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  1. 2. What is web 2.0 <ul><li>Vision – Collaborative environment for the creation and dissemination of information </li></ul><ul><li>Bad implementation as ‘Web 1’ </li></ul><ul><li>Ward Cunningham 1994 – first social software </li></ul><ul><li>Web 2.0 is all about </li></ul><ul><ul><li>user generated content </li></ul></ul><ul><ul><li>collaboration </li></ul></ul><ul><ul><li>via social software </li></ul></ul><ul><li>Platform </li></ul>
  2. 3. <ul><li>Creating and Sharing Content </li></ul><ul><li>create </li></ul><ul><li>save </li></ul><ul><li>find </li></ul><ul><li>use </li></ul><ul><li>re-use </li></ul><ul><li>mix </li></ul><ul><li>mash-up </li></ul><ul><li>repurpose </li></ul><ul><li>share </li></ul><ul><li>publish </li></ul><ul><li>COLLABORATE </li></ul>Web 2.0 is all about text images sound video locations events interests refinements: bookmarks tweets … ..
  3. 4. who does what?
  4. 6. Socio-technical systems <ul><li>Web 2.0 gives rise to new socio-technical systems </li></ul><ul><li>where the social and technical </li></ul><ul><li>are indivisible </li></ul><ul><li>learned </li></ul><ul><li>way back </li></ul><ul><li>with </li></ul><ul><li>LambdaMoo </li></ul><ul><li>(1992) </li></ul>
  5. 7. Architecture of participation
  6. 8. <ul><li>eg now easy to track events in multiple lives </li></ul><ul><li>what does this mean for society ? </li></ul>New affordances and capabilities
  7. 9. Blooms modified hierarchy
  8. 10. What Web 2.0 enables
  9. 12. <ul><li>Delicious, digg, </li></ul>
  10. 14. technical discussion and gadgetry socio-political discussion Matthew Hurst
  11. 16. 2007
  12. 17. Learning and teaching Learning and teaching
  13. 18. We know <ul><li>People work with each other </li></ul><ul><li>They learn from each other </li></ul><ul><li>They are capable of determining what they want to learn </li></ul>
  14. 19. <ul><li>What are the values that we want to promulgate? </li></ul><ul><li>How do we want to affect society? </li></ul><ul><li>Do we want autonomous, independent, self-actualised life-long learners who decide what they want to learn and how they learn it If so, how do we ‘grow’ them </li></ul>
  15. 20. Learner empowerment want learners who are enthusiastic about learning who will take responsibility for their learning, now and life-long who will play a positive role in society
  16. 21. Ingredients
  17. 22. PLEs? it’s a movement learners taking control of their own* learning * group and individual learning
  18. 23. Some class practice
  19. 24. A couple of approaches I like <ul><li>Social Constructivisim (Vygotsky) </li></ul><ul><li>learning in social settings </li></ul><ul><li>learning in groups and teams </li></ul><ul><li>Zone of Proximal Development / scaffolding </li></ul><ul><li>Constructionism (Papert) </li></ul><ul><li>learn by constructing artefacts to for public display accommodation and assimilation </li></ul>
  20. 25. Facilitated by (Web 2.0) tools
  21. 26. Facilitated by a PLE
  22. 27. current knowledge future knowledge with ano’s scaffolding not reachable as yet Zone of Proximal Development ZPD
  23. 28. … applied scaffolding page structure content suggestions multi-way suggestion / feedback
  24. 29. … constructionism
  25. 30. Whole-class project
  26. 31. … communication / participation with Google Groups 168 messages 68 topics guess 75% me but significant effect feedback from one class member: felt involved in a course for the first time
  27. 32. EBL/PBL/participatory courses Create independent learners? Learners are generally institutionalised Produce team-workers? Definitely (but with self-improving groups) Benefit from Web 2.0 tools / PLE? Yes, leveraging social constructivist and constructionist approaches Create new socio-technical organisation? Yes, temporarily
  28. 38. Savanna – Futurelab 2005
  29. 41. PLEs: Systems Personal Learning Environments are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals manage their learning; managing both content and process communicate with others in the process of learning and thereby achieve learning goals. A PLE may be composed of one or more subsystems
  30. 42. The Manchester PLE
  31. 45. some aspects of web 2.0 support for research)
  32. 46. Only cover two areas <ul><li>Finding, filtering and selecting information resources </li></ul><ul><li>Communication between researchers </li></ul>
  33. 56. conclusion
  34. 58. The L&T question <ul><li>“ Is Web 2.0 the point at which we finally begin to challenge academic mindsets around both pedagogy and learning technology?” </li></ul><ul><li>We need vast improvements in learning skills and learning culture in order to fully leverage the potential of Web 2.0 But we can still, here and now , move in promising, rewarding and fruitful directions for learning and teaching </li></ul>
  35. 59. The research question <ul><li>“ Is Web 2.0 the point at which can use it in our research activities?” </li></ul><ul><li>That depends on the nature of our cultural research niches, where, how and what we do, how we communicate But we can, here and now , move in promising, rewarding and fruitful directions to augment existing research practice </li></ul>
  36. 60. Image thanks <ul><li>For various un-credited CC images </li></ul><ul><li>Apologies for no specific credits appearing here </li></ul>