Learning Forum London 09.Key

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A keynote delivered at Learning Forum London on digital identity as a key competency

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  • Media for the masses
    Media of the masses!
    Knowledge media, Mark Einsenstadt
  • A true ‘learning environment’ i.e. a self-modifying environment
    A different role for ICT departments in schools, universities and organisations
  • Started in 2006 with a group of 70 students it was enlarged and improved the following year by another group of 60 students







    http://de.wikibooks.org/wiki/Soziologische_Klassiker
  • http://jolt.merlot.org/vol4no2/frydenberg0608.htm
  • The “Blog de Pedagogía Comunitaria” project at the University of Salamanca (Spain) employs a blog environment
    together with a wiki and other tools such as Youtube, Slideshare or chat to facilitate learning exchanges between students and teachers of the subject “Community Pedagogy”. Teachers can store and manage learning materials and information relevant to the subject on the blog, which is updated periodically and distributed through RSS. Students can share their insights, assignments and practices and comment on other students’ content, improving their collaboration and writing skills. Through the Wiki, students develop a collaboratively
    glossary with the most relevant terms of the discipline.
  • Wikilessons ­ Mentors in Open Learning Environments This Icelandic  project is a collection of 
    over 100 finished wikilessons written by teacher education students and their instructor in 
    spring semester 2007 and around 30 wikilessons in process along with instructions and 
    learning material about  wikis for the students.  The goal of this project is to train the education 
    students to use open content and be mentors in open learning environments. The teacher 
    education students were trained in using wikis as a easy tool to present educational content on
    the web and to work in open environment were everyone can edit all content. More importantly
    the students were trained in  including and linking to content in wikipedia and wikimedia 
    commons, that is trained in  using learning objects from huge online databases whenever  they 
    needed to define (wikipedia) or  describe in pictures (commons) . 






    http://is.wiibooks.orgwiki/Námsfni 
  • LTEver, l'environnement d'apprentissage ou learning landscape de la communauté des ETL.
    LTEver est ouverte aux employés du Laboratoire des technologies de l'éducation de l'Université de Florence, étudiants, anciens élèves, professeurs, cours par LTE (Maîtrise et Doctorat). Chaque utilisateur a le droit d'inviter d'autres amis et collègues.
  • http://www.open.ac.uk/blogs/sociallearn/about/
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • trivium grammar, rhetoric, and logic
    Quadrivium arithmetic, geometry, astronomy, and music
    Intercultural Communications. Roman languages
    Knowledge producer
    Social activist
  • Media for the masses
    Media of the masses!
    Knowledge media, Mark Einsenstadt
  • And this is just one!
  • Learning Forum London 09.Key

    1. 1. Managing my Identity a Key Competency Serge Ravet
    2. 2. Context
    3. 3. Individualisation Socialisation Policy Change Economy Society Technology
    4. 4. The centre of gravity of information systems is moving from organisations towards individuals
    5. 5. Learning management systems LMS PLE Personal learning environments
    6. 6. Vendor Relationship Management VRM CRM Customer Relationship Management
    7. 7. Medical record MR PHR Personal Health Record
    8. 8. "The vision for the future of health care starts with the premise that consumers should own their own total personal health and wellness data and that only consumers, not insurers, not the government, not employers and not even doctors, but only consumers should have complete control over how it is used" Adam Bosworth, Google Vice- President speech to the 2007 AMIA (American Medical Informatics Association)
    9. 9. Organisation Community Individual
    10. 10. Organisation LMS CRM MR today’s Social Networks Community hosting aggregation tomorrow’s Social Networks PLE Individual PHR VRM
    11. 11. Social networks Int e r n e t o f S u b j e cts
    12. 12. Int er net of S u b je c ts
    13. 13. Moreover
    14. 14. Knowledge consumer S t u d e n t L e a r n e r Knowledge producer
    15. 15. User Generated Contents Media from the masses Media for the masses M a s s M e d i a
    16. 16. Learning management systems Consumers Architects User Generated Contexts
    17. 17. It is happening today!
    18. 18. Austria Students produce a wiki-Textbook
    19. 19. Soziologische Klassiker Salzbourg Universität
    20. 20. Australia Students become teachers and multimedia producers
    21. 21. “One thing I really liked about this course and felt was something that would be useful in other courses too is the use of a class wiki. It was a good place to go, and it was nice to be able to edit on a collaborative site than have a set page. It was also good to be able to put up interesting information and be trusted with the opportunity to administer the site. It also helped build a sense of responsibility and collective understanding. It exposed me to a lot of new ideas that I otherwise wouldn’t have learned.” Student testimony
    22. 22. Spain The blog as collaborative learning space
    23. 23. Blog de Pedagogía Comunitaria University of Salamanca
    24. 24. Iceland Students produce lesson material
    25. 25. Wikilessons Students produce 100 Wikilessons
    26. 26. Italy A personal and common space for students, staff and alumni
    27. 27. LTEver A learning landscape
    28. 28. Norway The learner producer of learning resources
    29. 29. “The student develops and produces learning resources as part of her/his learning process. She/he has access to a great range of learning reso urces, learning objects, that might be used to build new products as part of the learning process. The student refines them and bring s them to her/his personal portfolio (e-portfolio). The content of he r/his portfolio is shared with other students. The conten t is easily accessible as learning objects or as materials for future studies and for future jobs.” Strategy fo r digital learning resources in higher education 2005-2008 (Norway)
    30. 30. UK The social network as learning environment
    31. 31. For 3000 years education has made the learner adapt to the system. SocialLearn aims to reverse this and make the education system adapt to the learner. SocialLearn is a project initiated by The Open University to combine the best of the values and approaches found in the new social web technologies with those of higher education. This will create new modes of recognised and supported learning experiences for a wide clientele. SocialLearn at the Open University in the UK (OUUK)
    32. 32. SocialLearn
    33. 33. What key competencies / skills do we need / are emerging?
    34. 34. How do they relate to European’s key competencies?
    35. 35. * 1) Communication in the mother tongue Key Competencies 2) Communication in foreign languages 3) Mathematical competence and basic competences in science and technology 4) Digital competence 5) Learning to learn 6) Social and civic competences 7) Sense of initiative and entrepreneurship 8) Cultural awareness and expression * As defined by the European Commission
    36. 36. * 1) Communication in the mother tongue Trivium (grammar, rhetoric, logic) Key Competencies 2) Communication in foreign languages Communicating across cultures 3) Mathematical competence and basic competences in science -and technology Engineering solutions to problems 4) Digital competence Managing one’s digital identity / learning context 5) Learning to learn Learning to teach, support, care... 6) Social and civic competences Recognising and be recognised 7) Sense of initiative and entrepreneurship Making life a laboratory 8) Cultural awareness and expression Sharing aestetical emotions 9) Sharing values * As defined by the European Commission
    37. 37. C o m p e t e n c i e s Why? How? S k i l l s
    38. 38. S k i l l s e t Reflex Reflect M i n d s e t
    39. 39. reflex S k i l l noun s e t 1 an action that is performed as a response to Reflex a stimulus and without conscious thought Reflect M i n d s e t
    40. 40. Mind technologies ePortfolio LMS Skill technologies
    41. 41. Yet...
    42. 42. Mind technologies require the ability to control our digital body / self
    43. 43. Who is in control of our digital body and mind?
    44. 44. I n t e r n e t
    45. 45. I n t e r n e t
    46. 46. I n t e r n e t
    47. 47. I n t e r n e t
    48. 48. I n t e r n e t
    49. 49. I n t e r n e t
    50. 50. I n t e r n e t
    51. 51. I n t e r n e t
    52. 52. What does our digital body look like?
    53. 53. Source du graphique : Fred Cavazza
    54. 54. How can we reunite our digital identities?
    55. 55. Managing one’s identity might require a change in Internet’s architecture
    56. 56. I ndependent D ependable T rustworthy O paque U nifying C ommunity Aware H umanist
    57. 57. What could we achieve?
    58. 58. ePortfolios as ePatchworks Exploiting the properties of the networked portfolio
    59. 59. ePortfolios as ePatchworks Exploiting the properties of the networked portfolio
    60. 60. Individual stories are the projection on individual spaces of a collective story
    61. 61. Hypothesis In a group of 100 people (e.g. SME), is it possible to have 100 CVs if only 10 write their own?
    62. 62. Our Story Paul Repository Mary Repository
    63. 63. The The things I’ve done things I’ve done with Mary with Mary Paul CV Ramon CV Lyn CV ... Mary CV The things I’ve The things I’ve done with Paul done with Paul Paul Repository Mary Repository
    64. 64. Identity Social fabric ePortfolios Patchwork
    65. 65. Key competency for digital ID the ability to interweave our digital stories
    66. 66. Serge Ravet Thank you!

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