2. Topics
Digital learning landscape: UBC’s
virtual campus
Learning spaces: Assumptions
about teaching and learning
Social Media, Literacy practice,
knowledge production
Mixing it up in hybrid spaces
Thursday, March 25, 2010
3. UBC Digital
Landscape
Dual Mode Institution (Campus and Distance Education)
History of Innovation: BCNet, UPortal, WebCT, Kuali, Medical
expansion program, Ike Barber Learning Centre
One of first campus-wide wireless networks in North America
Thursday, March 25, 2010
4. UBC: Applications/Servers/Learning Platforms
Others
Nascent Enterprise (Not comprehensive)
myUBC
Institutional Repositories
Recognized Enterprise Systems CoursEval
TeachEval (Campus-wide) MediaWiki
CTConnect
Interchange Human Clickers
CWL
Resources LMS Personal
Publishing
Student Course eLIP (course tools data app)
WordPress Multiuser
Exchange Service e-
Centre Portfolio
Course
Admin
WebWork (math homework)
(SIS) Course
Course Website
Library Finance Video conferencing
RISE Faculty Service
Dept (local and central)
Centre
Course Website
Locally supported
Community lecture capture & podcasting
Websites
Externally Hosted Services Locally hosted
Course Websites
iTunes Grant agencies iTunesU Locally hosted Media
Management & Streaming
Google
(YouTube, Blogger) Facebook Publisher Tools Scholarly Databases Turnitin
Locally hosted discipline-based
Teaching Web Apps
2nd Life Flickr Homework systems RefWorks Wimba
Personal “Vendor-Faculty” University Department Websites
Thursday, March 25, 2010
8. Interaction and Interface
Who is “in charge”?
Who has the ability to write/speak?
Who has the tools to design?
Who decides on the structure/content of materials and
activities?
Who decides what is private and what is public?
Thursday, March 25, 2010
9. Social Media - wikipedia
Information content created by people using highly
accessible and scalable publishing technologies. It is
intended to facilitate communications, influence interaction
between peers and with public audiences. This is typically
done via the Internet and mobile communications networks.
The term most often refers to activities that integrate
technology, telecommunications and social interaction, and
the construction of words, pictures, videos and audio.
This interaction, and the manner in which information is
presented, depends on the varied perspectives and
"building" of shared meaning among communities, as people
share their stories and experiences.
Thursday, March 25, 2010
10. Classrooms without Walls
Despite appearances, our classrooms have been
fundamentally changed. There is literally something in
the air, and it is nothing less than the digital artifacts of
over one billion people and computers networked
together collectively producing over 2,000 gigabytes of
new information per second. While most of our
classrooms were built under the assumption that
information is scarce and hard to find, nearly the entire
body of human knowledge now flows through and
around these rooms in one form or another, ready to
be accessed by laptops, cell phones, and iPods.
Thursday, March 25, 2010
11. Classrooms built to re-enforce the top-
down authoritative knowledge of the
teacher are now enveloped by a cloud of
ubiquitous digital information where
knowledge is made, not found, and
authority is continuously negotiated through
discussion and participation. In short, they
tell us that our walls no longer mark the
boundaries of our classrooms.
Michael Wesch (2007)
Thursday, March 25, 2010
12. The Social Turn
Social Media
Read/Write Web
Affinity Groups
Multimodal Environments
Participatory Culture
Knowledge & Authority:
Continuously Negotiated
Collective Intelligence
Thursday, March 25, 2010
13. Students
Photo credit: UBC Library Graphics
Thursday, March 25, 2010
14. Student Use of Technology
0 25 50 75 100
Own Computer
University Websites
Campus CMS
Texting
VoIP
Music/Videos
2009 ECAR Study of Undergraduate Students and Information Technology (30,616
students from 115 US and Canadian institutions)
Thursday, March 25, 2010
15. Student Use of Technology
0 22.5 45 67.5 90
Social Media
Upload Videos
Wikis
Weblogs
Podcasts
Social Academic
2009 ECAR Study of Undergraduate Students and Information Technology (30,616
students from 115 US and Canadian institutions)
Thursday, March 25, 2010
16. Digital Divide(s)
While many faculty members are technologically literate,
routinely using computer resources in research and
teaching, most did not grow up in the digital culture
common to many of their N-Gen students. As a result,
while N-Gens interact with the world through multimedia,
online social networking, and routine multitasking, their
professors tend to approach learning linearly, one task at a
time, and as an individual activity that is centred largely
around printed text.
Mabrito and Medley (2008) “Why Professor Johnny Can’t Read:
Understanding the Net Generation’s Texts”
Thursday, March 25, 2010
18. Moral Panic!
MySpace and Facebook are creating a youth
culture of digital narcissism, open-source
knowledge sharing sites like Wikipedia are
undermining the authority of teachers in the
classroom; the YouTube generation are more
interested in self-expression than in learning about
the insider world; the cacophony of anonymous
blogs and user-generated content is deafening
today’s youth to the voices of informed experts
and professional journalists; kids are so busy self-
broadcasting themselves on social networks that
they no longer consume the creative work of
professional musicians, novelists, or filmmakers.
Keen (2007). The Cult of the Amateur
Thursday, March 25, 2010
19. Pedagogization of digital literacy practices
Sequential activity is dominant, and everyone follows the
same sequential path.
Asynchronous communication is primary to synchronous
communication (e.g., e-mail or web searching is more
“schooled” than instant messaging).
Public social spaces, including the Internet, must be
bracketed for student use; school needs to produce
kindergartens of public spaces for students to understand
them, learn within them, and be safe within them.
Material print texts and print spaces (the built environment) are
primary and are authorized, while virtual texts are
unauthorized and supplemental. Photo Credit:
kodamakitty
The Internet is primarily tool for information rather than a tool
for communication. Information and Communication
Technologies (ICT’s) are primarily “IT’s” in school.
Leander (2006) “You won’t be needing your laptops today”:
Wired bodies in the wireless classroom.”
Thursday, March 25, 2010
20. Photo credit: vaXzine
“A whole range of cultural resources fail to be translated
into cultural capital in the school system”
Merchant (2007)
Thursday, March 25, 2010
21. TV Generation Net Generation
“...only a tiny
trickle of the
information flow
into the student
mind can be
accounted for in
the classroom.”
McLuhan, 1969
Thursday, March 25, 2010
22. Social Media - wikipedia
identity formation
Information content created by people using highly
accessible and scalable publishing technologies. It is
•
intended to facilitate communications, influence interaction
between peers and with public audiences. This is typically
done via the Internet and mobile communications networks.
status negotiation
The term most often refers to activities that integrate
technology, telecommunications and social interaction, and
•
the construction of words, pictures, videos and audio.
peer-to-peer
This interaction, and the manner in which information is
presented, depends on the varied perspectives and
"building" of shared meaning among communities, as people
sociality
share their stories and experiences.
Thursday, March 25, 2010
23. Networked Publics
Rather than conceptualize everyday media engagement as
“consumption” by “audiences,” the term “networked
publics” places the active participation of a distributed
social network in producing and circulating culture and
knowledge in the foreground. The growing salience of
networked publics in young people’s everyday lives is an
important change in what constitutes the social groups and
publics that structure young people’s learning and identity.
Digital Youth Project (2008)
Thursday, March 25, 2010
24. New Literacy Practice:
participatory, collaborative and distributed
The more a literacy practice privileges participation over
publishing, distributed expertise over centralized
expertise, collective intelligence over individual possessive
intelligence, collaboration over individuated authorship,
dispersion over scarcity, sharing over ownership,
experimentation over “normalization,” innovation and
evolution over stability and fixity, creative-innovative rule
breaking over generic purity and policing, relationship over
information broadcast, and so on, the more we should
regard it as a “new” literacy. New technologies enable and
enhance these practices, often in ways that are stunning
in their sophistication and breathtaking in their scale.”
Lankshear and Knobel (2006)
Thursday, March 25, 2010
25. New Literacy Practice:
participatory, collaborative and distributed
“Book- and print-based literacies, and the industrial
model of schooling built around book culture, are no
longer wholly adequate in a changing information,
social, and cultural environment. In light of the
accelerated shift toward electronically mediated
communication and social exchange in almost all
facets of everyday life, there is a need for an expanded
form of literacy.”
Carmen Luke (2000)
Thursday, March 25, 2010
26. Dominant educational institutions –
from Socratic dialogical circles, to
medieval monasteries and
universities, to the industrial-era
school – do not have outstanding
track records engaging with new
communications technologies. This
is in part because curriculum and
teaching tend to be defined in terms
of mastery of and engagement with
dominant modes of information,
whether of spoken language and
gesture, inscription and print, or
visual image. Simply, the domination
of pedagogy by mode of information
may prove harder to displace than
any particular political or sociocultural
ideology.
Carmen Luke (2003)
Thursday, March 25, 2010
27. intertextual
participatory collaborative
multimodal
distributed
mobile Informal
Learning 2.0 .1.0? social
hybrid
networked peer to peer
convergent
recombinative
pervasive
Thursday, March 25, 2010
28. Learning Spaces
Increasingly Multimodal: text, graphics, audio, video
Asynchronous and Synchronous
From broadcast to dialogue/interaction across all modes
(not just text)
Hybrid: Formal and informal sites for learning
Students as producers of knowledge, not just
consumers of content: students and teachers have
equal access to meaning making tools
Knowledge building across multiple years and beyond
programs
Thursday, March 25, 2010
32. ETEC 510 Student Responses...
I found the creation of the wiki far more creative than a
traditional essay. Because of that aspect, I was willing to put
more work into the wiki as I was enjoying what I did and
really liked seeing it on the computer.
The other observation I have, as a student, is that for the
first time I can think of, I had a desire to add to other
people’s work. I never got around to it due to time
constraints, but I often came across something and would
think to myself “oh, this would fit well with so-and-so’s
topic”. I also found being able to watch other pages being
built spurred me on to do more on my space.
Thursday, March 25, 2010
33. ETEC 510 Student Responses...
As a teacher, I have been amazed at what my 12 year-olds
were able to do with their wiki project. Each student had a
partner from the other class, so at no time were they able to
work side-by-side on the wiki – yet the cooperation and
problem solving they showed went far beyond what I expected.
Many students worked far harder than they would have done
on a regular class project and they all felt proud of what they
had accomplished. Like me, they all liked the ability to see what
their peers were doing and many contributed to more than just
their own wiki.
Thursday, March 25, 2010
34. intertextual
participatory collaborative
multimodal
distributed
mobile Informal
Learning 2.0.1.0? social
hybrid
networked peer to peer
convergent
recombinative
pervasive
Thursday, March 25, 2010
35. [S]udden extensions of communications are
reflected in cultural disturbances.
Innis (1947)
Thursday, March 25, 2010