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Web 2.0 and the Future Mark 4


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Another re-run and slightly revamped verson for the ALIA conference on Sept 16th, 2009.

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Web 2.0 and the Future Mark 4

  1. 1. WEB 2.0 and THE FUTURE…
  2. 2. The future is already here – it's just not evenly distributed. (William Gibson)
  3. 3.
  4. 4. We’re going to have to rethink a few things: <ul><li>Copyright </li></ul><ul><li>Authorship </li></ul><ul><li>Identity </li></ul><ul><li>Ethics </li></ul><ul><li>Governance </li></ul><ul><li>Privacy </li></ul><ul><li>Commerce </li></ul><ul><li>Ourselves </li></ul>TECTONIC SHIFT Original image from
  5. 5. The Internet – more than just a book
  6. 6. FROM WIKIPEDIA: &quot; Web 2.0 &quot; refers to web development and web design that facilitates interactive information sharing , .... user-centered design and collaboration on the World Wide Web . Examples of Web 2.0 include web-based communities, ... social-networking sites , video-sharing sites , wikis , blogs , mashups and folksonomies . A Web 2.0 site allows its users to interact with other users or to change website content , in contrast to non-interactive websites where users are limited to the passive viewing of information that is provided to them.
  7. 7. “ The Read/Write Web” (Tim Berners Lee) Original photo by Hummanna .
  8. 8. eLearning 2.0/Web 2.0 (Stephen Downes/Tim O’Reilly) <ul><li>Elearning 1.0: </li></ul><ul><li>static packaged content </li></ul><ul><li>little true interactivity and learner input and </li></ul><ul><li>very little contact with a tutor. </li></ul><ul><li>represented by Learner Management Systems. (eg WebCT, Blackboard, etc) </li></ul><ul><li>Elearning 2.0: </li></ul><ul><li>more student-centred </li></ul><ul><li>centred around a Personal Learning Environment using social software. </li></ul><ul><li>students generate and share content. </li></ul><ul><li>they interact not only with teachers and their peers, but with anyone in the world they can learn from . </li></ul>(this description courtesy of Sean Fitzgerald)
  10. 10. WHAT HAS CHANGED? (the locus of control is shifting) <ul><li>Decline of the Gatekeepers (disintermediation) </li></ul><ul><li>Publish then evaluate is now the norm </li></ul><ul><li>Content Creators; Content Rankers </li></ul><ul><li>Everyone has access to everything </li></ul><ul><li>The World is Flat (Thomas Friedman) </li></ul><ul><li>“ People just don’t subscribe to magazines anymore; they also subscribe to people.” </li></ul>
  11. 11. Networked Learning
  12. 13. <ul><li>TIME: end user innovation (,8599,1902604,00.html) </li></ul><ul><li>'mid-career professionals‘ are predominant users </li></ul><ul><li>Exemplifies power of networks (PLNs) </li></ul><ul><li>Is revolutionising the way we communicate </li></ul><ul><li>Powerful real time search tool </li></ul>
  13. 14. CONNECTIVISM: A Learning Theory for the Digital Age (George Siemens, University of Manitoba, Canada) <ul><li>Principles of Connectivism: </li></ul><ul><li>Nurturing and maintaining connections is needed to facilitate continual learning . </li></ul><ul><li>Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. </li></ul><ul><li>Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. </li></ul>
  15. 16. <ul><li>9000 hrs of extra content each day </li></ul><ul><li>(approx 20 hrs/minute) </li></ul><ul><li>In 6 months generates as much content as major broadcasters in US did in 60 years </li></ul><ul><li>Superb video from Michael Wesch: An Anthropological Introduction to YouTube </li></ul><ul><li> /watch?v=TPAO-lZ4_hU </li></ul>
  16. 18. Killing our Culture? Or Rewriting It? Author: Andrew Keen
  17. 19. THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Culture? (Andrew Keen: the cult of the amateur)
  18. 20. MySpace/Facebook in the Media <ul><li>September 2 nd , 2008 </li></ul><ul><li>POLICE are trawling social networking sites and tracking text messages to find the organisers of a wild party shut down by the riot squad in Sydney. </li></ul><ul><li>About 1500 people crammed into a Camperdown warehouse in Sydney's inner west for the party which was publicised through Facebook and other online forums. </li></ul><ul><li>(,25642,24273455-5014108,00.html ) </li></ul><ul><li>September 2 nd , 2008 </li></ul><ul><li>A wild teenage party promoted on MySpace has been condemned by Geelong police who were pelted with glass bottles when they tried to close it down. </li></ul><ul><li>( police-with-bottles-20080902-47hg.html ) </li></ul>fear
  19. 22. ARE WE SOCIOLOGICALLY READY? <ul><li>What are our ethical responsibilities </li></ul><ul><li>as adults/educators : </li></ul><ul><ul><li>to our children/students? </li></ul></ul><ul><ul><li>to ourselves? (teacher sacked for </li></ul></ul><ul><ul><li> posting photo on MySpace) </li></ul></ul>
  20. 23. Indian Initiative: NY Times, Oct 30 th , 2007
  21. 25. Open Content
  22. 26. Creative Commons Licensing from Jeffrey Beall at
  23. 27. Open Business Models
  24. 28. THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Culture? (Andrew Keen: the cult of the amateur)
  25. 29. The Future of (Learning) Institutions in a Digital Age <ul><li>“ Traditional learning environments convey knowledge via overwhelmingly copyright-protected publications. Networked learning, contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.” </li></ul><ul><li>(HASTAC Report, June 2009) </li></ul>
  26. 30. The future is already here – it's just not evenly distributed. (William Gibson)
  27. 33. Google Docs Google Apps Zoho Office Flickr YouTube Blogger etc Microsoft Live CLOUD COMPUTING
  29. 35. NEXT-GENERATION MOBILE Image courtesy of
  30. 36. GEOTAGGING
  31. 37. IMPACT? Image courtesy of law_keven
  32. 38. The Future of (Learning) Institutions in a Digital Age <ul><li>“ traditional institutions must adapt or risk a growing mismatch between how they teach and how this new generation* learns” (and works) </li></ul><ul><li> (HASTAC Report, June 2009) </li></ul><ul><li>Note*: this new generation includes a good many Baby Boomers. It is not just about younger people. </li></ul>
  33. 39. Organisations will need to adapt to the fact that web 2.0 citizens will enter places of work and learning highly connected to a network of peers that they rely on for entertainment, mutual learning, and collaboration. They may expect to be able to make use of these personal learning and social networks, and the technologies that make these networks possible, in their places of work or study. These web 2.0 citizens operate in a world that is open and mobile, and they are unlikely to accept authority that is automatically assigned to a position. Their world is flat and devoid of hierarchy. In a world where information about their areas of interest or expertise is increasing exponentially they will place greater store on connected networks, which may extend beyond classroom or workplace boundaries,and knowing where to get the knowledge and information they need, rather than having that knowledge and information themselves.
  34. 40. Extent of Change? <ul><li>It is not all or nothing; it is gradual and context dependent </li></ul><ul><li>Personal values may dictate the rate at which you adopt changed approaches (if at all!) </li></ul>
  35. 41. “ The whole world has become curricularised.” (Pachler) Image courtesy of Nancy White
  36. 42. Michael Coghlan [email_address] THANK YOU This presentation on the web at
  37. 43. Other Resources <ul><li>LIBRARIES V CLASSROOMS - check the 5 minute video at </li></ul><ul><li>21ST CENTURY LEARNING SPACES </li></ul><ul><li>Comprehensive list at </li></ul>