“Web 2.0 tools exist that might allow academics to reﬂectand reimagine what they do as scholars. Such tools might positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose to build serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students.” (Greenhow, Robelia, & Hughes, 2009)
David Wiley Then vs Now Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating@opencontent Closed Open
David Wiley Education vs Everyday Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating@opencontent Closed Open
Why Do Students Go to University? Content Degrees Social Life Support Services (Wiley, 2010)
Why Do Students Go to University? PLoS GCTWikipedia MCSE Google Scholar ACT OCW Content DegreesFlatworld K arXiv.org CNE CCNA Open Courses Facebook Twitter Skype Social Life Support Services MySpace Yahoo! Answers MMOGs Quora ChaCha (Wiley, 2010)
Informal Learning • “Informal learning is a signiﬁcant aspect of our learning experience. Formal education no longer comprises the majority of our learning.” •George Siemens http://www.elearnspace.org/Articles/connectivism.htm
The greatest digital divide is between those who can read and write with media, and those who cant. Elizabeth Dalycc licensed flickr photo by jayRaz: http://flickr.com/photos/shnakepup/2935979173/ 42
media stats (2009)• 90 trillion emails sent annually from 1.4 billion email users• 234 million websites• 1.73 billion Internet users• 126 millions blogs• 350 million Facebook users• 4 billion images on Flickr• 2.5 billion photos uploaded every month on Facebook Stats as of Jan 22/10 via Royal Pingdom
On Digital Video • “Ten years ago, not one student in a hundred, nay, one in a thousand, could have produced videos like this. Itʼs a whole new skill, a vital and important skill, and one utterly necessary not simply from the perspective of creating but alsoStephen Downes of comprehending video communication today.
mindset changes• sharing by default• publish, then ﬁlter• ʻlooseʼ trust & networks• rethinking privacy/publics• educators as learners• relevance of remix/mashup & multimedia• expertise/knowledge found in networks• minutia and presence as social bonding
What We Learned & Why It Matters to YOUR Courses• Open access, low-cost, high impact.• Courses become shared, non-local, learning events.• Students immersed in a greater learning community.• Rethinking of space/interaction (walled gardens, open spaces)• Learning spaces controlled and/or owned by students.• Development of emerging literacies, relevant for other courses.• Pedagogy focused more on connecting & interactions; content important, but secondary.• Development of sustainable, long-term, learning connections.
“I was able to go out and learn throughout the entire week, the entire year, and Iʼm still learning with everyone.” “The best part of the course is that itʼs not ending. With the connections weʼve built, it never has to end.”
“The course ... has been the most profound pdexperience Iʼve ever had. It forced me to critique & review my practice. I never knew how important social networks were. Now, I couldnʼt be a teacher without beingconnected. Itʼs drastically changed my view of education.”