Web 2.0 a learning and teaching viewpoint


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Slides from a talk by Scott Wilson in the "Web 2.0: Behind The Hype" panel session given at the Institutional Web Management Workshop 2006 on 15 June 2006.

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Web 2.0 a learning and teaching viewpoint

  1. 1. Web2.0 a learning and teaching viewpoint Scott Wilson, CETIS This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence http://www.cetis.ac.uk/members/scott/foaf.rdf
  2. 2. web 2.0 >>> eLearning 2.0 <ul><li>Going personal and global </li></ul><ul><li>Symmetric relationships </li></ul><ul><li>Mashing and remixing </li></ul>
  3. 3. Learning & Teaching in a Web 2.0 world <ul><li>Discover opportunities to learn </li></ul><ul><li>Create and share work </li></ul><ul><li>Collect and remix </li></ul><ul><li>Collaborate with others </li></ul><ul><li>Innovate and develop technique </li></ul>
  4. 4. Discovery and Learning and Discovery and Learning and … <ul><li>Cyclic process </li></ul><ul><li>Sometimes the point of an episode is to shape discovery </li></ul><ul><li>For the learner, the processes of doing and choosing what to do next are closely bound together </li></ul><ul><li>Shared goals form social bonds and can enable formation of networks </li></ul>
  5. 5. Strategies for discovery <ul><li>Searching </li></ul><ul><li>Matching goals/interests/competencies </li></ul><ul><li>Building on previous achievements </li></ul><ul><li>Collaborative social filtering </li></ul><ul><li>Collaborative social intelligence </li></ul><ul><li>Finding a pathway to a future goal </li></ul><ul><li>Serendipity </li></ul>
  6. 6. 2.0: Going Global with Learning Networks <ul><li>Combining (mashups) of formal and informal learning episodes </li></ul><ul><li>Using shared goals to forge a social identity </li></ul><ul><li>Symmetry of experience in informal and formal discovery and action </li></ul><ul><li>Global community of peers </li></ul><ul><li>The Long Tail </li></ul>
  7. 7. Aggregating opportunities <ul><li>Formal learning </li></ul><ul><ul><li>Prospectuses </li></ul></ul><ul><ul><ul><li>XCRI - RSS for the prospectus! </li></ul></ul></ul><ul><li>AND Informal learning </li></ul><ul><ul><li>43Things </li></ul></ul><ul><ul><li>LiveJournal Communities </li></ul></ul><ul><ul><li>Flickr Groups </li></ul></ul><ul><ul><li>MeCanBe </li></ul></ul>
  8. 8. Learning networks <ul><li>In the future, will learners already be part of a learning network before joining a course? </li></ul><ul><li>Will they have a pre-existing community of peers? </li></ul><ul><li>Inversion - can institutions be facilitators of learning networks instead of purveyors of courses? </li></ul><ul><ul><li>tencompetence </li></ul></ul>
  9. 9. Creating and Sharing <ul><li>Writing (and photographing, drawing, filming, recording…) </li></ul><ul><li>Developing a professional identity </li></ul><ul><li>Developing competence, confidence, and independence </li></ul><ul><li>Going global for feedback </li></ul>
  10. 10. Collecting and Remixing: Pedagogy <ul><li>Constructivism </li></ul><ul><ul><li>attenuating and labelling a subset of the knowledge environment; re-categorising a conception of the knowledge environment into a personal schema; synthesis (dialectic) </li></ul></ul><ul><li>Connectivism </li></ul><ul><ul><li>Forming new connections and generating networks that extend the power of the individual; however, actionable knowledge (learning) resides in the network, not necessarily the individual </li></ul></ul>
  11. 11. Tagging and republishing <ul><li>Sharing playlists </li></ul><ul><ul><li>RSS, Atom, OPML, XSPF… </li></ul></ul><ul><ul><li>identity, priority, shared understanding </li></ul></ul><ul><li>extending (globally) the power of an individual act of tagging/mixing </li></ul><ul><ul><li>Flickr, del.icio.us, … </li></ul></ul>
  12. 12. Collaboration <ul><li>Collaboration is at the heart of many pedagogic strategies </li></ul><ul><ul><li>Collaborative knowledge construction </li></ul></ul><ul><ul><li>Group activity </li></ul></ul>
  13. 13. Collaborative Knowledge Construction <ul><li>Wikis </li></ul><ul><li>Collaborative bookmarking and remixing </li></ul><ul><li>Conversation </li></ul>
  14. 14. Coordination of Group Activity <ul><li>Who? </li></ul><ul><ul><li>Teacher-designed activity </li></ul></ul><ul><ul><li>Learner self-organised activity </li></ul></ul><ul><li>Why? </li></ul><ul><ul><li>Project-based learning </li></ul></ul><ul><ul><li>Collaborative research </li></ul></ul><ul><ul><li>Study and debating groups </li></ul></ul><ul><ul><li>Structured investigations </li></ul></ul>
  15. 15. Coordinated group activity <ul><li>What? </li></ul><ul><ul><li>Planning, scheduling and managing action </li></ul></ul><ul><ul><li>Collaborative writing (drawing, recording, filming) </li></ul></ul><ul><ul><li>Journaling </li></ul></ul><ul><ul><li>Conversation </li></ul></ul><ul><li>How? </li></ul><ul><ul><li>BaseCamp, TaDaList, Google Calendar, 30Boxes, iCalendar … </li></ul></ul><ul><ul><li>Writely, wikis … </li></ul></ul><ul><ul><li>Blogger, LiveJournal, TypePad, Wordpress … </li></ul></ul><ul><ul><li>Skype, AIM, MSN… </li></ul></ul>
  16. 16. Self-organisation <ul><li>Learners need to be able to organize themselves </li></ul><ul><li>Define their own groups </li></ul><ul><ul><li>VLEs are too often asymmetric - what the student can do vs. what the teacher can do </li></ul></ul><ul><ul><li>VLEs are too closed - groups can only be within the organisation </li></ul></ul>
  17. 17. Innovation <ul><li>Learning is all about trying new things. </li></ul><ul><li>Teaching requires adapting and learning </li></ul><ul><li>The desire to innovate is genuine - but may not coincide with the technological ideas of institutions … </li></ul>
  18. 18. Implementation <ul><li>Self-service </li></ul><ul><ul><li>Hosted services </li></ul></ul><ul><ul><li>Self-installed: the Rise of Moodle </li></ul></ul><ul><li>Recombinant software </li></ul><ul><ul><li>Mashups and composites </li></ul></ul><ul><ul><li>The new HyperCard? </li></ul></ul><ul><li>Blurring the desktop and the web </li></ul><ul><ul><li>desktop web service applications and widgets </li></ul></ul><ul><ul><li>AJAX and rich internet clients </li></ul></ul>
  19. 19. Technique <ul><li>Teachers and learners develop technique in the tools they use </li></ul><ul><ul><li>Sometimes a choice of innovation is driven by the desire to acquire or develop technique </li></ul></ul><ul><li>Motivation for developing technique is greater for personally - owned technologies </li></ul>
  20. 20. The Challenge <ul><li>Students and teachers are already using web 2.0 </li></ul><ul><li>Web 2.0 emphasizes personal technology connected globally </li></ul><ul><ul><li>bypassing institutions? </li></ul></ul>
  21. 21. Useful links <ul><li>My Blog </li></ul><ul><ul><li>http://www.cetis.ac.uk/members/scott </li></ul></ul><ul><li>TenCompetence </li></ul><ul><ul><li>http://www.tencompetence.org </li></ul></ul><ul><li>XCRI </li></ul><ul><ul><li>http://www. elframework .org/projects/ xcri / </li></ul></ul><ul><li>43Things </li></ul><ul><ul><li>http://www.43things.com </li></ul></ul>