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![So what is a community?
[Community does not] imply necessarily co-presence, a well-
defined identifiable group, or socially visible boundaries. It
does imply participation in an activity system about which
participants share understandings concerning what they are
doing and what that means in their lives and for their
communities
Lave and Wenger, 1991
Virtual communities are social aggregations that emerge
from the Net when enough people carry on those public
discussions long enough, with sufficient human feeling, to
form webs of personal relationships in cyberspace.
Rheingold, 1993](https://image.slidesharecdn.com/dehubconole-110217135059-phpapp01/85/Dehub-conole-38-320.jpg)
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Dehub conole
A tool to help with a task Example: A writing assistant Cloud: An idea, resource or thought Example: This presentation Conference: A real-world event Example: DeHub 2011 Course: A structured learning path Example: An OER course Event: A scheduled activity Example: Webinar series Project: Collaborative work Example: JISC OER programme Tool: Software or web application Example: Google Docs Wiki: Collaborative web pages Example: This Cloudworks site So in summary... - Clouds are ideas
Dehub conole
- 1. Social exclusion or inclusionin a Web 2.0 world Gráinne Conole, The Open University, UK DeHub conference, Sydney, 18th February 2011
- 2. Key questions Howare new open, social and participatory media changing educational practice? What are the implications for formal and informal learning? How are learner and teacher roles changing? What new digital literacies are needed? How can we design learning interventions and environments to harness new media? What social exclusion issues arise and how can they be combated?
- 3. Outline • Web 2.0 characteristic • Positive and negative impacts in education • Social exclusion or inclusion? • Case studies • The changing nature of community • Recommendations and reflections
- 4. New media Keycharacteristics Peer critiquing Aggregation of resources Collaborative Communicative Personalisable Networked Open practices Interactive
- 5. Evidence • Horizon report,2011 • NSF Cyber-infrastructure report, 2008 • IPTS e-learning 2.0 report, 2008 • Review of Web 2.0 tools & practices, 2010
- 6. Horizon report 2011 • Abundance of resources challenging traditional educational roles • People expect to be able to work & learn anywhere, anytime • World of work increasingly collaborative • Technologies increasingly cloud based • Importance of digital literacies • New evaluation metrics for new scholarship and publishing
- 7. Technologies to watch •E-books • Mobiles • Augmented learning • Game-based learning • Gesture-based learning • Learning analytics
- 8. Conole and Alevizou,2010 Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation.
- 9. Change +ve impact -ve impact Access, Free tools, resources Role of institutions, personalisation, & services lack of control supports the long tail Technology as core Narrower, but Ubiquitous access tool deeper digital divide Multiple Increased peer, tutor Fragmentation, no communication & and expert dialogue central repository distribution channels Rich media New forms of sense- Lack of new digital representation making literacies Increased variety of User-generated knowledge, learner Quality assurance content control Social profiling Knowledge sharing Inappropriate digital
- 10. New digital literacies(Jenkins, et al., 2008) Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognition Transmedia navigation Collective intelligence Judgment
- 12. In or out? •Voluntary exclusion - freedom of choice not to participate • Involuntary exclusion - lack of access or expertise to participate
- 13. Social exclusion Social exclusionis a multidimensional process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in Includes lack of access to: which they live Earnings Education Technology Community Basic human rights
- 14. Social exclusion • Processwhereby individuals are pushed to the edge of society and prevented from participating fully by virtue of their poverty of lack of competences and lifelong learning opportunities or by discrimination http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
- 15. Social inclusion • Processthat ensures that those at risk of poverty and social exclusion gain the opportunities and resources to participate fully in the economic, social and cultural life. http://ftp.jrc.es/EURdoc/JRC53578_TN.pdf
- 16. Web 2.0 • Preventingdigital exclusion • Exploit new technologies for better inclusion
- 17. Your signature counts Social justice Educational for all Combating poverty Amnesty International video via Pambos Vrasidas http://www.google.com.au/search?client=safari&rls=en&q=amensty +international+your+signature +counts&ie=UTF-8&oe=UTF-8&redir_esc=&ei=I5dYTbPoK4OucI6n7 ZwM Education for a better quality of life but is education for all?
- 18. Case studies Case study Description Notschool Online school for drop outs www.notschool.net Constructivist pedagogy, peer buddy system Assistive technology wiki Supports knowledge creation around assistive abilitynet.wetpaint.com ‘Routes of desire’ pedagogy model Mundi de Estrellas Aimed at young people in hospital, shared stories www.juntadeandalucia.es ALPEUNED Students with disabilities at the Open University in adenu.ia.uned.es/alpe/ Spain Conecta Joven eSkills for at risk and excluded groups www.conectajoven.org MOSEP Self-esteemed through e-Portfolios, learning www.mosep.org companions Schome Park Gifted kids and those with autism, in SecondLife, www.schome.ac.uk open pedagogy based on collaboration BREAKOUT Offending and drug prevention, a life-swapping model www.breakoutproject.odl.org http://ftp.jrc.es/EURdoc/JRC53578_TN.pd
- 19. Open Educational Resources Part of the broader OER movement Move beyond the creation of OER to articulation of practices and community Focus on better design and use Olnet: an evidence-based approach with support for the community and a fellowship scheme OPAL: articulation of dimensions of OER practices and associated guidelines for learners, teachers, managers and policy makers 19
- 20. Combating social exclusion Open and free Education for all Easily accessible Means of transferring practice It’s also a philosophy... 20
- 21. Cloudworks 21
- 22.
- 23. Quick language guide Cloud: Anythingto do with learning and teaching
- 24. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds
- 25. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people
- 26. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like
- 27. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: Cloudscapes, Clouds or people
- 28. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: RSS feeds: Cloudscapes, Clouds For Cloudscapes, Clouds or people & people
- 29. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: RSS feeds: Attend: Cloudscapes, Clouds For Cloudscapes, Clouds Conferences & or people & people workshops
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- 31. Types of activity Events
- 32. Types of activity Virtualreading circles Events
- 33. Types of activity Virtualreading circles Events
- 34. Types of activity Virtualreading circles Events Open reviews
- 35. Combating exclusion • Completelyopen • Easy to use • Crosses boundaries • Access to new knowledge and expertise • Aggregation of resources • Sharing ideas
- 36. A focus oncommunity New open, social and participatory media enable new means of communication, collaboration, sharing and co-construction of knowledge Want to focus on the nature of community in these new online spaces What is it and how can it be fostered, supported?
- 37. The nature ofcommunity Complex, distributed, loose communities are emerging Facilitated through different but connected social networking tools such as facebook, Twitter, Ning Users create their own Personal Digital Environment Mix of synchronous and asynchronous tools Boundary crossing via the power of retweeting Links between interests, rather than places
- 38. So what isa community? [Community does not] imply necessarily co-presence, a well- defined identifiable group, or socially visible boundaries. It does imply participation in an activity system about which participants share understandings concerning what they are doing and what that means in their lives and for their communities Lave and Wenger, 1991 Virtual communities are social aggregations that emerge from the Net when enough people carry on those public discussions long enough, with sufficient human feeling, to form webs of personal relationships in cyberspace. Rheingold, 1993
- 39. Community as aprocess Constantly evolving and changing Shifting groups and depths of relationships Dynamic, evolving and potentially transformative Both directed and serendipitous interactions
- 40. Community indicators Participation Cohesion Sustained over time Support & tolerance Commitment from core group Turn taking & response Emerging roles & hierarchy Humour and playfulness Identity Creative capability Group self-awareness Igniting sense of purpose Shared language & vocab Multiple points of view Sense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
- 41. Participation Three typesof hierarchical roles Veterans: support and encourage groups and newbies Trendsetters: make a difference Posters: need to be incentivised to turn from lurkers to active contributors
- 42. Cohesion Through support,tolerance, reciprocity and trust Language and tone are critical factors in the development of an online community Emotional and peer support
- 43. Identity Central to thenotion of community are issues of membership and exclusion. Some people are in, others are out. Communities range from being open to anyone who shares particular ideas or interests to communities accessible only to those who meet certain criteria of geography, ethnicity, gender, etc. Erickson (1997)
- 44. Framework for sociality System needs to accommodate both evolution of practices and inclusion of newcomers Both individual and group identity are important People more likely to use systems that resemble their daily routines, languages and practices Metaphors that mimic real life practices are likely to be more successful Bouman et al., 2007
- 45. Creative capability Importanceof conflict, disagreement and negotiation in the process of collaborative knowledge creation and developing understanding Social discord as a catalyst for knowledge construction and expansive learning
- 46. Can Web 2.0support social inclusion? Rich multimedia representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and resources Digital divide narrower but deeper Increasingly complex landscape New digital literacy skills needed Access issues 35
- 47. Implications • New digital literacies needed • Changing roles of teachers and learners • New institutional roles and structures • Balance of institutional vs. free systems
- 48. Recommendations For learners Provide support to development new digital literacies Facilitate more learner-centred approaches Encourage communication and collaboration Shift from a focus on content to activities For teachers New approaches to design, support and assessment Adopting more explicit and reflexive teaching practices Technology immersion – learning through the technologies Encourage a networked educational community of teachers and learners
- 49. Recommendations For institutions Strategies/policies that reflect the changing context of learning Resources and support to facilitate the shift in practice needed Strong leadership with an understanding of the issues Nationally Free educational resources - Open Educational Resources Promote case studies of good practice Appropriate strategies and policies and funding Professional networks and communities Ongoing horizon scanning of technology trajectories
- 50. Reflections Open, participatoryand social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Teachers and learners need to develop new digital literacy skills to harness their potential We need to rethink the design of learning interventions, support and assessment Sites like Cloudworks can provide a mechanisms for teachers to share and discuss learning and teaching ideas We are seeing a blurring of boundaries: teachers/learners, teaching/learning, content/activities and real/virtual spaces
- 51. References Galley, R.,Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/ EvidenceNet/Conole_Alevizou_2010.pdf Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report. Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report. Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning. Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(3): 679 - 692. Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.
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