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Conole 15 june


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Conole 15 june

  1. 1. + Digital literacies for a modern context Gráinne Conole, The Open University, UK DIT Graduate Student Conference is: ‘What is good educational research?’ 15th June 2010
  2. 2. + Outline  New literacies  What are they?  How are they being used?  Types and frameworks  Jenkin’sdigital skills  Downes’ framework for criticalliteracies  Developing digital literacies  Daring to think differently: four models for change
  3. 3. + Changing context of education Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches to teaching and learning and to doing research in education Changing learners Grown up ‘digital’, technologically immersed, task-orientated, group-based, ‘just in time’, comfortable with multiple representations
  4. 4. + But first some definitions….  Literacy  Originally ability to read and write  Ability to communicate and interpret ideas  New literacies:  21st Century literacies, internet literacies, digital literacies, new media literacies, multiliteracies, information literacy, ICT literacies, and computer literacy  Also mathematical literacies, scientific literacies, cultural literacies, etc….  Gee  Language is always used from a perspective and occurs within a context  ‘Little d’ – language in use, ‘big D’ – language combined with other social practices
  5. 5. + From Web 1.0 to Web 2.0 Shift from: Web 1.0 – content repository& static information Web 2.0 – user generated content/social mediation Media sharing Web 2.0 characteristics Blogs & wikis Peer critiquing User generated content Social networking Collective aggregation Community formation Digital personas Virtual worlds Trends Shift from content to social mediation New practices of creation and sharing Evidence of scaling up/network effects
  6. 6. + A typology of Web 2.0 technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum forums Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education Syndication/RSS feeds Bloglines, Podcast, GoogleReader
  7. 7. + Technological possibilities Exploration Peer Multiple critiquing pathways and communicative User-generated channels content and publishing Inquiry-based Open activities Affordances (Gibson) approaches All"action possibilities" latent in an environment but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Social collective Networking Participation Personalisation
  8. 8. + A complex and evolving relationship Representation Preferences Communication Interests Evolving practices Connection Skills Interactivity Context Affordances of Characteristics technologies of users Basic Symbolic 1st wave technologies 2nd wave technologies communications representations (phone, radio, fax, networks, mobiles, the & gestures (words, numbers) TV, CD/DVDs) Internet)
  9. 9. + From email to Google wave
  10. 10. + A Tweet is simply 140 characters… Examples of use Issues Posting queries Your ‘a-ha’ moment Commenting The right network Backchannel Your digital voice Crowdsourcing Inappropriateness Gathering opinions Personal/private Sharing Too much! events/ideas Use with other tools Brainstorming A passing fad? Social presence
  11. 11. + Redefining ICT… Communication Virtual worlds Video Online games conferencing Social Audio networking conferencing sites Google wave Forums Wikis Instant messaging Blogs Twitter Email Web Social File sharing Mash pages bookmarking sites ups Interactivity
  12. 12. + Mapping to pedagogy Use of RSS feeds and Personalised learning mash ups Situated, experiential, Location aware devices, problem-based learning, Virtual worlds, online role play games Google, media sharing Inquiry or resource- repositories, user- based learning generated content Reflective and dialogic Blogs and e-portfolios, learning wikis, social networks
  13. 13. Connectivism + Personalised learning and Connective knowledge Critical literacies online
  14. 14. + Role play - virtual operating rooms
  15. 15. + Inquiry-based learning
  16. 16. + Reflective and dialogic learning Blogs E-Portfolios
  17. 17. + New skills for the digital age Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognition Transmedia navigation Collective intelligence Judgment Jenkins et al. 2008
  18. 18. + Downes’ Critical Literacy framework Syntax Semantics Ability to recognize and use Ability to connect forms, grammars, patterns communicative elements to and other structural underlying purposes/goals, properties of theories or meaning, communication. understanding. Cognition Pragmatics Capacity to infer, or detect Capacity to use faulty inferences, to use communicative elements in communicative elements in actions order to describe, argue, explain or define. Change Context Capacity to reason Capacity to locate a dynamically, to detect and communication in a wider comprehend processes and environment flows Critical literacies needed to make sense of new technologies
  19. 19. + Developing literacy skills  Adopting a reflective, design-based approach  Development of ‘formal’ representations of learning and teaching process  Can be used to guide design, enable sharing and discussion, offer a guided learning path  Learning with/through others  Use of Web 2.0 tools to encourage more interaction and sharing of practice  Visualisation  Using different Visualisation techniques to represent information and show connections  Metaphors of meaning  Exploration of new metaphors to describe interactions in digital environments beyond space and time
  20. 20. + A reflective, design-based approach 20 Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion
  21. 21. + Consists of…. Cloudworks Conceptual course views Theoretical Collaboration perspectives Visualisation Resources Excel template CompendiumLD
  22. 22. + Five conceptual course views Pedagogy profile Learning intervention Dimensions Task swimline overview Learning outcomes
  23. 23. + Dimensions view  Breaks down nature of course against the 4 higher level categories
  24. 24. + Pedagogy profile view  10 mins reading  5 mins interactive activities  10 mins quiz  20 minsf-t-f session with advisor
  25. 25. + Learning through/with others
  26. 26. + Cloudworks  A space for sharing and discussing learning and teaching ideas and designs  Application of the best of web 2.0 practice to a teaching context  To bridge the gap between technologies and use  Teachers say they want examples/want to share/discuss  New skills needed for engaging with new technologies’
  27. 27. + Key concept: A cloud Clouds: Ideas Design or case studies Tools or resources Questions or problems
  28. 28. + Flash Debate: Is twitter killing blogging? 49 comments Matt has set up a 1027 views quick survey to ask  summaries & additional content people how using 19 links twitter has  6 references impacted on how much they blog or not.
  29. 29. + Evolving: socio-technical co-evolution Content Event support, Open reviews, expert seeding flash debates, etc consultation, etc Social interventions Vision Virtual ethnography Technical interventions Beta release RSS feeds, activity Events listing, voting, streams etc favourites, etc
  30. 30. + The power of visualisation Compendium Cohere
  31. 31. + Metaphors and meaning making Space Ecological perspectives Organism perspectives Time Network Systems perspective Function Political perspectives Geo-spatial perspectives Mathematical perspectives
  32. 32. + Reflection…  New technologies require new literacy skills, how can thesebe developed?  What new waysofthinking about and describing interactions in digitalenvironments do we need?  What can we do about the ever increasing digital divide?  What are likely to be the implications in education,– for learners, for teachers, for institutions?
  33. 33. + Sources  Rich data networks image  sep08_leskovec_tdef_page_03_480.jpg  Yin-Yang image   Imperial collage second life island   Personal Inquiry project   E-Portfolios 