Presentation on the #iCollab project (international collaborations through social/mobile media technologies). Presented at the Association for Internet Research Annual Conference #ir13.
This document discusses authentic experiences and risky pedagogies in higher education. It advocates taking risks and making mistakes in a culture of risk aversion. It also discusses the growth of online learning and complexity in higher education. Several quotes are provided about education being a self-organizing system and learning as an emergent phenomenon. The document presents a schema of pedagogical options and discusses digital literacies. It uses metaphors of pebbles and boulders to illustrate changes in media industries. The document describes an authentic experiences module involving weekly tasks, international collaboration, and critical incidents. It reflects on activities like the Harlem Shake and risks involved in unconventional pedagogies.
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
Dealing in Disruption - OA policy in an African contextEve Gray
1) The document discusses the disruption of traditional print media models caused by digital technologies and the internet. This has led to more collaborative and interactive knowledge that exists on networked platforms.
2) Universities and education are also being disrupted, with students accessing course materials online through learning management systems. There is a shift towards more open educational resources and open licensing of teaching materials.
3) However, barriers like restrictive digital rights management and a lack of open licensing policies still exist. The document calls for new partnerships and policies to fully realize the benefits of open educational resources and collaborative knowledge sharing in a digital age.
The document discusses several issues with the current education system and proposes alternative approaches. It notes that the industrial schooling model is failing and that e-learning has mostly replicated traditional models. It advocates for lifelong learning, open education, and a rhizomatic model where knowledge is constructed collaboratively instead of being expert-driven. Learning needs to be embedded in everyday life across multiple contexts through communities of practice, open educational resources, and rich immersive environments.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Presentation on the #iCollab project (international collaborations through social/mobile media technologies). Presented at the Association for Internet Research Annual Conference #ir13.
This document discusses authentic experiences and risky pedagogies in higher education. It advocates taking risks and making mistakes in a culture of risk aversion. It also discusses the growth of online learning and complexity in higher education. Several quotes are provided about education being a self-organizing system and learning as an emergent phenomenon. The document presents a schema of pedagogical options and discusses digital literacies. It uses metaphors of pebbles and boulders to illustrate changes in media industries. The document describes an authentic experiences module involving weekly tasks, international collaboration, and critical incidents. It reflects on activities like the Harlem Shake and risks involved in unconventional pedagogies.
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
Dealing in Disruption - OA policy in an African contextEve Gray
1) The document discusses the disruption of traditional print media models caused by digital technologies and the internet. This has led to more collaborative and interactive knowledge that exists on networked platforms.
2) Universities and education are also being disrupted, with students accessing course materials online through learning management systems. There is a shift towards more open educational resources and open licensing of teaching materials.
3) However, barriers like restrictive digital rights management and a lack of open licensing policies still exist. The document calls for new partnerships and policies to fully realize the benefits of open educational resources and collaborative knowledge sharing in a digital age.
The document discusses several issues with the current education system and proposes alternative approaches. It notes that the industrial schooling model is failing and that e-learning has mostly replicated traditional models. It advocates for lifelong learning, open education, and a rhizomatic model where knowledge is constructed collaboratively instead of being expert-driven. Learning needs to be embedded in everyday life across multiple contexts through communities of practice, open educational resources, and rich immersive environments.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
This document discusses how socialization and learning have changed due to new technologies and the rise of social software. It describes how relationships have shifted from tightly-knit local communities to loosely connected global networks. Social software like blogs, wikis, and social media allow learning to become more social and collaborative as people interact and share knowledge online. The document argues schools should embrace these changes and find ways to bridge online and offline experiences to help develop students' digital literacy skills.
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
Lahc Communication Platform 13th Annual MeetingGerardo Lazaro
The document summarizes the agenda for the 13th Annual Members Conference of the LAHC Communication Platform. The conference will focus on integrating education, communication, and technology through a social network platform to connect members, exchange information and knowledge, and encourage collaboration. Videos and presentations will explore digital learning trends and visions for the future of education involving new technologies. Discussion topics will address relationships between education and technology at the school, teacher, and student levels and debates around traditional vs virtual education models. Collaborative projects are proposed around issues like global warming, recycling, and developing global citizenship through virtual learning exchanges.
Open education focuses on sharing educational resources openly through tools like open licensing. There are two emerging models - one focuses on open educational resources like courses, software, and frameworks, while the other takes a more holistic view of open education as a culture emphasizing participation, networks, and freedom. Open education challenges existing systems by changing the roles of institutions, teachers, and students, and implications include issues around intellectual property, quality assurance, sustainability, and professional development. Open education advocates sharing knowledge as a public good enabled by technology.
1. The document discusses using Wikis in education and presents information from a presentation given by Debbie Iosso and Jennifer Fano of Randolph Township Schools.
2. Wikis allow for collaboration, communication, organizing curriculum, and sharing research projects. They are free to use and invite public or private participation.
3. Examples of how Wikis can be used for differentiated instruction, professional development, and sharing resources are provided.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
The document discusses the rise of new technologies that enable online social networking and participation. It notes that over half of American youth use social networking sites daily and that these sites allow people to stay connected with friends and make new plans. The document also discusses how these technologies enable open publishing, open educational resources, and a culture of sharing knowledge online. It suggests we are moving towards a model of online learning that is community-centered and allows for more open, participatory structures.
This document discusses open, social, mobile, and connected learning. It highlights digital identities, open educational practices, students as producers, mobile devices as creative tools, internationalization at home, and learning across disciplines. It contrasts traditional higher education with more modern approaches and notes the increasing complexity of higher education. Examples are provided of international collaborations through projects like iCollab and ELVSS that use social media and mobile technologies to facilitate global partnerships between students and encourage open and networked learning. Benefits discussed include internationalization at home, developing global citizenship, and forming international connections.
1) The document discusses a study on the use of mobile technologies by primary school children in 5 schools in North East Lincolnshire.
2) It outlines the socio-cultural ecology framework for understanding mobile learning and the notion of user-generated contexts.
3) An initial analysis found increased parental engagement, greater creativity in curriculum, and new literacies emerging through giving students 24/7 access to mobile devices.
The document discusses Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand the traditional Erasmus+ mobility program through virtual exchanges, engaging at least 17,000 youth by the end of 2019. Virtual exchange involves technology-enabled intercultural dialogues between people to foster deep social learning. The target audience is young people aged 18-30 in Europe and Southern Mediterranean countries. The project offers different models of virtual exchange, including courses where students from different countries collaborate online as part of their studies. It also provides training to help educators develop and implement virtual exchange programs.
This document discusses new media literacies and findings from the Digital Youth Project conducted by USC and UC Berkeley in 2008. It notes concepts like distributed cognition, transmedia navigation, appropriation, and visualization are important for new media literacies. It also questions how educators can ensure new technical infrastructure is matched by an educational vision for using tools in meaningful pedagogy.
Linking the spaces between unitec research symposium presentationJay_dub
Presentation to the Unitec Institute of Technology annual Research Symposium, 2 October 2014, relating the scale and scope of a community media project in Auckland, New Zealand. The project is comprised of layers: the creation of documentaries for broadcast, with student involvement and community stakeholder engagement, as well as a research component As the work is in progress, this presentation gave the opportunity to review and reflect on the multiple challenges and opportunities inherent in this collaborative work.
A presentation of the activities around Virtual Exchange under Erasmus+ virtual exchange initiative prepared for the teaching conference in Israel, 13th March 2018.
The document discusses the open education movement, which aims to make educational resources freely available online through open licensing. It outlines the key principles of open education, including free access and the ability to copy, modify, and redistribute educational content. The emergence of new technologies and tools has helped the movement grow by lowering production and distribution costs of educational resources. However, challenges still remain around issues like usability, durability, and ensuring high-quality content. Overall, the open education movement seeks to break down monopolies of traditional education systems and empower learners.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
This document outlines an agenda for a session discussing smart cities and personal learning environments. The session will include short presentations and discussions on using mobile technology for creativity. Participants will use a Google Doc to crowdsource ideas about future learning environments in cities and create 15-second videos to share visions using Instagram with a conference hashtag. The document promotes views of smart cities empowering citizens and seeing the entire city as a learning environment through connection, creation, collaboration and crowdsourcing using mobile devices.
As the world is becoming more global, China is facing problems in competing with other developing world in labor cost, and the global economic downturn has drastically reduced export to US and the European world. There are winners and losers in this game: only the companies that are constantly innovate can innovate their way out and maintain their leadership and long term sustain growth. This presentation provides a intro to the first step in innovation.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
This document discusses how socialization and learning have changed due to new technologies and the rise of social software. It describes how relationships have shifted from tightly-knit local communities to loosely connected global networks. Social software like blogs, wikis, and social media allow learning to become more social and collaborative as people interact and share knowledge online. The document argues schools should embrace these changes and find ways to bridge online and offline experiences to help develop students' digital literacy skills.
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
Lahc Communication Platform 13th Annual MeetingGerardo Lazaro
The document summarizes the agenda for the 13th Annual Members Conference of the LAHC Communication Platform. The conference will focus on integrating education, communication, and technology through a social network platform to connect members, exchange information and knowledge, and encourage collaboration. Videos and presentations will explore digital learning trends and visions for the future of education involving new technologies. Discussion topics will address relationships between education and technology at the school, teacher, and student levels and debates around traditional vs virtual education models. Collaborative projects are proposed around issues like global warming, recycling, and developing global citizenship through virtual learning exchanges.
Open education focuses on sharing educational resources openly through tools like open licensing. There are two emerging models - one focuses on open educational resources like courses, software, and frameworks, while the other takes a more holistic view of open education as a culture emphasizing participation, networks, and freedom. Open education challenges existing systems by changing the roles of institutions, teachers, and students, and implications include issues around intellectual property, quality assurance, sustainability, and professional development. Open education advocates sharing knowledge as a public good enabled by technology.
1. The document discusses using Wikis in education and presents information from a presentation given by Debbie Iosso and Jennifer Fano of Randolph Township Schools.
2. Wikis allow for collaboration, communication, organizing curriculum, and sharing research projects. They are free to use and invite public or private participation.
3. Examples of how Wikis can be used for differentiated instruction, professional development, and sharing resources are provided.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
The document discusses the rise of new technologies that enable online social networking and participation. It notes that over half of American youth use social networking sites daily and that these sites allow people to stay connected with friends and make new plans. The document also discusses how these technologies enable open publishing, open educational resources, and a culture of sharing knowledge online. It suggests we are moving towards a model of online learning that is community-centered and allows for more open, participatory structures.
This document discusses open, social, mobile, and connected learning. It highlights digital identities, open educational practices, students as producers, mobile devices as creative tools, internationalization at home, and learning across disciplines. It contrasts traditional higher education with more modern approaches and notes the increasing complexity of higher education. Examples are provided of international collaborations through projects like iCollab and ELVSS that use social media and mobile technologies to facilitate global partnerships between students and encourage open and networked learning. Benefits discussed include internationalization at home, developing global citizenship, and forming international connections.
1) The document discusses a study on the use of mobile technologies by primary school children in 5 schools in North East Lincolnshire.
2) It outlines the socio-cultural ecology framework for understanding mobile learning and the notion of user-generated contexts.
3) An initial analysis found increased parental engagement, greater creativity in curriculum, and new literacies emerging through giving students 24/7 access to mobile devices.
The document discusses Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand the traditional Erasmus+ mobility program through virtual exchanges, engaging at least 17,000 youth by the end of 2019. Virtual exchange involves technology-enabled intercultural dialogues between people to foster deep social learning. The target audience is young people aged 18-30 in Europe and Southern Mediterranean countries. The project offers different models of virtual exchange, including courses where students from different countries collaborate online as part of their studies. It also provides training to help educators develop and implement virtual exchange programs.
This document discusses new media literacies and findings from the Digital Youth Project conducted by USC and UC Berkeley in 2008. It notes concepts like distributed cognition, transmedia navigation, appropriation, and visualization are important for new media literacies. It also questions how educators can ensure new technical infrastructure is matched by an educational vision for using tools in meaningful pedagogy.
Linking the spaces between unitec research symposium presentationJay_dub
Presentation to the Unitec Institute of Technology annual Research Symposium, 2 October 2014, relating the scale and scope of a community media project in Auckland, New Zealand. The project is comprised of layers: the creation of documentaries for broadcast, with student involvement and community stakeholder engagement, as well as a research component As the work is in progress, this presentation gave the opportunity to review and reflect on the multiple challenges and opportunities inherent in this collaborative work.
A presentation of the activities around Virtual Exchange under Erasmus+ virtual exchange initiative prepared for the teaching conference in Israel, 13th March 2018.
The document discusses the open education movement, which aims to make educational resources freely available online through open licensing. It outlines the key principles of open education, including free access and the ability to copy, modify, and redistribute educational content. The emergence of new technologies and tools has helped the movement grow by lowering production and distribution costs of educational resources. However, challenges still remain around issues like usability, durability, and ensuring high-quality content. Overall, the open education movement seeks to break down monopolies of traditional education systems and empower learners.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
This document outlines an agenda for a session discussing smart cities and personal learning environments. The session will include short presentations and discussions on using mobile technology for creativity. Participants will use a Google Doc to crowdsource ideas about future learning environments in cities and create 15-second videos to share visions using Instagram with a conference hashtag. The document promotes views of smart cities empowering citizens and seeing the entire city as a learning environment through connection, creation, collaboration and crowdsourcing using mobile devices.
As the world is becoming more global, China is facing problems in competing with other developing world in labor cost, and the global economic downturn has drastically reduced export to US and the European world. There are winners and losers in this game: only the companies that are constantly innovate can innovate their way out and maintain their leadership and long term sustain growth. This presentation provides a intro to the first step in innovation.
This document summarizes a presentation given by Helen Keegan about embracing social technologies in curriculum design. Some key points:
1) Keegan discussed several examples of incorporating social technologies at the University of Salford, such as BYOD (Bring Your Own Device) policies, international collaborations using hashtags, and mobile film projects across multiple platforms.
2) She emphasized concepts like openness, flexibility, learner agency, and designing for change. Curricula should blur boundaries, embrace serendipity, and be driven by learner interests.
3) Keegan showcased a transmedia storytelling project for a course where students collaborated on a mobile film across different media over multiple weeks.
1) The document discusses using Flickr to improve pre-service teachers' visual literacy skills. It investigated having teachers upload photos to Flickr and comment on others' photos.
2) The results showed that teachers' visual literacy test scores improved after participating in Flickr activities. They were able to interpret meanings from photos and convey messages through images.
3) Teachers generally enjoyed using Flickr as a way to share photos and review others' posts. The study concluded that Flickr provides an effective way for teachers to develop visual literacy skills.
This document summarizes a research study comparing graffiti scenes in Taiwan and Canada. It outlines the background, research questions, methodology, and key findings of the study. The study involved interviews with one Taiwanese graffiti writer named SAYM and one Canadian graffiti writer named FAST. Their responses provided insights into how and why they got started in graffiti, the differences between graffiti scenes in their countries, and the history of graffiti in Taiwan.
Slides/discussion triggers for Week 4 classes (21.10.11) BSc Advanced Multimedia, MSc Social Media (yes, we're using the same materials as we're coming together through the power of #psvtam and #mscsm)
Some thoughts about how our needs drive new innovative technologies, including our basic needs for shelter, food and water and our desired wants for media, health, energy, education and safety provided by secure governments.
The document discusses several key changes and developments in media theory and research over the past decade. Specifically: 1) A global community of researchers has emerged through international associations and collaboration. 2) Theory and research are increasingly specialized and published online or in specialized journals. 3) Students are educated with a common understanding of methods. 4) Conflict between researchers has dissipated and been replaced with respect and collaboration. 5) Leadership is now shared globally across associations and journals.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
This document provides an overview and introduction to a university course on mass communications. It discusses key concepts like what media is, different definitions of mass communication, and why the study of media is important. The course will cover topics like media systems, audiences, effects, and new directions. Students are assigned a media diary and tasked with a day of media deprivation for homework. The document emphasizes that mass communication involves large-scale transmission of information to audiences and is a multi-disciplinary field.
The document discusses sustainability for mobile learning under conditions of societal and cultural delimitation, proposing a conceptual framework and practical tools. It argues that sustainability is a relational category rather than a static definition, and suggests using conversational and discursive procedures to specify and realize sustainability of innovative mobile learning. The document also examines tools that could be used within a conversational framework to help achieve sustainability.
The document discusses how universities will change significantly in the future due to various forces such as technology and financial pressures. It quotes several experts who predict that traditional university models will not survive and that universities could disappear within a few decades like family farms. The document outlines challenges universities will face from increasing demand, costs, and technology disrupting traditional models of education. It argues that universities must transform to new models that leverage digital technologies and lifelong learning to remain relevant in the future.
The MOOC effect, how mere chance could result in a new standardNicolas Balacheff
Contribution to the International Forum on open and online education / Forum international d’éducation ouverte et en ligne of the "Entretiens Jacques Cartier", 2-3 October 2014, University of Ottawa, Pavillon des Sciences sociales
Innovating Pedagogy 2020. Innovation Report 8
Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers. Institute of Educational Technology, The Open University
These are some slides from a presentation I gave to Oxfam International advocacy and campaigning staff - the 'masterclass' bit was their title not mine!
This document discusses the changing roles of research and education at universities in the 21st century. It outlines the shift from Mode 1 to Mode 2 knowledge production, where knowledge emerges from collaboration between universities and other groups. It also describes the new competencies and pedagogies needed to align education with societal needs, such as interdisciplinary, collective and application-based learning. The challenges to research include the need for interdisciplinary projects engaging students and external partners. The conclusion is that future education will be more active, interdisciplinary and connected to research, while research will be more connected to education and external groups.
The document discusses knowledge strategy in a networked society and proposes two propositions: 1) That public value will be more effectively achieved through strategic policies that treat user value as flows across institutions rather than actions based on institution classes. 2) Public value will best be achieved by integrating unrelated institutions into a coordinated strategy. It suggests taking an ecosystem approach to create a public knowledge network and explores how knowledge institutions may need to change to remain relevant in the future.
University autonomy is a necessary but not sufficient condition for excellence. While autonomy allows universities to be proactive and innovative, they must also demonstrate accountability. Universities have public responsibilities to provide opportunities for citizens and serve societal needs. However, over-regulation can limit initiatives. Universities need strategic planning and leadership to adapt quickly to changes like globalization and technology. Academic freedom is important but institutions can prioritize research areas and coordinate teaching. Overall, autonomy requires accountability through good governance, leadership, and management for universities to truly achieve excellence.
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
The document discusses innovation in education and how to develop creativity and innovation in schools. It argues that incremental innovations often fail in education systems due to inertia, while disruptive innovations that start small and grow quietly have more success. It proposes that lasting partnerships between researchers and teachers conducting action-research projects can help drive meaningful and sustained innovation in educational practices and systems through reflective practice, assessment of results, and knowledge sharing.
The document discusses the future of libraries and knowledge institutions in a digital world. It argues that libraries will need to transition from being reactive to proactive and strategic to remain valuable. Libraries should form new partnerships with other knowledge institutions and take an ecosystem approach, where public value comes from managed knowledge flows across different organizations with a shared mission of increasing access to knowledge and learning. To be successful in the future, libraries will need to think beyond just their relationship with technology and take a leadership role in defining and integrating knowledge access for citizens.
Mainstreaming of open online and flexible learningEADTU
This document discusses the mainstreaming of open, online, and flexible learning through MOOCs from an institutional perspective. It addresses three key topics: 1) How the rapid uptake of MOOCs has changed the higher education landscape and led institutions to mainstream online learning. 2) Whether MOOCs are truly disruptive or a continuation of open/online learning legacies. 3) What institutions can expect from scaling up open education through MOOCs, including identifying sustainability models and applying innovations responsibly based on quality standards. The document advocates for institutions to thoughtfully integrate technologies like MOOCs based on existing research and practices to maintain quality while meeting new student and societal needs through open education.
This document provides information about an introductory module for a BSc in Social Technologies. It lists the contact details for the instructors Helen Keegan and Marianne Patera and notes their office hours and locations. It also outlines some of the key topics that will be covered in the module, including social media technologies, participatory culture, digital cultures, and mobile media production.
Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.
This document outlines an educational workshop about designing international collaboration using social and mobile media. The workshop consists of:
1) Presentations of three educational scenarios using mobile devices for activities like reporting, filmmaking, and storytelling across different countries.
2) A question and answer session with students who have participated in similar projects.
3) Hands-on activities for participants to try tools like livestreaming, QR codes, and content sharing.
4) Small group work where participants design their own collaborative scenarios around topics, tasks, technologies.
5) Presentations of the new scenario ideas and a concluding discussion on enhancing participatory culture through international mobile learning collaboration.
This keynote presentation discusses using an alternate reality game (ARG) to teach a class about digital literacy, creativity, and curiosity. The instructor worked with students over 12 weeks to solve puzzles and clues related to a fictional character named Rufi Franzen. Students collaborated online and worked to unravel the mystery. In the finale, the class revealed a video they created about Rufi that was shown on a large screen in a famous city. Student feedback showed the ARG approach was a transformative learning experience that developed their problem-solving, collaboration, and engagement with course material.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
This document discusses mobile filmmaking and creativity using small screens. It highlights how mobile devices can make everyday experiences and locations interesting by capturing them spontaneously and intimately. Quotes from filmmakers discuss how the technical quirks and limitations of mobile cameras can be aesthetically appealing. The document also examines how mobile filmmaking can be authentic, spontaneous, intimate, democratic and shareable. It considers how new media like mobile phones may disrupt traditional filmmaking practices or represent a blend of continuity and disruption when integrated into education.
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The Evolution and Impact of OTT Platforms: A Deep Dive into the Future of Ent...ABHILASH DUTTA
This presentation provides a thorough examination of Over-the-Top (OTT) platforms, focusing on their development and substantial influence on the entertainment industry, with a particular emphasis on the Indian market.We begin with an introduction to OTT platforms, defining them as streaming services that deliver content directly over the internet, bypassing traditional broadcast channels. These platforms offer a variety of content, including movies, TV shows, and original productions, allowing users to access content on-demand across multiple devices.The historical context covers the early days of streaming, starting with Netflix's inception in 1997 as a DVD rental service and its transition to streaming in 2007. The presentation also highlights India's television journey, from the launch of Doordarshan in 1959 to the introduction of Direct-to-Home (DTH) satellite television in 2000, which expanded viewing choices and set the stage for the rise of OTT platforms like Big Flix, Ditto TV, Sony LIV, Hotstar, and Netflix. The business models of OTT platforms are explored in detail. Subscription Video on Demand (SVOD) models, exemplified by Netflix and Amazon Prime Video, offer unlimited content access for a monthly fee. Transactional Video on Demand (TVOD) models, like iTunes and Sky Box Office, allow users to pay for individual pieces of content. Advertising-Based Video on Demand (AVOD) models, such as YouTube and Facebook Watch, provide free content supported by advertisements. Hybrid models combine elements of SVOD and AVOD, offering flexibility to cater to diverse audience preferences.
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The impact of OTT platforms on the Bollywood film industry is significant. The competition for viewers has led to a decrease in cinema ticket sales, affecting the revenue of Bollywood films that traditionally rely on theatrical releases. Additionally, OTT platforms now pay less for film rights due to the uncertain success of films in cinemas.
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Media and Learning Ecosystems: Blurring Boundaries, Changing Minds
1. Media and Learning Ecosystems:
Blurring Boundaries
Changing Minds
Helen Keegan
Senior Lecturer and Researcher
Interactive Media and Social Technology
University of Salford, UK
twitter.com/heloukee
http://heloukee.wordpress.com
h.keegan@salford.ac.uk
16. Mobile Phone Film project
Disciplinary assumptions
Learning through discontinuity
Generative constraints
Rethinking practice
17.
18. “When the new media replace or mix with traditional
ones, a long established practice may be perturbed or
even disrupted by the discontinuity.... the appearance
of a new medium in a specific domain of practice,
whatever conceptualization one may prefer to account
for the phenomenon, is always a complex and dynamic
event, involving a blend of discontinuity and
continuity, disruption as well as construction”
LANZARA (2010) Remediation of practices: How new media change the ways we see and do things in practical
domains First Monday Volume 15, Number 6 - 7 June 2010
26. Image Credits:
SLIDE 2 – Luc Legay http://www.flickr.com/photos/luc/2944876508/
SLIDE 11 http://superfastcomputer.com/archive/2003_05_01_archive.html
SLIDE 21 – Eddi 07 http://www.flickr.com/photos/spiritual_marketplace/3541738339
Media and Learning Ecosystems:
Blurring Boundaries
Changing Minds
Helen Keegan
... And the fantastic students from:
• MSc Audio Production
• MSc and BSc Professional Sound and Video Technology
Editor's Notes
Typical scenarios
Video Clip – Interpersonal relationships/mediation through the screenhttp://www.youtube.com/watch?v=aI95znvdl2M
Demonstration vs. conversation
Professionalised spaces
Production techniques (show films on YouTube)
Benefits outweigh risks, relationships enhanced and ongoing