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Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
Collaborative and Co-operative Learning: The How and the Why
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Collaborative and Co-operative Learning: The How and the Why

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These slides accompany a workshop presented at the Learning and Skills Group Conference held on 8 June, 2010, at Olympia 2, London.

These slides accompany a workshop presented at the Learning and Skills Group Conference held on 8 June, 2010, at Olympia 2, London.

Published in: Education, Technology
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  • Really enjoyed flipping through your presentation! I agree with you on the trend we are part of and like the way you approach both worlds (formal and informal) as a whole
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  • thank you for your share, you have inspired.
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  • You are very welcome to use the presentation with your staff Audrey - I hope it proves useful to you all.
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  • Steve,
    this presenetation is spot on!
    It is great for where our staff are at-some know a little about this and that...
    It brings together what was web1.0-right through to what teachers could use now.
    I like how it encouraged them to consider what could be useful...
    So many feel that if they start using digital tools etc that they have to know everything! which of course is totally unreasonable.
    Would you mind if I shared it with my staff as is, with credit and an explanation about that is what web 2.0 is about?

    Cheers :-) Audrey Nay TL Sandy Beach Public School, NSW
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  • Feel free to use them Sigi - I hope they prove to be useful for you and your students :-)
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  • 1. Collaborative & Cooperative Learning:The how and the why<br />cc Steve Wheeler, University of Plymouth, 2010<br />Learning & Skills Group Conference: Olympia 2, London, 8 June 2010 <br />http://innovationwatch.com<br />Steve Wheeler<br />University of Plymouth<br />
  • 2. In the available time....<br />cc Steve Wheeler, University of Plymouth, 2010<br /><ul><li> Collaboration & Cooperation
  • 3. The Social Web (Web 2.0)
  • 4. Social Web tools
  • 5. Personalised Learning
  • 6. Personal Web Tools
  • 7. Problem Based Learning
  • 8. Formal & Informal Learning</li></li></ul><li>Competition<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://www.twilightblue.eu<br />
  • 9. Cooperation<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://sites.google.com/site/dragonsrunningclubsale<br />
  • 10. Cooperation<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://www.green-me.co.uk<br />Collaboration<br />http://sites.google.com/site/dragonsrunningclubsale<br />
  • 11. “For the first time we are preparing students for a future we cannot clearly describe.”<br />-David Warlick<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://communications.nottingham.ac.uk/podcasts/<br />
  • 12. "In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists."<br />-Eric Hoffer<br />cc Steve Wheeler, University of Plymouth, 2010<br />washingtonrebel.typepad.com<br />
  • 13. Is learning simply about gaining knowledge...?<br />cc Steve Wheeler, University of Plymouth, 2010<br />www.newmediamusings.com<br />
  • 14. cc Steve Wheeler, University of Plymouth, 2010<br />... or making connections?<br />
  • 15. “It's not what you know that counts anymore. It's what you can learn.” <br />– Don Tapscott<br />cc Steve Wheeler, University of Plymouth, 2009<br />http://www.nationalpost.com<br />
  • 16. cc Steve Wheeler, University of Plymouth, 2010<br />... and it’s often self organised<br />
  • 17. How do we get people to collaborate?<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://media1.break.com/<br />
  • 18. The Social Web<br />(Web 2.0)<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 19. What is Web 2.0…?<br />“Web 2.0 is the architecture of participation” – Eugene Barsky<br />cc Steve Wheeler, University of Plymouth, 2010<br />“The Web will be understood not as screenfulls of text and graphics but as a transport mechanism, the ether through which interactivity happens” – Darcy DeNucci (1999)<br />
  • 20. What is Web 2.0…?<br />“Nobody really knows what it means...If Web 2.0 for you is blogs and wikis, then that is people to people. But that was what the Web was supposed to be all along” – Sir Tim Berners-Lee<br />cc Steve Wheeler, University of Plymouth, 2010<br />“Web 2.0 is all about harnessing collective intelligence” – Tim O’Reilly (2009)<br />
  • 21. Architecture of participation<br />Learning 2.0<br />cc Steve Wheeler, University of Plymouth, 2010<br />User generated content<br />
  • 22. Architecture of participation<br />Sharing<br />Collaborating<br />Tools<br />Learning 2.0<br />Tagging<br />cc Steve Wheeler, University of Plymouth, 2010<br />User generated content<br />Voting<br />Networking<br />
  • 23. If it ain’t participative, it ain’tsocial media<br />
  • 24. Wisdom of Crowds...<br />vs<br />Stupidity of Mobs<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 25. What is the Social Web?<br />cc Steve Wheeler, University of Plymouth, 2010<br />Source: Tim O’Reilly http://www.oreillynet.com<br />
  • 26. What does the Social Web offer?<br />User generated content<br />Reflective spaces<br />Creative tools<br />Creative Commons<br />Self organisation (folksonomies)<br /><ul><li>Social networks
  • 27. Participation
  • 28. Collaboration
  • 29. Repurposing
  • 30. Mixing and Mashing
  • 31. Voting and debate
  • 32. Tagging and Sharing
  • 33. Global communication</li></ul>cc Steve Wheeler, University of Plymouth, 2009<br />
  • 34. Some Social Web tools<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 35. Wikis<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 36. Social Tagging<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 37. Mashups<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 38. Social Presence Tools<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 39. Syndication (RSS)<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 40. Document Sharing <br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 41. Blogging<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 42. Podcasting<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 43. Photo Share<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 44. Video Share<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 45. Social ‘tagging’<br />Using your <br />post-its... <br />...label 3 or 4 things in the room you consider to be significant<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://1.bp.blogspot.com<br />
  • 46. Taxonomies are defined by the <br />community<br />Folksonomies define a community<br />cc Steve Wheeler, University of Plymouth, 2009<br />
  • 47. DigitalNatives?<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://tatango.com<br />
  • 48. What does the ‘Net Generation’ expect?<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://socialenterpriseambassadors.org.uk<br />
  • 49. anytime<br />personalised<br />anyplace<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://ithalas.com<br />
  • 50. What is personalised learning?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 51. Personalised learning?<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://www.delasallewaterford.com<br />
  • 52. Personalised learning?<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://www.hseb.utah.edu<br />
  • 53. Where are we and where have we come from?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 54. Trends in training<br />Just for me<br />Apprenticeship model<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 55. Trends in training<br />Just for me<br />Apprenticeship model<br />Just in case<br />Standardised Courses<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 56. Trends in training<br />Just for me<br />Apprenticeship model<br />Just in case<br />Standardised Courses<br />cc Steve Wheeler, University of Plymouth, 2010<br />Just in time<br />Bespoke Course<br />
  • 57. Trends in training<br />Just for me<br />Apprenticeship model<br />Just in case<br />Standardised Courses<br />cc Steve Wheeler, University of Plymouth, 2010<br />Just in time<br />Bespoke Course<br />Just for me<br />Personalised Learning<br />
  • 58. Trends in training<br />Just for me<br />Apprenticeship model<br />Just in case<br />Standardised Courses<br />cc Steve Wheeler, University of Plymouth, 2010<br />Just in time<br />Bespoke Course<br />Just for me<br />Personalised Learning<br />Personal Learning Environment<br />
  • 59. What is a Personal Learning Environment?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 60. Personalisation of learning means ensuring that individual differences are acknowledged<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 61. You are your own ‘VLE’<br />Aggregation<br />Services<br />Tools<br />cc Steve Wheeler, University of Plymouth, 2010<br />Formats<br />Content<br />Channels<br />Networks<br />
  • 62. PLEs, PLNs and PWs<br />Personal <br />Learning <br />Network<br />cc Steve Wheeler, University of Plymouth, 2010<br />Personal<br />Learning<br />Environment<br />Personal <br />Web<br />
  • 63. Choosing Social Web tools<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 64. How many<br /> tools could <br /> you use?<br />= 43<br />= 43<br />= 45<br />© Steve Wheeler, University of Plymouth, 2008<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 65. Some Learning 2.0 tools…<br />Wiki<br />Blog<br />Flickr (Photo sharing)<br />YouTube (Video sharing)<br />Twitter (Micro blog)<br />Delicious (Social tagging)<br />Slideshare (Sharing slides and docs)<br />How could you use any of these in your own training?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 66. Think...<br />What would you use them for?<br />How would your learners use them?<br />What added value would they bring?<br />What might be the problems?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 67. Problem Based Learning<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 68. “We need diversity of thought in the world to face the new challenges.” <br />~ Sir Tim Berners-Lee<br />cc Steve Wheeler, University of Plymouth, 2010<br />www.topnews.in<br />
  • 69. Join all nine dots<br />Using four straight <br />Lines. Do not take<br />Your pen from the <br />Paper and do not <br />Go back over any <br />Lines.<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 70. cc Steve Wheeler, University of Plymouth, 2010<br />
  • 71. a man enters a field with an unopened package and dies. Why?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 72. a man enters a field with an unopened package and dies. Why?<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 73. Formal and Informal Learning<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 74. Formal and Informal learning<br />Informal Learning<br />Formal Learning<br />30%<br />70%<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 75. Self organised learning<br />Informal Learning<br />Formal Learning<br />cc Steve Wheeler, University of Plymouth, 2010<br />Self Organised Learning<br />In SOL people take responsibility for their own learning and put this into successful action.<br />Source: http://www.equal-works.com<br />
  • 76. Self organised learning<br /> For successful self organised learning the essential components are:<br />Communication<br />Reflection<br />Collaboration<br />Community<br />Creative Tools<br />Amplification<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  • 77. Thank you for listening<br />Questions?<br />www.etsu.edu/math<br />
  • 78. Steve Wheeler swheeler@plymouth.ac.uk<br />University of Plymouth, United Kingdom<br />This work is licensed under the Creative Commons Attribution-Non-Commercial-No Derivative Works 2.0 UK: International Licence.<br />Learning & Skills Group Conference: Olympia 2, London, 8 June 2010 <br />

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