Online World


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Stephen Downes, EFest, Wellington, New Zealand, September 26, 2006

Published in: Technology, Education

Online World

  1. 1. Online World EFest, Wellington, New Zealand Stephen Downes, September 26, 2006
  2. 2. The Personalized Web <ul><li>2006 has seen the emergence of the personalized web, the interactive web, the web that places a premium on participation and community. </li></ul><ul><li>How should the learning sector respond? </li></ul>
  3. 3. The Response <ul><li>The initial reaction from educational institutions has been negative, with access to many of the new applications blocked and banned by administrators. </li></ul><ul><li>But in the longer term we will need to meet the students where they live, learning how to participate in their online world. </li></ul>
  4. 4. The Challenge <ul><li>Can we, when we explore their world, resist the urge to make them just like us? </li></ul>
  5. 5. Danah Boyd… <ul><li>“ The dynamics of identity production play out visibly on MySpace. Profiles are digital bodies, public displays of identity where people can explore impression management...” </li></ul><ul><li>Identity Production in a Networked Culture: Why Youth Heart MySpace </li></ul><ul><li> </li></ul>
  6. 6. Sherry Turkle <ul><li>“We do not feel compelled to rank or judge the elements of our multiplicity. We do not feel compelled to exclude what does not fit.” </li></ul><ul><li>Life on the Screen </li></ul><ul><li> </li></ul>
  7. 8. Groups and Networks <ul><li>“Groups require unity, networks require diversity. Groups require coherence, networks require autonomy. Groups require privacy or segregation, networks require openness. Groups require focus of voice, networks require interaction. ” </li></ul><ul><li> </li></ul>
  8. 9. Rethinking Learning
  9. 10. Friesen: What Works <ul><li>The rate of adoption increases significantly when innovations possess some of the following characteristics: </li></ul><ul><ul><li>Simplicity </li></ul></ul><ul><ul><li>Compatibility with existing methods and techniques </li></ul></ul><ul><ul><li>Relative advantage in comparison </li></ul></ul><ul><li>See Also: Nine Rules for Good Technology </li></ul>
  10. 11. What Is Needed <ul><li>Friesen: In order for the positive potential of learning objects to be realized, they need to be labelled, described, investigated and understood in ways that make the simplicity, compatibility and advantages claimed for them readily apparent to teachers, trainers and other practitioners. </li></ul>
  11. 12. Web 2.0 O’Reilly: What is Web 2.0?
  12. 13. Content Creation & Posting <ul><li>Blogs – Blogger , WordPress </li></ul><ul><li>E-Portfolios – ELGG </li></ul><ul><ul><li>ePortfolios – Helen Barrett </li></ul></ul><ul><ul><li>ELGG and blogging – Miles Berry </li></ul></ul><ul><ul><li>(a good way of promoting learner autonomy and voice) </li></ul></ul><ul><li>Images - Flickr </li></ul><ul><li>Audio – Odeo , Audacity </li></ul><ul><li>Video – YouTube , Google Video </li></ul>
  13. 14. Collaborative Writing <ul><li>Wikis – PB Wiki , Media Wiki </li></ul><ul><ul><li>RSS inside a Wiki – Alan Levine </li></ul></ul><ul><ul><li>South African Curriculum on a wiki </li></ul></ul><ul><li>Collaborative Bookmarking – , Furl </li></ul><ul><li>Online Office Applications – Writely , Gliffy , iRows </li></ul>
  14. 15. Syndicating Learning
  15. 16. RSS - Simplest of Meta-Data What is RSS? Killer App for Education? Pick an Acronym
  16. 17. How RSS Works
  17. 18. RSS Network Examples <ul><li>Edu_RSS - </li></ul><ul><ul><li>Threads Community comment topic list </li></ul></ul><ul><ul><li>Search Posts </li></ul></ul><ul><ul><li>Research - lists of topics, publications and authors </li></ul></ul><ul><ul><li>Most Popular Links </li></ul></ul><ul><ul><li>Conversation </li></ul></ul><ul><ul><li>Edu_RSS Most Recent harvested links </li></ul></ul><ul><ul><li>Most cited links </li></ul></ul><ul><ul><li>Feed List and Feed List - OPML </li></ul></ul><ul><li>DLORN </li></ul><ul><ul><li> </li></ul></ul>
  18. 19. Context and Use <ul><li>Tarmo Toikkanen: “Learning for humans happens in context. Having complete reusability means having no context, and vice versa. Modularity and reusability is great when the material is to be used by a machine, but not when the user is a human brain - our brains need concrete, memorable, weird things that are anchored to our previous experiences and linked to our motivations and goals.” </li></ul><ul><li>What does this mean? The learning is not in the object, but in the use of the object </li></ul>
  19. 20. Examples of Use <ul><li>Non-instructional performance interventions </li></ul><ul><ul><li>Electronic Performance Support System (EPSS) </li></ul></ul><ul><ul><li>Workplace Design </li></ul></ul><ul><ul><li>Knowledge Management (KM) </li></ul></ul><ul><ul><li>Just-in-Time Support </li></ul></ul><ul><ul><li>Communities of Practice </li></ul></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><li>Internet and Intranets </li></ul></ul><ul><ul><li>Corporate Culture changes </li></ul></ul><ul><ul><li>Process Re-engineering </li></ul></ul><ul><ul><li>Job Aids </li></ul></ul>
  20. 21. Aggregators <ul><li>Aggregate This , Scott McLemee </li></ul><ul><li>MetaxuCafe is &quot;a network of literary blogs with over 300 members.“ </li></ul><ul><li>Postgenomic , aggregates &quot;posts from life science blogs.&quot; </li></ul><ul><li>Edu_RSS </li></ul><ul><li>Intute - the new face of the Resource Discovery Network (RDN) </li></ul>
  21. 22. Webtops <ul><li>30Boxes , PageFlakes , ProtoPage , Goowy </li></ul><ul><ul><li>Interfaces of the future – Mark Oehlert </li></ul></ul><ul><li>The Personal Learning Environment </li></ul><ul><ul><li>PLE Blog </li></ul></ul><ul><li>Windows Live </li></ul>
  22. 23. Enabling new forms of learning Kathy Sierra
  23. 24. E-Learning 2.0 Diagram by Scott Wilson; Downes: E-Learning 2.0
  24. 25. Personal Learning Environments USB: Study Stick:
  25. 26. Read/Write E-Learning
  26. 27. Thank You <ul><li>Stephen Downes </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li> </li></ul></ul>