The document summarizes a paper about Cloudworks, a social networking tool for sharing learning designs. It was created to address challenges in getting teachers to share innovative teaching practices. The tool is based on principles of object-oriented social networking, where users are connected through shared "social objects" like designs. This approach aims to encourage user participation and contribution through a user-generated culture of sharing, as seen on sites like Flickr and YouTube. The document outlines the theoretical basis for considering learning designs as social objects and the framework used to guide Cloudworks' development.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
New learning communities can be understood through a theoretical framework that draws from connectivism and the learning ecosystem model. Key aspects include personal learning skills, conversation across networks, dynamic and overlapping communities, and organic connections formed between learners. Collective leadership models from nature, like those seen in bioteams, provide examples of distributed leadership styles for new learning communities characterized by fluid roles and responsibilities.
Social Software and Participatory Learning: Pedagogical Choices with Technolo...wanzahirah
This document discusses the affordances of social software and Web 2.0 technologies for participatory learning. It defines social software as software that supports group interaction and control through emergent communication. Web 2.0 is defined as a more personal and communicative form of the internet that emphasizes participation, collaboration, and sharing. The document outlines several social software tools including blogs, wikis, social bookmarking, and social networking sites. It argues these tools have potential to support learner choice, autonomy, and social learning through their affordances of interaction, feedback, and relationship building.
This document summarizes the keynote speech given by the author at the 2012 ALDinHE annual conference. The keynote aimed to provide a vision of what e-learning means to the author and cross-reference this with a recent ALDinHE report. The author structured the keynote around their "Three Pillars of Digitally Enhanced Learning": administration and logistics, personal branding/networking, and teaching and learning. For each pillar, the author showcased free and open-source tools that attendees could use, such as Google Docs, Dropbox, and Skype. The keynote concluded by outlining how technology can be integrated into teaching and learning according to conceptual models.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
New learning communities can be understood through a theoretical framework that draws from connectivism and the learning ecosystem model. Key aspects include personal learning skills, conversation across networks, dynamic and overlapping communities, and organic connections formed between learners. Collective leadership models from nature, like those seen in bioteams, provide examples of distributed leadership styles for new learning communities characterized by fluid roles and responsibilities.
Social Software and Participatory Learning: Pedagogical Choices with Technolo...wanzahirah
This document discusses the affordances of social software and Web 2.0 technologies for participatory learning. It defines social software as software that supports group interaction and control through emergent communication. Web 2.0 is defined as a more personal and communicative form of the internet that emphasizes participation, collaboration, and sharing. The document outlines several social software tools including blogs, wikis, social bookmarking, and social networking sites. It argues these tools have potential to support learner choice, autonomy, and social learning through their affordances of interaction, feedback, and relationship building.
This document summarizes the keynote speech given by the author at the 2012 ALDinHE annual conference. The keynote aimed to provide a vision of what e-learning means to the author and cross-reference this with a recent ALDinHE report. The author structured the keynote around their "Three Pillars of Digitally Enhanced Learning": administration and logistics, personal branding/networking, and teaching and learning. For each pillar, the author showcased free and open-source tools that attendees could use, such as Google Docs, Dropbox, and Skype. The keynote concluded by outlining how technology can be integrated into teaching and learning according to conceptual models.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
Innovate future learning landscapes transforming pedagogy through social so...University of Miami
This document discusses the potential of social software tools and Web 2.0 technologies to transform pedagogy and create more student-centered learning landscapes. It defines "Pedagogy 2.0" as an approach that integrates social software tools to support knowledge sharing, networking, and global collaboration. Some key challenges to implementing Pedagogy 2.0 mentioned are ensuring the quality of student-generated content, addressing generational divides between students and educators, and developing students' skills in effectively navigating and evaluating online information.
Chapter 4 open, social and participatory media v2grainne
The document discusses the impact of open, social, and participatory media (Web 2.0 technologies) on education. It describes how these technologies are changing the digital landscape by enabling more user participation through social networking sites, blogs, wikis, and other tools. This has shifted the web from a place for passive content consumption to a platform for active user participation and content creation. The document reviews characteristics of these new technologies and their impact on teaching and learning practices, requiring new digital skills and raising questions about roles of teachers and learners.
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
Collaborative learning involves groups actively working together to solve problems or complete tasks. It can foster social constructivism by allowing students to co-construct knowledge through communication and interaction. In an online environment, collaboration helps reduce isolation and allows students to mimic real-world teamwork. While technology has reduced barriers, challenges remain in establishing community, assessing individual effort, and guiding proper tool use. Formative and summative assessments of authentic collaborative projects can evaluate learning.
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.
What Is Micromedia? Living and Learning in Microcontent Environments.jurijmlotman
The document discusses the concepts of micromedia, microcontent, and microlearning. It argues that new technologies have led to information being experienced and shared in smaller chunks suited for mobile and multitasking behaviors. Microlearning reflects how people already learn informally by swimming in a sea of microcontent and microtasks. Designing microlearning experiences involves embedding learning in the periphery of users' attention through signs on screens and knowledge represented as clouds and flows integrated into digital lifestreams.
Chapter 4 open, social and participatory mediaGrainne Conole
Open, social, and participatory media like social networking sites, blogs, and microblogs are changing how users interact, communicate, and participate online. These technologies allow for new forms of user behavior such as peer critiquing of work, user-generated content, and collective aggregation of content through tagging. They also enable community formation and require users to curate their digital personas. While these changes provide opportunities to support learning and teaching, they also pose challenges for educational institutions in determining needed digital skills, redefining roles for learners and teachers, and adapting organizational structures for this new digital environment.
Chapter 4: It's a Free Software World After Allckkhoo
The document discusses the free and open source software (FOSS) movement and how it has impacted education through various technologies. It describes how FOSS offers free services like email and storage and how companies like Google generate revenue. It discusses key organizations in the FOSS movement like the Free Software Foundation and influential figures like Richard Stallman and Linus Torvalds. It also summarizes learning management systems like Moodle and Sakai that use open-source software to enable online education.
This is the presentation I gave at the Centre for Teaching and Learning at Stellenbosch University.
I began by exploring some of the ways in which the education system is broken, and how the select application of certain types of technologies may be a useful part of the solution. This first section was to contextualise the second part of the presentation...
...which was to demonstrate a few examples of how I integrate certain services, applications and devices into my own PLE, before finally...
...highlighting the challenges we face in moving this idea forward, as well as suggesting guidelines that acknowledge the challenges, but which still facilitate an appropriate application of the PLE concept.
Few of the ideas expressed in the presentation are solely my own (other than choosing the images), and I've tried to give credit where it is due.
Emerging Technologies or e-learning - comming of Age- Blended??Vidensemergens
Emerging technologies like e-learning are coming of age and blending with other forms of learning. Connectivist learning involves students constructing knowledge by connecting resources and people. Knowledge is no longer just vertical understanding but also horizontal processes and emerging understandings. Schools need to become incubators that simulate real-world contexts and offer new learning landscapes where context generates reconfiguration. Biographic technologies focus on inclusion through reflection of subjects' criteria rather than just performance outputs. Competence is a narrative construction rather than a predictable outcome.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Introduktion till forskningsprojektet - del 1Niklas Karlsson
This document introduces a research project about students' learning of scientific concepts through organizing information and communicating in digital environments and extended classrooms. It discusses how learning activities designed with a knowledge-building approach and collaboratively by teachers can influence student communication in blended learning. The theoretical framework is socio-cultural perspectives and design-based research. The introduction of new technologies provides opportunities for new forms of collaboration and learning activities between teachers, students, and researchers. However, meaningful change requires innovations, not just new technologies.
1. The document discusses using a Hybrid Social Learning Network (HSLN) to explore concepts, practices, designs, and smart services for networked professional learning. A HSLN combines formal and informal social structures through a "50-50 partnership" between people and machines.
2. Examples of social machines discussed include a tweet that led to an open source virtual organism project, the Reading the Riots analysis of social media during the 2011 London riots, and the Zooniverse citizen science platform. Smart services like Confer and KnowBrian were co-designed with UK health sector workers to support their professional learning.
3. Future work involves evaluating the impact of tools like Confer on professional learning and generalizing design
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
This document discusses the evolution of technology-enabled learning through 5 generations: from correspondence courses to personalized ubiquitous learning. It describes how technology is being implemented in higher education, from substitution to transformation of traditional teaching models. While many trends point to networked lifelong learning, the document notes the challenges faced by higher education institutions in Ethiopia due to its technology-challenged environment and need for improved national and regional connectivity infrastructure.
The document summarizes findings from a study on students' experiences using technology. It finds that students use a variety of technologies for different purposes like researching, communicating, and completing assignments. While comfortable with technology, students' usage does not always align with institutions' perceptions. The study suggests technology allows personalized, interactive, and social learning across boundaries.
Innovate future learning landscapes transforming pedagogy through social so...University of Miami
This document discusses the potential of social software tools and Web 2.0 technologies to transform pedagogy and create more student-centered learning landscapes. It defines "Pedagogy 2.0" as an approach that integrates social software tools to support knowledge sharing, networking, and global collaboration. Some key challenges to implementing Pedagogy 2.0 mentioned are ensuring the quality of student-generated content, addressing generational divides between students and educators, and developing students' skills in effectively navigating and evaluating online information.
Chapter 4 open, social and participatory media v2grainne
The document discusses the impact of open, social, and participatory media (Web 2.0 technologies) on education. It describes how these technologies are changing the digital landscape by enabling more user participation through social networking sites, blogs, wikis, and other tools. This has shifted the web from a place for passive content consumption to a platform for active user participation and content creation. The document reviews characteristics of these new technologies and their impact on teaching and learning practices, requiring new digital skills and raising questions about roles of teachers and learners.
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
Collaborative learning involves groups actively working together to solve problems or complete tasks. It can foster social constructivism by allowing students to co-construct knowledge through communication and interaction. In an online environment, collaboration helps reduce isolation and allows students to mimic real-world teamwork. While technology has reduced barriers, challenges remain in establishing community, assessing individual effort, and guiding proper tool use. Formative and summative assessments of authentic collaborative projects can evaluate learning.
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.
What Is Micromedia? Living and Learning in Microcontent Environments.jurijmlotman
The document discusses the concepts of micromedia, microcontent, and microlearning. It argues that new technologies have led to information being experienced and shared in smaller chunks suited for mobile and multitasking behaviors. Microlearning reflects how people already learn informally by swimming in a sea of microcontent and microtasks. Designing microlearning experiences involves embedding learning in the periphery of users' attention through signs on screens and knowledge represented as clouds and flows integrated into digital lifestreams.
Chapter 4 open, social and participatory mediaGrainne Conole
Open, social, and participatory media like social networking sites, blogs, and microblogs are changing how users interact, communicate, and participate online. These technologies allow for new forms of user behavior such as peer critiquing of work, user-generated content, and collective aggregation of content through tagging. They also enable community formation and require users to curate their digital personas. While these changes provide opportunities to support learning and teaching, they also pose challenges for educational institutions in determining needed digital skills, redefining roles for learners and teachers, and adapting organizational structures for this new digital environment.
Chapter 4: It's a Free Software World After Allckkhoo
The document discusses the free and open source software (FOSS) movement and how it has impacted education through various technologies. It describes how FOSS offers free services like email and storage and how companies like Google generate revenue. It discusses key organizations in the FOSS movement like the Free Software Foundation and influential figures like Richard Stallman and Linus Torvalds. It also summarizes learning management systems like Moodle and Sakai that use open-source software to enable online education.
This is the presentation I gave at the Centre for Teaching and Learning at Stellenbosch University.
I began by exploring some of the ways in which the education system is broken, and how the select application of certain types of technologies may be a useful part of the solution. This first section was to contextualise the second part of the presentation...
...which was to demonstrate a few examples of how I integrate certain services, applications and devices into my own PLE, before finally...
...highlighting the challenges we face in moving this idea forward, as well as suggesting guidelines that acknowledge the challenges, but which still facilitate an appropriate application of the PLE concept.
Few of the ideas expressed in the presentation are solely my own (other than choosing the images), and I've tried to give credit where it is due.
Emerging Technologies or e-learning - comming of Age- Blended??Vidensemergens
Emerging technologies like e-learning are coming of age and blending with other forms of learning. Connectivist learning involves students constructing knowledge by connecting resources and people. Knowledge is no longer just vertical understanding but also horizontal processes and emerging understandings. Schools need to become incubators that simulate real-world contexts and offer new learning landscapes where context generates reconfiguration. Biographic technologies focus on inclusion through reflection of subjects' criteria rather than just performance outputs. Competence is a narrative construction rather than a predictable outcome.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Introduktion till forskningsprojektet - del 1Niklas Karlsson
This document introduces a research project about students' learning of scientific concepts through organizing information and communicating in digital environments and extended classrooms. It discusses how learning activities designed with a knowledge-building approach and collaboratively by teachers can influence student communication in blended learning. The theoretical framework is socio-cultural perspectives and design-based research. The introduction of new technologies provides opportunities for new forms of collaboration and learning activities between teachers, students, and researchers. However, meaningful change requires innovations, not just new technologies.
1. The document discusses using a Hybrid Social Learning Network (HSLN) to explore concepts, practices, designs, and smart services for networked professional learning. A HSLN combines formal and informal social structures through a "50-50 partnership" between people and machines.
2. Examples of social machines discussed include a tweet that led to an open source virtual organism project, the Reading the Riots analysis of social media during the 2011 London riots, and the Zooniverse citizen science platform. Smart services like Confer and KnowBrian were co-designed with UK health sector workers to support their professional learning.
3. Future work involves evaluating the impact of tools like Confer on professional learning and generalizing design
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
This document discusses the evolution of technology-enabled learning through 5 generations: from correspondence courses to personalized ubiquitous learning. It describes how technology is being implemented in higher education, from substitution to transformation of traditional teaching models. While many trends point to networked lifelong learning, the document notes the challenges faced by higher education institutions in Ethiopia due to its technology-challenged environment and need for improved national and regional connectivity infrastructure.
The document summarizes findings from a study on students' experiences using technology. It finds that students use a variety of technologies for different purposes like researching, communicating, and completing assignments. While comfortable with technology, students' usage does not always align with institutions' perceptions. The study suggests technology allows personalized, interactive, and social learning across boundaries.
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
Results of the institutional ic tworkshops and consequences for the sector ic...Eric Kluijfhout
The document summarizes the results of ICT workshops held at seven Ethiopian higher education institutions. The workshops aimed to help institutions develop ICT policies and master plans. Key findings included that institutions were at a similar early expansion stage of ICT development and placed more emphasis on technical infrastructure than knowledge development or governance. The document also discusses priorities for developing an ICT policy and master plan at the sector level.
This document discusses learning design, a new methodology for designing and reusing learning interventions. It provides context by discussing challenges in modern education and how traditional approaches may no longer meet learner needs. It introduces learning design as a way to make the design process more explicit and shareable. Key points include:
- New technologies and changing society create challenges for how learning is designed and supported.
- Traditional education focuses on content and assessment but may not develop skills needed in modern society.
- Learning design aims to make the design process more holistic, explicit and reusable to better support learners and facilitate innovation.
- The methodology draws from design practices in other fields like music, architecture and chemistry to provide a
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
Este documento presenta información sobre la introducción de la evidencia en la práctica clínica. Explica que la evidencia se refiere a datos científicos probados sobre la exactitud de algo. Luego describe cómo usar la mejor información disponible como meta-análisis, ensayos clínicos y guías de práctica clínica para guiar la toma de decisiones en la práctica clínica. Finalmente, identifica algunas barreras comunes para la implementación de la evidencia en la práctica, como la falta de acceso a fuentes
El documento describe los cuidados domiciliarios de enfermería. Brinda atención a personas ancianas, solitarias o con limitaciones funcionales o cognitivas en su propio hogar para mantener la independencia y dignidad. Los cuidados domiciliarios incluyen atención preventiva, rehabilitadora y de apoyo en actividades diarias para posponer la institucionalización de forma efectiva y segura con participación familiar.
El documento describe el diagrama de tallo y hojas y el diagrama de caja, dos métodos útiles para estudiar la distribución de datos. El diagrama de tallo y hojas permite identificar características como simetría, dispersión y patrones en los datos, mientras que el diagrama de caja resume las variables numéricas usando percentiles para identificar valores atípicos. Ambos métodos son herramientas útiles para analizar y resumir conjuntos de datos.
The document discusses the implications of social and participatory media on education. It outlines several trends in new technologies like social networking sites, blogs, and media sharing tools that allow for more open, social learning approaches. However, it also notes these technologies could create a new "digital divide" between those able to participate and those excluded. It argues educational institutions need to change how they design, support, and assess learning to better leverage the opportunities of new technologies while minimizing exclusion.
This document discusses the implications of social and participatory media on education. It begins by providing an overview of these new technologies, including their ability to enable new forms of interaction, user-generated content, collective aggregation, and community formation. It then discusses how these technologies can support constructivist and socially situated pedagogies through tools that enable peer critiquing, user generated content, and reflective, dialogic and peer-based learning. However, it also notes these technologies create a digital divide and new digital literacy demands. The document examines some positive impacts, such as access and personalization, and negative impacts, such as questions around the role of educational institutions.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
This document presents a new learning environment model based on Web 2.0 applications and evaluates its implementation and testing at a German university. The learning environment consists of several modules like wikis, blogs, social bookmarking, and RSS feeds that are integrated through a central wiki platform. An evaluation of the environment through a student survey found that it successfully motivated learning and achieved positive learning outcomes.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development and implementation of a Web 2.0 learning environment at Darmstadt University consisting of wikis, blogs, social bookmarking, and RSS feeds. An evaluation of this learning environment found that it successfully motivated students and improved learning outcomes.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development of a learning environment using components like wikis, blogs, social bookmarking, and RSS feeds. Finally, the document evaluates this learning environment model through a case study and student survey conducted at a university.
This document provides a case study of Cloudworks, a social networking site designed for educators to share learning and teaching ideas. It describes the development of Cloudworks based on educator needs, theoretical underpinnings of object-oriented sociality, and an evaluation of its use for an Open University conference. Cloudworks allows users to create "Clouds" to discuss topics, and organize them into "Cloudscapes". An analysis of a conference Cloudscape found high participation, with 47 Clouds created and over 3,000 visits, demonstrating how Cloudworks supports online communities.
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
A widget-based dashboard approach for awareness and reflection in online lear...Wolfgang Reinhardt
This document introduces a widget-based dashboard called the AANalyzer tool that aims to support reflection and awareness for learners in online learning communities. The tool is based on the theoretical model of Artefact-Actor-Networks (AANs), which combines social networks and "artefact networks" made up of objects created during social interactions. The AANalyzer allows learners to monitor who is doing what in their learning network and how their own and others' actions affect each other, in order to enhance reflection on learning activities.
The document discusses the impact that open and technologically-mediated learning environments will have on education in the future. It explores how new technologies like Web 2.0 allow for more open design, delivery, evaluation, and research of education. These technologies enable greater sharing, collaboration, and personalization of learning. However, they also create challenges around issues like ownership, credibility, and privacy of information. Overall, technologies are evolving education to become more student-centered, collaborative, and connected across boundaries.
The document discusses principles for designing reusable learning objects and human-computer interaction. It describes learning objects as small instructional components that can be reused, describing programming languages like Scratch and Squeak that allow creating them. It also discusses universal design principles for education, ensuring representation, expression and engagement for all learners.
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slideshare y web 2.0
1. Cloudworks: Social networking for learning design
Gráinne Conole, Juliette Culver, Perry Williams,
Simon Cross, Paul Clark, Andrew Brasher
The Open University, UK
Why do some social networking servicesi work and others fail? Can we apply the best of
Web 2.0 principlesii to an educational context? More specifically can we use this as a means
of shifting teaching practice to a culture of sharing learning ideas and designs? Can we
harness the potential of technologies to create more engaging learning experiences for
students? These are the key questions this paper addresses. We describe how we are using
the concept of ‘object-orientated social networking’ to underpin the creation of a social
networking tool, Cloudworks, for sharing learning ideas and designs.
Keywords: learning design, social objects, social networking, Cloudworks
Introduction
The paper argues that one of the key challenges in encouraging more innovative uses of
technologies is getting teachers to share designs. There have been countless examples of learning
object, open educational resource (OER) and good practice repositories, however their impact on
changing practice has been limited. This is due to a range of issues (whether the resources match
the user’s needs, the usability of the site, the level of detail provided, etc.), but a key issue is the
sustainability of these kinds of repositories. End-users rarely add resources, such sites usually
require an investment in terms of someone entering resources and maintaining the repository.
In contrast, user-generated content and harnessing collective intelligence are key principles of Web
2.0 tools such as Flickr, Youtube and Slideshareiii: users add content because they want to share
their photos, videos or presentations with others and the net result is an aggregate benefit to the
community. Can we apply such patterns of behaviour to an educational context and create a social
networking site for sharing learning and teaching ideas and designs? We argue in this paper that
effective application of Web 2.0 principles can provide a means of addressing the lack of uptake
and sharing of learning and teaching ideas and designs. This paper focuses on the Cloudworks
tooliv and in particular how we are applying Web 2.0 principles to encourage end-user
participation. We will describe the current functionality of the tool, along with planned
developments and will make reference to empirical data we have gathered from end-users in terms
of their design behaviour and what kind of features they would like to see in a site like this.
Current challenges in learning design research
The speed with which new technologies have impacted on all aspects of society since the advent of the
Internet is phenomenal. Clearly there are enormous potential educational benefits through harnessing new
technologies, but to date this potential has not been realised, teachers lack the necessary skills to assess
the value of different technologies and incorporate them into their teaching practice, but also need to see
the benefit of doing this. This fundamental gap between the rhetoric of the potential of technologies and
actual practice is a central challenge in current learning design research (Conole 2008a; Conole 2008b),
both in terms of identifying the reasons for the gap and developing new approaches to help bridge the
gap. The opening sentence of a recent handbook on learning design and learning objects states:
Designing high quality, technology-supported learning experiences is a significant
challenge for educators. (Lockyer, et al., 2008: xxxii)
In our research we have identified a number of supplementary challenges. Traditionally design has been
an implicit process, how do we shift to a process of design that is more explicit and hence shareable?
Different representations of design have different values and purposes, which representations are
appropriate and when? How can we encourage sharing and reuse of designs? How do we achieve critical
mass and sustainability?
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 187
2. Our particular interest is in how we can get teachers to develop more innovative approaches to their
teaching and to share ideas and practice. A desire to encourage teachers to share ideas is not new – there
have been countless initiatives which have attempted to do just that – through the creation of case studies
of good practice, or learning objects (and more recently Open Educational Resource) repositories.
However on the whole take up and use of these sites is disappointing (Harley, 2007) and without
significant resources and investments to develop and maintain them many fall into disuse. It appears that
the dream of user-generated content and sharing has failed. However the principles inherent in Web 2.0
tools offer a potential solution – as a core aspect is about user-focus, i.e. user-generated content and the
architecture of participation (O’Reilly, 2005). Our interest, as reported in this paper, is about applying
these principles in an educational context. The key distinction between the failures of the Web 1.0
attempts to encourage uptake and reuse and what’s possible now, is that Web 2.0 allows us to bring in the
social dimension, the power of the network. However to make this work it will be important to find the
right relationship between the objects (in our case education ideas and designs) and the people (educators
and developers). What are the key aspects of sharing practice that educators would find useful and hence
make them want to engage with and contribute to the site?
Social objects as the theoretical basis for Cloudworks
In this section we provide a definition of the term social object and articulate how we see this framing our
design and development activities. We will argue that we see adopting a social object/social networking
philosophy as key to ensuring that the site remains active, dynamic and user-driven and therefore meets
the needs of end users. We have reviewed the lessons learnt from pervious attempts to create sustainable
learning and teaching communities – both from initiatives within education – such as learning object and
OER repositories, as well as the more general patterns of user behaviour evident from generic web
services. We are using this understanding of what worked and what didn’t work as the basis for guiding
our design approach. We draw in particular on the work of Engeström (2005) and also Bouman et al.
(2007); by aligning with Engeström’s definition of the term social objects and his arguments for the
importance of social objects as the key mediating artefacts that make social networks work. We will show
how we are using Bouman et al.’s design framework as the basis for guiding our development of the
Cloudworks site.
Engeström (2005), drawing on the work of Knorr-Cetina (see for example Knorr-Cetina in Schatzki,
2001), puts forward a compelling argument for the need to adopt an approach to social networking based
on ‘object orientated sociality’. He focuses on the notion of social objects, which he defines as:
The term 'social networking' makes little sense if we leave out the objects that mediate the
ties between people. Think about the object as the reason why people affiliate with each
specific other and not just anyone…
Knorr-Cetina argues that objects have become ever more important in today’s society and that objects are
increasingly replacing and mediating human relationships. There are parallels here to the work of
Salomon (1993) and the notion of distributed cognition and Perkin’s notion of ‘Person-Plus (Perkins,
1993) – i.e. our cognition is distributed between our environment and us – which increasingly means the
digital environment and associated technological tools. Engeström contends that the definition of a social
network as ‘a map of the relationships between people’ is inadequate.
The fallacy is to think that social networks are just made up of people. They're not; social
networks consist of people who are connected by a shared object.
This is an important distinction and he argues that this can be used as a basis for understanding why some
social networks are successful whilst others fail. He provides examples of successful social networking
sites built around social objects – such as flicker (photos), del.icio.us (bookmarks/urls) and sites such as
‘eventful’ (eventful.com) where the objects are events. Other examples that come to mind include
YouTube (video clips) and Slideshare (presentations). He puts forward object-orientated sociality as a
mechanism for helping us to identify new objects that might be used as the basis for developing new
social networking services. Engeström’s original blog post sparked a significant debate in the
blogosphere, with a number of people picking up and expanding on the idea. Reflecting on his work, in
particular with respect to its relevance in an educational context, Weller (2008a) provides a useful
definition of a social object as:
something (it can be real or virtual) that facilitate conversation, and thus social interaction.
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 188
3. He argues that in education the primary social object is content and that the educational value is not in the
content itself but the social interaction that occurs around the content. Porter (2007) suggests that the
success of sites such as Flickr, Youtube and Slideshare is based on their ability to make the activities of
uploading, viewing and sharing as easy as possible. He also sees social relationships as key, arguing that
relationships can’t be explained without the objects and experiences that we share. In terms of sharing
designs and ideas Conole (2008a) uses a similar argument, through application of Cultural Historical
Activity Theory (CHAT) as the basis for considering the ‘mediating artefacts’ that are used as part of the
design process. Dempsey (2008) provides a useful summary of some of the discussions in the
blogosphere around the notion of social objects. He picks up that the value in Engeström’s ideas is the
notion of the relationships between people and objects and the importance of shared interest, through
social objects as a necessary condition for social networks to work:
The linking theme is that people connect and share themselves through 'social objects',
pictures, books, or other shared interests, and that successful social networks are those
which form around such social objects.
He references Stutzman’s (2007) distinction between ego-centric and object-centric networks; myspace
and facebook are ego-centric, where Flickr and Youtube are object-centric. Central to this idea is the
notion that there needs to be a reason for people to connect together and to want to continue connecting.
An ego-centric social network places the individual as the core of the network experience
(Orkut, Facebook, LinkedIn, Friendster) while the object-centric network places a non-ego
element at the center of the network. Examples of object-centric networks include Flickr
(social object: photograph), Dopplr (social object: travel instance), del.icio.us (social
object: hyperlink) and Digg (social object: news item).
The importance of the social aspects and the connections between people and objects, is picked up by
McLeod (2007), who argues that sharing is a fundamental human activity:
The most important word on the internet is not quot;Searchquot;. The most important word on the
internet is quot;Sharequot;. Sharing is the driver. Sharing is the DNA. We use Social Objects to
share ourselves with other people.
He also argues that it is the relationship between people and the social objects that is important – which
links back to the primary purpose of social objects:
The interesting thing about the Social Object is not the object itself, but the conversations
that happen around them.
In response to Weller’s argument that the principle social object in education is content, Fraser takes this
a step further by arguing that people’s profiles within a social network as themselves examples of social
objects (quoted in Weller, 2008b).
Profiles ARE social objects. They're not a real person - they're a constructed representation
around which interaction takes place - a specific kind of social object. They are artefacts
which connect and make visible networks.
So far we have discussed the notion of social objects and considered its relevance in terms of creating
successful social networks. Engeström (2007) argues that this can be used as a basis for designing social
networks built around social objects and puts forward five principles for design which include ensuring
that the objects are shareable, having a clear definition of the objects and the actions (verbs) that users
perform on the objects.
Bouman et al. (2007) have developed a design framework based on sociality (Table 2). Referencing
Wenger (1998) they argue that sociality cannot be designed but only designed for, and offer the
framework as a checklist for guiding the design process. Core to their approach are a number of
assumptions. Firstly, that the system needs to accommodate both the evolution of practices and the
inclusion of newcomers. Secondly, that individual identity is also important so there needs to be a
mechanism to enable the development of identities. Thirdly they argue that people are more inclined to
use software systems that resemble their daily routines, language and practices than to adopt whole new
concepts, interfaces and methods, which suggests that metaphors and structures that mimic real life
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 189
4. practices are likely to be more successful. The framework is based on four design domains: enabling
practice, mimicking reality, building identity and actualising self.
In the realm of enabling practice, a designer is faced with the task to create facilities that
enable the support of a practice that exists or could exist within the social group that is the
intended audience of the social software system. In the realm of mimicking reality, a
designer faces the challenges of finding or creating metaphors that relate to the empirical
world. In the realm of building identity, the designer’s job is to provide the user community
with the mechanisms that allow for the development of an online identity. Finally, in the
realm of actualizing self, a designer needs to create the mechanisms that allow users to tap
into the collective wisdom and experience and use it for their own benefit, learning
processes and actualization. (Bouman et al., 2007: 14)
For each of these domains there is a set of design criteria, principles and parameters. For example in
terms of enabling practice the design criteria are based around the fact that users value social software
that adds value in terms of enabling or creating practices that are important to them. The design criteria
for mimicking reality are about use of mechanisms and metaphors associated with ordinary real life. For
building identity social criteria are important – in terms of building trust and creating a sense of
belonging. Finally for actualising self it is about aligning with individual interests, addressing the
question ‘what does this software do for me?’ They also suggest that there are associated design
dilemmas for each of the domains, for example whilst it is useful to mimic existing practices and use real
life metaphors, there is also a needs to shift and change practice. This is particular pertinent to our work.
Table 1: A design framework for sociality
Design domains Enabling practice Mimicking reality Building identity Actualising self
Criteria Use, purpose, value Empirical reference Trust, connectivity, Love, social needs,
ability identifying with, esteem, cognitive
trajectories needs, aesthetics
Principles Design to support social Design as a real life Membership, Feedback,
practice social experience participation, discovery surprise,
relations, brokering association
Parameters Facilities of Metaphors of Conversational Guided exploration
engagement, alignment engagement, alignment interaction, social sharing
& imagination & imagination feedback & networks
Dilemmas Create new practices & Finding new ways, Balancing between The act of
using old ones words, and worlds factual and self balancing between
without losing reference depiction unknown and
ability unfamiliar
The Open University UK learning design initiative
The OU Learning Design initiative started in April 2007; funded through a university strategic fund. The
current work runs through to December 2009. In addition we have been successful in securing £400K
national funding through the Joint Information Systems Committee (JISC)v for a project to run alongside
the institutional work from September 2008 – May 2012. We are adopting an iterative methodology
focusing on two areas of activity in parallel: a) capturing and representing practice - through user
consultation and case studies and b) supporting learning design – by gathering relevant resources and
ideas about design, through the development of online tools for visualising and guiding design and
through a series of associated workshops offering participants the opportunity to explore the resources
and tools we have developed. Our methodology consists of four interconnected facets: understanding
design - through gathering empirical evidence about design, visualising design - as a means of articulation
and representation, guiding design - through appropriate scaffolds and support, and sharing design - to
inspire and encourage uptake and reuse. Empirical evidence has included the collection of user
requirements, case studies, in-depth interviews, evaluation of workshops and a longitudinal evaluation of
a whole course design. Forty-four case studies were captured through in-depth interviews with course
leaders. The focus was on the pedagogies used to achieve specific learning outcomes and the use of tools
(blogs, wikis, e-assessment, etc.) to support learning activities. Twelve interviews were carried out with
teachers to gain a better understanding of the ways in which they go about designing learning activities
(Cross et al., 2008). Whereas the case studies focused on tools in use, the interviews with teachers were
more concerned with the process of design. The interview focussed around five themes: How do teachers
go about the process of design? How do they generate ideas and what kinds of support do they use? How
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 190
5. do they share their designs with others? What are the barriers to design? How do they evaluate their
designs? We are also following a new course in educational technology in detail to identify how and
when design occurs as the course is developed. We believe this more detailed evaluation will give us a
rich insight into the complexity of the design process, how it occurs as a course evolves and what are the
different levels of granularity of design, which are considered at different stages in the process.
We have developed two design tools: CompendiumLDvi – a tool for visualising learning designs (Brasher
et al., 2008) and Cloudworksvii – a tool for sharing designs. CompendiumLD helps teachers articulate
their ideas and map out the design process. The system provides in-situ help and guidance. Users find it
easy to use and say that it helps to make their design ideas more explicit. Visualising and mapping out the
design highlighted issues that they may not have noticed otherwise, it also provides a useful means of
representing their designs so that they can be shared with others. A slidecast describes the creation of one
learning sequence, along with a commentary of the issues encountered in the design process.viii Conole,
Brasher et al. (2008) provide an outline of the development of the CompendiumLD tool and the
associated evaluation of its use, this paper will concentrate on the Cloudworks tool.
The design and development of Cloudworks
This section will describe the Cloudworks site and how it has been developed. Cloudworks is a social
networking site for learning design, adopting a Web 2.0-based philosophy. The aim is to create an
evolving, dynamic community for learning design. The site is based on the notion of social objects
discussed above. A discussion of the theoretical basis of Cloudworks based the notion of social objects is
discussed in more detail in the next section, here we provide a brief overview of how the tool has been
developed, along with current and planned functionality. It is built on the premise that there is a network
of social objects associated with learning design – tools, resources, approaches to design and people and
the site is designed to facilitate connections between these objects. The site includes simple user
generated tagging, around three categories – pedagogy, tools and discipline. We think this is an
innovative approach, providing an interesting mixture of applying folksonomy, while maintaining some
structure. We plan to develop this adopting an open approach by making connections to similar networks
and harnessing the best of Web 2.0 to dynamically push and pull information, via RSS feeds, embedding
features, etc. There are five types of objects:
1. Clouds: These range from little snippets of practice or simple ideas of teacher practice, through to
more detailed design plans – which might be in the form of visual design representation such as a
LAMSix design sequence or a CompendiumLD diagram, or a text-based, narrative case study or
pedagogical pattern.
2. Stormclouds: This is a new object we have added recently. Stormclouds are requests; articulating an
educational problem that someone is seeking help on. For example a teacher might want to teach
introductory statistics across a range of disciplines and request help on ideas for doing this.
Alternatively a teacher might put in a stormcloud about how to promote learner-centred approaches to
inquiry-based learning to encourage students to develop their scientific thinking skills.
3. Resources: These include learning objects, open educational resources, design templates and case
studies, but also different ideas and approaches to thinking about design, and links to sites providing
information on different tools and how they can be used.
4. Tools: These include Learning Design tools - that guide the user through the design process and
pedagogy tools – which instantiate particular pedagogical approaches.
5. People and communities: Each user has an associated profile and any social objects they put in are
automatically assigned to them adding value to their profile and illustrating in a dynamic way the
evolving expertise of the system.
Table 2: Initial vision statement for Cloudworks
We plan to develop a website to foster the growth of an evolving set of user-contributed learning
design tools, resources and examples of learning activities. We aim for the site to be used by Open
University course teams who want to collaborate on aspects of the design of their courses as well as
by people outside. The Open University who design courses and learning activities. We want to
promote the community-based aspect of the site both as a place for people to showcase their designs
and related work, and also as place to obtain inspiration and share advice when creating new
designs. We believe that different people will want to use a variety of different tools for designing
learning activities in different contexts and at different stages of the design process, and therefore
that the site should not be tied to any specific tool but allow people a choice of formats for design
(such as CompendiumLD maps, LAMS sequences and text-based formats).
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 191
6. In terms of developing the site, we are adopting a agile development approach, we have run a number of
events with potential users of the site. In February 2008 we ran a ‘visioning’ workshop. We began by
providing a vision for what we wanted Cloudworks to achieve (Table 1) and then had people working in
groups to design on paper suggestions for organising the site and ideas of key features and functionality
they would like. Emergent themes were written on post-it notes and clustered on a whiteboard (Figure 1).
Themes included: the tension between a low barrier to entry to encourage users to generate content verses
the desire for high-quality content (the issue of reputation systems and evidence for quality came up
frequently), a tension between the website being open and issues such as rights clearance and student
access to the site, that finding the right person to talk to about a topic can be as important as finding the
work they have done, the relative advantages of a locked-down taxonomy compared to folksonomy-based
approach, the different types of audience for the site, how it would integrate with related websites, and
how to generic dialogue such as presenting design problems with others suggesting solutions.
Figure 1: Brainstorming initial ideas for Cloudworks
Drupal, an open source content management platform,x was chosen as the basis for the site, as we wanted
to rapidly prototype and test the site. Figure 2 shows the first iteration of the site built in Drupal. Another
aspect of the importance of a low barrier to entry is making it 'ok' to just write a few sentences about
something. In terms of users we think that facilitators/brokers such as learning technologists will be
important users of the site.
Figure 2: The initial prototype of Cloudworks built using Druppel
Ultimately the aim is to have a self-sustaining site that is user driven, however we have seeded the site
initially - to illustrate the kinds of objects we anticipate populating the site and also as a mechanism for us
to test out the structure and functionality of the site. We are aware that there is a difficult balance between
user-generated content and having a sufficient critical mass of materials within the site to attract interest.
We drew up a comprehensive set of resources and sites that we felt would be appropriate to data mine for
social objects to include in the site. These included the 44 case studies carried out at the OU of how the
VLE tools were being used in different courses, examples of CompendiumLD designs that people had
produced, as well as related external learning design projects such as the AUTC Learning Design sitexi
and the JISC-funded Phoebe project.xii We also included links to relevant repositories of information on
tools, learning objects, and Open Educational Resources.xiii Events have been run over the past six months
across a range of target users, who include: learning and teaching innovators, those with a brokerage role
in institutions (such as educational developers, librarians, etc.) or the e-learning research community.
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 192
7. Our initial approach was to have two types of design objects – ‘cloudlets’ representing short summaries
of practice – typically no more than a paragraph in length and more detailed full ‘designs’. However
recently we have decided to combine these into a category of social objects we are currently labelling
‘clouds’. In addition we have added a counter type of object – ‘stormclouds’ – to enable users to request
help with designs they are having problems with. The tools category originally only included specialised
learning design tools – such as the CompendiumLD tool we have developed and the Phoebe and London
Pedagogical Planner tools.xiv However we have now expanded this category to include any tools that have
a specific pedagogical purpose. For example the Knowledge Forum developed by Scardameila and
Bereiter (2003), which is designed to encourage and facilitate discussion and has been used in a range of
educational contexts. Similarly AcademicTalk has been designed to provide a scaffolded environment for
encouraging students to discuss and debate ideas (Ravenscroft, 2007; McAlister et al. 2004).
Since April of this year we have been trialling the initial version of the site through a range of
mechanisms. Three design workshops (for our Health and Social Care faculty within the OU, staff at the
University of Cyprus and at the CNIE conference in Canada). In addition we have run a series of
‘Cloudfests’ to generate new design ‘clouds’ and to elicit user feedback on the site, how they might
envisage using the site and ideas of how to encourage greater user engagement and take up. These have
included four Cloudfests at the OU, and one at the LAMS Learning Design conference in Cadiz in June.
Figure 3 shows one of the activities using during the Cloudfests. Participants read a selection of ‘clouds’
from the site and then use post-its to make comments on what they like and dislike about each of the
clouds. These sessions have provided us with timely and valuable input that we are feeding into the next
iteration of design of the site. We do not see Cloudwork as the definite site for design, but want it to adopt
an open approach and be part of a wider network of inter-connected sites. Therefore we are running a
series of ‘Cloudworks-summits’ – the first was run in mid-September, where experts in the field will be
invited to consider how this work connects with their own communities of interest and any associated
sites.
Figure 3: A Cloudfest activity
Discussion
Fundamental to our design approach are two things. Firstly, the site is made up of a range of ‘social
objects’ concerned with shared educational practice; these include learning designs, but also tools and
resources associated with the design process and creating learning activities, and profiles of individual
users and communities. Secondly, Cloudworks is designed to apply Web 2.0 principles to encourage
sharing and reuse of designs, so that the site achieves critical mass and is self-sustaining through end-user
engagement and contributions. We see the people and community profiles in Cloudworks as social
objects. We aim to add value by linking these to the other social objects (the designs, resources and tools)
in a range of ways. The below list illustrates how Cloudworks map to Engestrom’s five principles of
design, discussed earlier.
i. Clearly define the social object your service is built around. Cloudworks is made up of social objects
about learning design. There are five types: Clouds (designs), Stormclouds (design problems),
resources, tools and user profiles.
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 193
8. ii. Define the verbs that users perform on the objects, so that is it clear what the site is for. The key verbs
for Cloudworks are ‘find’ and ‘share’.
iii. Make the objects shareable. The site is designed to be easy to use; there is a range of mechanisms to
encourage users to input social objects as well as links to other related social networking sites. We
also have plans to increase the interactivity of the objects in the site by including interactive design
widgets and runnable learning design sequences. We also plan to mirror the ‘embed’ functionality
common in sites like YouTube and Slideshare, so that social objects in Cloudworks can be virally
spread through different communication channels and to different communities. We have plans to
develop deep-level integration with a number of other sites/communities and dynamic sharing across
the sites of appropriate objects. For example a social object that is of relevance to a pedagogical
patterns community when uploaded to Cloudworks, automatically also links to the pedagogical
patterns community too, and vice versa. Tagging will help identify different communities.
iv. Turn invitations into gifts. As a means of increasing awareness of the site and getting objects entered
we have run a range of ‘Cloudfests’ which are designed to be fun interactive sessions where people
enter design ideas and then vote on their favourite design. Through our new JISC project we are also
engaged in linking Cloudworks to strategic initiatives at the OU and four other institutions. Ideas
include embedding Cloudworks in the annual appraisal scheme so that teachers are required to
evidence learning and teaching innovations they have developed by uploading examples into
Cloudworks, peer reviewing and user-generated favourite designs and linking Cloudworks to
conferences. Using conferences as a trigger is an extension of the existing practice at many
conferences of awarded best paper or poster prizes. Delegates would be encouraged to upload Clouds
arising from their papers; a voting mechanism would then identify the best entries. Although not
exactly a gift, another means of adding value within Cloudworks is that any objects a user puts in are
dynamically added to the user’s profile. Therefore users are motivated by seeing the collective list of
all the objects they have entered and this helps to label them as an ‘expert’ in a particular area, which
others can see when they look at their profile.
v. Charge the publishers, not the spectators. This links to the current debates about the future of
education and in particular what might be appropriate business models for education. In a world where
content and tools are essentially free – what are the students actually paying for? Walton et al. (2008)
provide a description of the SocialLearn project, which is applying Web 2.0 principles to education, as
part of this they are exploring different business models.
Cavalho (2007) comes up with a related set of ten principles for social design. His list really emphasises
the social dimension and many of the features of Cloudworks described above map across the first eight
of his principles. In addition, future plans will focus on the final two of his principles, i.e. building
reputation and social capital. We think the user and community profiles will be an important part of this,
but also want to encourage dialogue around the social objects within the site and an ability for users to
rate objects and individuals to built reputations through peer recognition.
We plan to use the framework developed by Bouman et al. described earlier, to guide future
developments of Cloudworks. We feel all four of the design domains identified by Bouman et al. are
important and need addressing. In terms of enabling practice we need to clarify what added value
Cloudworks provides to teachers’ current practice – through providing mechanisms for them to find ideas
and inspiration for their teaching and a means of connecting into a community of others with shared
interests. In terms of mimicking reality we now have a good idea of how teachers currently design
through the empirical data we have gathered through the interviews. We need to mirror aspects of this in
Cloudworks whilst also harnessing Web 2.0 principles to find new ways of connecting users and adding
value. Similarly we need to use the user profiles within the system to help build both individual identity
and communities within the system.
We have a long list of functional improvements. In particular we are keen to look at ways of enabling
deep-integration across related communities and mechanisms for making the site engaging and interesting
to ensure that users return to the site. Ideas for achieving this include having easy mechanisms for users to
share their designs, an embedding functionality to enable users to export social objects to other sites, and
engaging/motivational interactive design widgets and runnable design sequences.
Conclusion
The paper is relevant to a number of the themes for Ascilite 2008. It provides an example of the
application of Web 2.0 principles in an educational context. It could be argued that part of the success of
sites like Flickr is that they mimic existing practices – whereas designing and sharing of educational
practice is different; it is not yet a significant part of academic practice (Lane, 2008). We see Cloudworks
Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 194
9. as part of a wider network of those interested in different facets of learning and teaching. A core principle
of the work we are doing is to find mechanisms to connect to these communities, so that the drive and
momentum is around the communities and the technology is simply a seamless interface to facilitate that.
We have significant development activities planned over the next few months so will be able to report on
the progress we have made at the conference and in particular to reflect on to what extent we have been
successful in creating a self-sustaining, user-driven site for sharing learning and teaching practice. This
paper sets out the philosophy underpinning our approach; to date we have only implemented a small sub-
set of the Web 2.0 approaches we want to include. The next phase will enable us to evaluate the success
of further enhancements and work towards answering some of the questions posed at the beginning.
Acknowledgements
We would like to thank Ann Jones and Suzanne Aurillio for their insightful comments on this paper. Also
we are grateful for the financial support from our own institution and the JISC.
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Endnotes
i
Boyd, D. (2006) provides a useful definition for social networking sites.
ii
Lee and McLoughlin (forthcoming) provides a collection of current Web 2.0 research in education.
iii
http://Flickr.com/, http://youtube.com/ and http://www.Slideshare.net/
iv
This is part of the Open University Learning Design Initiative, http://ouldi.open.ac.uk
v
http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/curriculumdesign/fundedprojects
vi
CompendiumLD can be downloaded from http:/.compendiumld.open.ac.uk/
vii
http://cloudworks.open.ac.uk/
viii
http://www.Slideshare.net/PerryW/using-compendiumld-to-design-a-learning-activity-435001/
ix
http://www.lamsinternational.com/
x
http://drupal.org/
xi
http://www.learningdesigns.uow.edu.au/
xii
http://phoebe-project.conted.ox.ac.uk/cgi-bin/trac.cgi
xiii
Lockyer et al. (2008) provides a comprehensive overview of current research and developments in this area, JIME
has recently produced a special issue on OER research (McAndrew et al., 2008)
xiv
http://phoebe-app.conted.ox.ac.uk/ and http://www.wle.org.uk/d4l/
Contact author: Gráinne Conole, The Open University, UK. Email: g.c.conole@open.ac.uk
Please cite as: Conole, G., Culver, J., Weller, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
(2008), Cloudworks: Social networking for learning design. In Hello! Where are you in the landscape
of educational technology? Proceedings ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf
Copyright 2008 Gráinne Conole, Juliette Culver, Perry Williams, Simon Cross,
Paul Clark, Andrew Brasher
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Proceedings ascilite Melbourne 2008: Full paper: Conole, Culver, Williams, Cross, Clark & Brasher 196