Conole turku


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Conole turku

  1. 1. Survey the landscape of Web 2.0 practices: Potential and challenges for social inclusion Professor Gráinne Conole, Open University, UK Rethinking social inclusion through Web 2.0 University of Turku, 28 th April 2010
  2. 2. Outline
  3. 3. Evidence from the literature Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Changing learners Grown up ‘digital’, technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations Implications for education?
  4. 4. From Web 1.0 to Web 2.0 New tools… new practices Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation Web 2.0 Sharing Communicating Networking Interacting Media sharing Blogs & wikis Social networking Virtual worlds
  5. 5. Web 2.0 landscapes of practices
  6. 6. A Tweet is simply 140 characters… Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing events/ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?
  7. 7. I haven’t got enough time in my first life! Examples of use Archeological dig Cyber-law Virtual exhibitions Language schools Medical wards Gifted kids workshops De-schooling spaces Virtual conferences Issues Technical barriers Cultural Time Aimless/empty Replicating real-life Identity Misuse Commercial use
  8. 8. A typology of Web 2.0 technologies Conole and Alevizou, 2010, Review of Web 2.0 tools in Higher Education Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum 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, Syndication/RSS feeds Bloglines, Podcast, GoogleReader
  9. 9. Web pages Social bookmarking File sharing sites Mash ups Google wave Blogs Twitter Wikis Virtual worlds Online games Social networking sites Email Forums Instant messaging Audio conferencing Video conferencing Communication Interactivity Redefining ICT… Information and Communication Technologies
  10. 10. Affordances (Gibson) A ll "action possibilities" latent in an environmen t… but always in relation to the actor and therefore dependent on their capabilities. For instance, a set of steps 4 feet high does not afford the act of climbing if the actor is a crawling infant. User-generated content Peer critiquing Open Social collective Networked Participatory Personalised Inquiry-based Exploratory
  11. 11. Mapping to pedagogy Pedagogies Web 2.0 tools & practices Personal learning Ability to personalise, use of RSS feeds and mash ups Situated, experiential, problem-based learning, role play Location aware devices, Virtual worlds, online games Inquiry or resource-based learning Google, media sharing repositories, tools to support user-generated content Reflective and dialogic learning Blogs and e-portfolios, wikis Communities of Practice Social networking tools
  12. 12. The gap between promise and reality Little impact on the mainstream Limited use of free resources Replication of ‘traditional’ teaching Scratching the surface of the potential
  13. 13. Implications for education Digital literacy skills The importance of context Institutional barriers Digital identity
  14. 14. Digital skills (Jenkins, et al., 2008) Play Performance Appropriation Multi-tasking Distributed cognition Collective intelligence Judgment Transmedia navigation Networking Simulation Visualisation Negotiation
  15. 15. The importance of context Western hegemony Religious or cultural differences Language barriers Using content across contexts
  16. 16. Institutional barriers Legacy structures Teacher resistance Traditional assessment practices Inappropriate strategy
  17. 17. Digital identity Finding your digital voice Working across tools Degree of openness Personal/professional
  18. 18. Recommendations <ul><li>At teacher-level </li></ul><ul><ul><li>Adopting more explicit and reflexive teaching practices </li></ul></ul><ul><ul><li>Technology immersion – learning through the technologies </li></ul></ul><ul><ul><li>Participation in a networked educational community of teachers and learners </li></ul></ul><ul><li>At institutional </li></ul><ul><ul><li>Strategies/policies that reflect the changing context of learning </li></ul></ul><ul><ul><li>Resources and support to facilitate the shift in practice needed </li></ul></ul><ul><li>At national level </li></ul><ul><ul><li>Open Educational Resource movement </li></ul></ul><ul><ul><li>Case studies of good practice </li></ul></ul><ul><ul><li>Professional networks and communities </li></ul></ul><ul><ul><li>Ongoing horizon scanning of technology trajectories </li></ul></ul>
  19. 19. Final thoughts <ul><li>Students increasingly digital – demands on institutions? </li></ul><ul><li>Students and teachers - personalised environment of tools vs. institutional tools? </li></ul><ul><li>What new forms of blended learning spaces are needed? </li></ul><ul><li>How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience? </li></ul><ul><li>How do we take account of a digital divide that is ever narrower but deeper? </li></ul><ul><li>What new digital literacy skills will learners and teachers need ? </li></ul><ul><li>What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies? </li></ul><ul><li>How do we account for blurring boundaries (real/virtual, formal/informal, etc)? </li></ul>
  20. 20. References and links <ul><li>Conole, G. and Alevizou, P. (forthcoming), The use(s) of web 2.0 in HE, Report for the HE Academy, Open University: Milton Keynes </li></ul><ul><li>Conole, G. (2010), A review of pedagogical models and frameworks, available online at </li></ul><ul><li>Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education , 54(2): 679 - 692. </li></ul><ul><li>Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International, Volume 54, Issue 3, 177-194. </li></ul><ul><li>Conole, G., McAndrew, P. and Dimitriadis, Y. (forthcoming), ‘The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources’, in F. Pozzi and D. Persico (Eds), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical </li></ul>
  21. 21. References and links <ul><li>Conole, G. and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature. </li></ul><ul><li>De Freitas, S. and Conole. G. (forthcoming), Learners experiences: how pervasive and integrative tools influence expectations of study, in R. Sharpe and H. Beetham (Eds), Rethinking learning for a digital age, RoutledgeFalmer: London . </li></ul><ul><li>Conole, G. (2010), State of the art review of e-learning and learning design, Deliverable for the EU-funded Design-Practice project, available online at </li></ul><ul><li>Conole, G. and Oliver, M. (2007), Contemporary perspectives in e-learning research, RoutledgeFalmer: London. </li></ul>
  22. 22. Images used from Flckr <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Digital divide - </li></ul><ul><li>One world-oneweb </li></ul><ul><li>Network </li></ul><ul><li>Logos </li></ul>