This document discusses both the opportunities and challenges of social media and open practices in education. It summarizes that:
1. Digital technologies enable more open practices like open educational resources and MOOCs, but this also challenges existing business models and issues around quality and accreditation.
2. Mobile learning allows learning anywhere anytime, but overdependence on devices can be problematic.
3. Social media provides rich ways to communicate and collaborate globally, but also raises issues regarding privacy, misuse of data, and distraction.
4. While digital identities and distributed cognition can enhance learning, they also require new digital literacy skills to avoid risks like getting lost in information or overdependence on machines.
Design is the New Black - How to integrate thoughtful learning design in soci...Stella Lee
This is my talk at Lingnan University Hong Kong on April 19, 2012.
Abstract: Social media such as Twitter, Facebook, Yammer, and YouTube are finding their way into the classrooms and work-placed learning. People use these tools to communicate, collaborate, share and create. Thus far, much of the knowledge sharing and creation is being done on an ad-hoc basis, and detached from integrating social media into a larger pedagogical framework of organizational learning, both formally and informally. What does it mean to use social media for professional development? More importantly, how do we design meaningful learning environments to ensure a positive learning experience? This seminar will examine some of the issues concerning the role of social media, and share some examples and best practices on how to design and integrate social media into higher education. Examples will also include the impact of social media on global corporate environments which have relevance for graduates.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
Design is the New Black - How to integrate thoughtful learning design in soci...Stella Lee
This is my talk at Lingnan University Hong Kong on April 19, 2012.
Abstract: Social media such as Twitter, Facebook, Yammer, and YouTube are finding their way into the classrooms and work-placed learning. People use these tools to communicate, collaborate, share and create. Thus far, much of the knowledge sharing and creation is being done on an ad-hoc basis, and detached from integrating social media into a larger pedagogical framework of organizational learning, both formally and informally. What does it mean to use social media for professional development? More importantly, how do we design meaningful learning environments to ensure a positive learning experience? This seminar will examine some of the issues concerning the role of social media, and share some examples and best practices on how to design and integrate social media into higher education. Examples will also include the impact of social media on global corporate environments which have relevance for graduates.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
From Digital Divide to Digital Inclusion: Technology as an Equalizing Force-I...Idealware
The problem of the digital divide was first identified in the 1990s, when the majority of low-income households lacked any sort of computer access. Today, the explosive growth of mobile devices and wireless technology has reframed the conversation to one concerned with the quality of access provided, information literacy, and technological parity for young people. We'll examine the ways in which your nonprofit can leverage software and mobile technologies to address these challenges, with a special focus on advocating for digital inclusion for children with disabilities.
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
From Digital Divide to Digital Inclusion: Technology as an Equalizing Force-I...Idealware
The problem of the digital divide was first identified in the 1990s, when the majority of low-income households lacked any sort of computer access. Today, the explosive growth of mobile devices and wireless technology has reframed the conversation to one concerned with the quality of access provided, information literacy, and technological parity for young people. We'll examine the ways in which your nonprofit can leverage software and mobile technologies to address these challenges, with a special focus on advocating for digital inclusion for children with disabilities.
Demystifying Digital Scholarship: Session 1, McMaster UniversityPaige Morgan
Slides from the first Demystifying Digital Scholarship workshop at the Sherman Centre for Digital Scholarship at McMaster University. (A potentially useful presentation for anyone wanting to learn more about digital scholarship/digital humanities)
Finding new spaces through media enhanced learningAndrew Middleton
Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.
1. Social media and open practices:
two sides of a coin
Gráinne Conole
Bath Spa University
SIRikt conference, Slovenia
28th May 2015
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
6. Innovating pedagogy
• Massive open social
learning
• Learning design
informed by analytics
• Flipped classroom
• Bring your own
devices
• Learning to learn
13. 1. Openness
• Digital technologies enable
more open practices
• Emergence of OER and
MOOCs
• Increase of free resource and
expertise, via Webinars, blogs,
open repositories and
journals, social media
14. The good and the bad…
• Transparency
• Greater reach
• Equity and social
inclusion
• Challenging existing
business models
• Disaggregation of
education
• “Laying yourself bare”
• Surveillance
• Misuse of data
• Misinterpretation
• Issues re quality and
accreditation
• Ownership
15. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
16. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
17.
18. MOOCs
• MOOCs are challenging formal education
• New business models emerging
• Ways to accredit informal and non-formal
learning
• EFQUEL MOOC blogs
– http://mooc.efquel.org/
19. Beyond cMOOCs or xMOOCs
cMOOCs
• Weekly centred
• Participant reflective spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of social
media
xMOOCs
• Linear learning pathway
• Mainly text and video
• Formative feedback through
MCQs
• Individually focused
20. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
21.
22. 2. Mobile learning
• Smart phones and tablets
almost ubiquitous
• Feasible and affordable
because of good size,
weight, screen, battery life
and cost
• Range of excellent Apps to
support communication,
productivity, curation and
learning
23. The good and the bad…
• Learning anywhere,
anytime
• Mobile ready websites
and Apps
• Learning across
contexts and devices
• Ubiquitous connectivity
• Social inclusion
• No ‘down time’
• Dependency
• Info in the Cloud
• Battery life
• Lack of digital literacy
skills to use effectively
24. 3. Social media
• Shift from a passive web to
a participatory, interactive
and social web
– Distributed, networked,
dynamic, participatory,
complex, open
• Range of tools to
communicate and
collaborate
• Being part of a global
community of peers
25. The good and the bad…
• Rich ways to communicate
and collaborate
• Part of a global community
of peers
• Access to vast amount of
information
• Rapid dissemination of
information
• Crowd sourcing
• Lack of privacy
• Negative digital traces
• Misuse of data
• Cyberbulling and trolling
• Privacy and security
• Corporate control
• Time consuming
• Addictive
28. 4. Digital Identity
• How you present yourself
online
• How you interact and
communicate with others
• Facets
– Reputation
– Impact
– Influence
– Productivity
– Openness
http://www.flickr.com/photos/easegill/8481750456/
29. Presence
• Presence (markchilds.wordpress.com)
– Mediated presence
• “being there”
• immersion
– Social presence
• projection of ourselves
• perception of others
– Copresence
• being somewhere with others
– Self presence
• or embodiment
http://www.flickr.com/photos/deadair/4250153736/
30. The good and the bad…
• Extension of ‘real’ self –
can be the same or
different
• Extended reach
• Exploiting the medium
• “Laying yourself bare”
• Misinterpretation of
identity
• Cyber-stalking
• Identity theft
31. Dangers of online interaction
http://e4innovation.com/?p=782
Online interaction and
communication is great
but there is a darker
more sinister side… here
is the story of my recent
experience
Disclosure, care and vulnerability in networked scholarship project
33. The good and the bad…
• “Person-Plus”
• Exploiting vast amount
of information
• Tools to curate,
manage, filter
• Enhanced capacity
• Greater cognition
• Lack of digital literacy
skills to use effectively
• Easy to get lost and
confused
• Lack of permanency
• Machines taking over..
• Over dependency
34. Future challenges
• Disaggregation of
Education
• New Digital literacies
• Digital skills and jobs
gap
• New business models
and pedagogies
• Blurring of boundaries
http://www.flickr.com/photos/mrsdkrebs/6400358699/
35. The information bomb….
• Technologies cannot
exist without accidents
• Technologies separate
us from real time and
space
• When, not if
technologies fail….