantics<br />Meaning in formats that machines can process<br />Processing independent of specific knowledge models<br />Semantic Technologies for Teaching and Learning<br />Autumn 2009<br />
    42. 42. Learning and teaching opportunities<br />Transparent Data can assist<br />Retention by monitoring progress and empowering students<br />Visibility of programmes and research output, attracting funding<br />Workflows and collaboration across departments and institutions<br />Student recruitment<br />Integration of knowledge capital, cross curricular initiatives<br />Classroom contexts<br />Assisting course creation and deliver workflow<br />Recommend relevant resources and workflow<br />Efficient accreditation processes<br />Critical thinking and argumentation support<br />Efficient personal and group knowledge construct<br />Group formation<br />Assessment, certification, countering/detecting plagiarism<br />Autumn 2009<br />
    43. 43. Thank You <br />Questions?<br />Acknowledge:<br />Contributions of colleagues at our respective institutions<br />Autumn 2009<br />
    44. 44. Thank You <br />Dr Su White<br />Learning Societies Lab<br />University of Southampton<br />saw@ecs.soton.ac.uk<br />Autumn 2009<br />
    45. 45. Major reference<br />Semantic Technologies in Learning and Teaching (SemTech) - JISC Report<br />Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S. and Wills, G. (2009) Semantic Technologies in Learning and Teaching (SemTech) - JISC Report.<br />Autumn 2009<br />
    46. 46. References<br />Boyer E. Scholarship reconsidered: Priorities of the Professoriate 1990.<br />Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education: A Blueprint for America's Research Universities. New York: Stony Brook: State University of New York at Stony Brook; 1998.<br />Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education, Three Years After the Boyer Report. New York: Stony Brook: State University of New York at Stony Brook; 2002.<br />Brew A, Boud D. Teaching and research: establishing the vital link with learning. Higher Education. 1995;29(3):261-73.<br />Carter J, Jenkins T. Gender and programming: what's going on? ACM ITiCSE. Leeds: ACM Press New York, NY, USA 1999:1-4.<br />Committee on Higher Education. Higher Education: Report of the Committee Appointed by the Prime Minister Under the Chairmanship of Lord Robbins, 1961-63. London: HMSO; 1963.<br />Davis HC, White S. A research-led curriculum in multimedia: learning about convergence. 10th annual SIGCSE conference on Innovation and technology in computer science education 2005; Lisbon, Portugal; 2005. p. 29 - 33.<br />Davy J, Jenkins T. Research-led innovation in teaching and learning programming. ACM ITiCSE. Leeds, UK: ACM Press New York, NY, USA 1999:5-8.<br />Dempster JA. Developing and Supporting Research-Based Learning and Teaching Through Technology. In: Ghaou C, ed. Usability Evaluation Of Online Learning Programs. USA.: Information Science Publishing, Idea Group Inc 2003:128-58.<br />Elton L. Research and teaching: symbiosis or conflict? Higher Education. 1986;15:299 - 304.<br />Fasli M. On the Research Teaching Nexus. In: HEA-ICS, editor. 8th Annual Conference of the Subject Centre for Information and Computer Science; 2007 28th – 30th August 2007; University of Southampton: HEA-ICS, University of Ulster; 2007. p. 77-81.<br />Gibbs G. Institutional strategies for linking research and teaching. Exchange. 2002;3.<br />Hatch A, Burd L, Ashurst C, Jessop A. Project Management Patterns and the Research-Teaching Nexus. In: HEA-ICS, editor. 8th Annual Conference of the Subject Centre for Information and Computer Science; 2007 28th – 30th August 2007; University of Southampton: HEA-ICS, University of Ulster; 2007. p. 68-71.<br />Hattie J, Marsh HW. One journey to unravel the relationship between research and teaching. Research and teaching: Closing the divide? An International Colloquium; 2004 March 18-19, 2004; Winchester; 2004.<br />Autumn 2009<br />
    47. 47. Hattie J, Marsh HW. The Relationship between Research and Teaching: A Meta-Analysis. Review of Educational Research. 1996;66(4):507-42.<br />Healey M. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning; 2005.<br />Hoare T, Milner R, eds. Grand Challenges in Computing: British Computer Society 2004.<br />Jenkins A, Healey M, Zetter R. Linking of staff disciplinary research and student learning. York: Higher Education Academy; 2007.<br />Jenkins A, Healey M. Institutional Strategies to link teaching and research. York: Higher Education Academy; 2005.<br />McGettrick A, Boyle R, Ibbett R, Lloyd J, Lovegrove G, Mander K. Grand challenges in computing education: British Computer Society; 2004.<br />Neumann R. Perceptions of the Teaching-Research Nexus: A Framework for Analysis. Higher Education. 1992;23(2):159-71.<br />Neumann R. The Teaching-Research Nexus: Applying a Framework to University Students' Learning Experiences. European Journal Of Higher Education. 1994;29(3):323-38.<br />Ramsden P, Moses I. Associations Between Research and Teaching in Australian Higher Education. Higher Education. 1992 April 1992;23(3):273-95.<br />Roach M, Blackmore P, Dempster JA. Supporting High-Level Learning through Research-Based Methods: A Framework for Course Development. Innovations in Education and Teaching International. 2001;38(4):369-82.<br />Strazdins P. Research based education in computer science teaching. Canberra: Australian National University; 2007.<br />Thomas RC, Mancy R. Use of Large Databases for Group Projects at the Nexus of Teaching and Research. ACM SIGCSE 2004; Portland: ACM; 2004. p. 161-5<br />Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S. and Wills, G. (2009) Semantic Technologies in Learning and Teaching (SemTech) - JISC Report.<br />Wirth A, Bertolacci M. New algorithms research for first year students. Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education; 2006; Bologna, Italy: ACM Press New York, NY, USA; 2006. p. 128-32.<br />Autumn 2009<br />
    48. 48. Autumn 2009<br />
    49. 49. Not used, but referred<br />Autumn 2009<br />
    50. 50. Putative table<br />Autumn 2009<br />
    51. 51. From semtech report<br />The initial value of semantic technology will be in scale first before reasoning<br />The emergence of linked data fields across related repositories could enable applications and value for the identified HE challenges<br />Semantic lools and services that map linked data to application specific ontologies will increase linked data value and impact<br />Encouragemen of community afreedontologies to empower semantic applicationsalongside application specific ontologies<br />Empressive semantics to enable pedagogoy aware applications<br />Autumn 2009<br />
    52. 52. Challenges<br />Barriers to exposing institutional data in RDF<br />Autumn 2009<br />
    53. 53. Most of fheidentifired he challenges can be addressed by querying across institutional repositories (databases, web pages, VLSs)<br />Significant learning and teaching challenges can be addressed by accesing resources across departments, schools, institutions<br />Argumentation and critical thinking could benefit from advance reasoning over large scale of resources<br />Could we adopt a bottom up approach starting from linked data which can be related to (layers of) ontologieslarer in the context of specific applications. <br />Autumn 2009<br />
    54. 54. Looking at our data<br />Autumn 2009<br />
    55. 55. Further Questions<br />How can insight into disciplinary differences assist the selection of effective TEL (and therefore Web1.0->3.0) approaches?<br />How can understanding disciplinary preferences help identify ways of working with faculty to successfully embed TEL and develop blended approaches?<br />What are the technology affordances of e-learning which might best be used in computing, engineering and our cognate areas?<br />http://fie.engrng.pitt.edu/fie2006/papers/1784.pdf<br />Autumn 2009<br />