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learning in a networked world: the role of social media and augmented learning.

Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011

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  • Browse: Read, Surf, Watch Participate: Make comments, suggestions and critiques Contribute : Create and upload content Surveyed nearly 3000 students across UC, RMIT & QUT Young undergraduate females (18-25 72%; Female 60%; UG 78%) They attend classes for 10 hours per week have Broadband access (90%) and spend 3-4 hours per day on the Internet which they access from home (65%) Top three things they do on the net are: Send or read e-mail University research Go to social networking sites (e.g. Facebook, MySpace) They say they're good with personal productivity apps & search engine but less confident with wikis, blogs & RSS
  • networklearning

    1. 1. learning in a networked world the role of social media and augmented learning Prof Robert Fitzgerald INSPIRE: Centre for ICT in Education University of Canberra Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
    2. 2. http://
    3. 3. Today, everything is social media
    4. 7. Facebook me! <ul><li>There are now more social networking accounts than there are people in the world - 6 million teenage girls </li></ul><ul><li>Facebook Me , an original play written and performed by teens at the upcoming New York International Fringe Festival </li></ul><ul><li>Neil Postman reminds us of that technology: </li></ul><ul><ul><li>is a Faustian bargain – technology giveth and taketh away but not always in equal measure </li></ul></ul><ul><ul><li>is not additive but ecological </li></ul></ul><ul><ul><li>often has winners and losers </li></ul></ul><ul><ul><li>always embeds some epistemological, social or political bias </li></ul></ul><ul><ul><li>tends to become mythic and part of the normal social order </li></ul></ul>Source: Facebook Me! 10 Things You Don't Know about Teens and Social Networking – Sarah B. Weir -
    5. 8. Time to rethink <ul><li>Technology in education – we can do better </li></ul><ul><li>The emerging forms of interactive media, information communication technologies and social networking are reshaping almost every aspect of our work and social life </li></ul><ul><li>These new practices and literacies challenge our traditional ideas about the form and function of education </li></ul><ul><li>New opportunities for participation and interaction are arising from virtual communities of interest where users are active content creators re-mixing, re-purposing and re-distributing content </li></ul><ul><li>Technology is quite clearly much more than just a tool but can be an evocative object to think with and an engine of social and cultural change </li></ul><ul><li>CCC in 21C - Create, Communicate, Collaborate </li></ul>
    6. 9. Waves of change Source: Findlay, J. (2008). Learning as a game: exploring cultural differences between teachers and learners using a team learning system, PhD thesis , School of Economics and Information Systems, University of Wollongong.
    7. 10. Some emerging wisdom age jobs <ul><li>Global governance director </li></ul><ul><li>Rituals designer </li></ul><ul><li>Mature age wellness manager </li></ul><ul><li>Human-human interaction consultant </li></ul><ul><li>Organic food auditor </li></ul><ul><li>Polarity management mentor </li></ul><ul><li>Certified ethical hacker </li></ul><ul><li>Ecological footprint auditor </li></ul><ul><li>Conversation architect </li></ul><ul><li>Recycling consultant </li></ul><ul><li>Brain fitness coach </li></ul><ul><li>No-waste consultant </li></ul><ul><li>Complex projects leader </li></ul><ul><li>Chief cultural officer </li></ul>
    8. 11. New ways of thinking “… we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge” “ We have an opportunity to change the way we create and exchange information, knowledge, and culture [and offer greater] opportunities for cultural self-reflection and human connection.” “ The learning process is about learning-to-be a practitioner rather than just learning about....” “… we need not simply more information, but people to assimilate, understand, and make sense of it.”
    9. 12. The rise of complex thinking Source: Autor, David, Richard J. Murnane, and Frank Levy, “The Skill Content of Recent Technological Change: An Empirical Exploration.” Quarterly Journal of Economics, 118(4), November 2003, 1279–1334
    10. 13. From browser to contributor Source: Fitzgerald, R.N., Steele, J. et al. (2009). Digital learning communities (DLC): Investigating the application of social software to support networked learning. Australian Learning and Teaching Council. ISBN: 978-1-74088-296-5. 52pp. Available .
    11. 14. Students reporting a moderate use of computers to perform a range of tasks More (or less) is not better The Goldilocks principle Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figure 4.6, p.65. Index of ICT Internet/entertainment use Index of ICT program/software use
    12. 15. Other leaders have said similar …
    13. 16. <ul><li>“ Quick, turn something on…I’m starting to think” </li></ul><ul><li>Homer Simpson </li></ul>
    14. 17. Students & ICT (PISA - OECD) <ul><li>“ The quality of ICT usage , rather than necessarily the quantity, that will determine the contribution that these technologies make to student outcomes” </li></ul><ul><li>“ Students are more likely to use computers frequently at home than at school, and the educational value of computers needs to be considered in a range of settings , not just in terms of the classroom ” </li></ul><ul><li>“ Educational benefits of computers seem to occur when students use ICT tools that are not designed purely for learning” </li></ul><ul><li>“ When it comes to using computers for high-level tasks such as programming, the gender gap is wide ” </li></ul><ul><li>“ Usage at school may help to compensate for this disadvantage , although the relatively weaker association between school access/usage and performance raises questions over the extent to which it can fully compensate.” </li></ul>Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us.
    15. 18. INSPIRE A Centre for ICT in Education: Pedagogy, Practice and Research
    16. 19. INSPIRE <ul><li>The University of Canberra has received a $7.2 million grant to establish the INSPIRE Centre for ICT in Education </li></ul><ul><ul><li>a centre to advance research and development on the innovative application of information and communications in formal and informal educational settings </li></ul></ul><ul><ul><li>$5 million grant from the Capital Development Pool program (DEEWR) </li></ul></ul><ul><ul><li>a joint venture between the University of Canberra, ACTDET and ACT Government </li></ul></ul><ul><li>Engaged multi award-winning architects Cox Humphries Moss </li></ul><ul><li>Promoting a vision for educating with technology in the 21 st century </li></ul>
    17. 20. Designed for learning and research
    18. 21. A collaborative space
    19. 22. A research commons
    20. 23. An internal city
    21. 26. Exhibition: Past, present and future
    22. 27. INSPIRE building progress view photostream pics by munnerley
    23. 28. NW View of INSPIRE pics by munnerley
    24. 29. pics by munnerley TEAL Room Technology-enhanced Active Learning (see MIT )
    25. 30. <ul><li>By the end of 2011, 20 typical households will generate more internet traffic than the entire internet did back in 2008 </li></ul><ul><li>Source : Cisco Systems </li></ul>The next evolution of networking
    26. 32. <ul><li>Bringing people and things together </li></ul><ul><li>Augmenting the physical and the digital worlds </li></ul>The next evolution of networking
    27. 33. Networked, layered, mobile, augmented reality learning Source: Museum of London – Street Museum (via Creative Review) Streetmuseum is an iPhone app created by the Museum of London Layar, worlds first mobile Augmented Reality
    29. 38. An educational lens Source : Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108 (6), 1017-1054. Focus our attention, not narrow our focus
    30. 39. Networked learning <ul><li>“ In the end, network literacy is all about our own ability to reach out to others to start our own fires, to attend to our own learning needs, and to navigate these new spaces...” </li></ul><ul><li>“ This new networked space where we can all connect, create and collaborate is one filled with amazing potentials for learning, many that promise to reshape the way we go about our lives both in and outside of school.” </li></ul><ul><li>How quickly we begin to understand these potentials, first for ourselves and then for our classrooms, will in no small way determine the preparedness of students to compete successfully in the world they will soon inherit”. </li></ul>Source: Richardson, W. (2010) 21 st century skills. Bloomington, IN. Solution Tree Press. p302.
    31. 40. <ul><li>Social learning – supporting different connections between people, tools and knowledge </li></ul><ul><li>Disaggregate the artifact – Look around and within the device </li></ul><ul><li>Need to develop more transformative understandings of users and technologies in context (presence and place) </li></ul><ul><li>No one-size-fits-all - the need for multiple, interactive channels </li></ul><ul><li>Network literacies - move from browser to contributor </li></ul><ul><li>Engage users - and give them control over how they interact with the environment </li></ul>Lessons
    32. 41. The future is here…its just not evenly distributed yet William Gibson author of Neuromancer (1984) Conclusion That’s your job!!
    33. 42. More information Professor Robert Fitzgerald Phd Director INSPIRE Centre for ICT in Education Office of Deputy Vice-Chancellor (Education) University of Canberra Bruce ACT 2600 AUSTRALIA Phone +61 417023539 Email Mark Christian Manager, Educational Development Phone +61 418267757 Email   Jacinta Spinks Project Officer Office of the Deputy Vice Chancellor (Education) University of Canberra, Australia, 2601 Phone +61 26206 3965 Email Jessica Schumann Communications Officer Office of Deputy Vice-Chancellor (Education) Phone +61 2 6201 5047 Email