CETIS

Using web [2.0] technology in

learning and teachingScott Wilson, CETIS

This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence

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Learning & Teaching in a Web 2.0 world

• Discovering opportunities to learn and forming networks and communities

• Creating and sharing work

• Collect and remixing

• Collaborating

• Innovating and developing technique

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Discovering opportunity: Going Global with Learning Networks

• Combining formal and informal learning episodes

• Using shared goals to forge a social identity

• Symmetry of experience in informal and formal discovery and action

• Global community of peers• The Long Tail

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43Things

• http://www.43things.com• 43Things is an interesting example of

informal learning within a social software system. Users set goals, and are united with a community of interest, who can then write about their progress, share resources, and can indicate whether they have reached their goal and are willing to help others.

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MeCanBe

• http://www.mecanbe.com

• Mecanbe is a new service in development to support informal learning, but a little more formal than 43things, with some performance management and tracking rather like a self-managed training system.

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Del.icio.us

• http://del.icio.us/network/scottbwilson

• Social bookmarking provides a mechanism to easily collaborate on the collection and annotation of resources for a topic

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Learning networks

• In the future, will learners already be part of a learning network before joining a course?

• Will they have a pre-existing community of peers?

• Inversion - can institutions be facilitators of learning networks instead of purveyors of courses? – Tencompetence

• Publishing and sharing networks: FOAF (feeds for people), XFN, DOAP

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Creating and Sharing

• Blogs

• Wikis

• Flickr: Photo sharing

• YouTube: Video sharing

• Feeds and podcasts

• Create for re-use QuickTime™ and a

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Creating and Sharing: Pedagogy

• Writing (and photographing, drawing, filming, recording…)

• Developing a professional identity• Developing competence, confidence,

and independence• Going global for an audience - and

feedback

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Warwick Blogs

• http://blogs.warwick.ac.uk

• Warwick was perhaps the first institution to realize the potential of providing blogs for students.

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Edublogs

• http://www.edublogs.org/

• Edublogs provides blogs which are education-focused, but outside institutions.

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Stanford on iTunes

• http://itunes.stanford.edu/

• Sharing resources: Lecture podcasts via iTunes at Stanford.

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Collecting and remixing

• Sharing playlists– RSS, Atom, OPML, XSPF…– identity, priority, shared understanding

• Collaborative collection and remixing– Flickr, del.icio.us, …

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Collecting and Remixing: Pedagogy

• Constructivism– attenuating and labelling a subset of the

knowledge environment; re-categorising a conception of the knowledge environment into a personal schema; synthesis (dialectic)

• Connectivism– Forming new connections and generating

networks that extend the power of the individual; however, actionable knowledge (learning) resides in the network, not necessarily the individual

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Tagging at Flickr

• http://www.flickr.com/photos/tags/MRI/• Tags enable category formation in a ground-up

fashion - the creation of a tag is a constructivist act, stimulating the dialectic process through categorisation of a resource within a discourse.

• ‘MRI’ is a term within the discourse of medical technology, and is fairly unambiguous. However, most categorisation acts lead to greater debate - e.g. tagging an article or an author as “structuralist” within the discourse of sociology.

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Tagging at del.icio.us

• http://del.icio.us/popular/bioinformatics

• Another tagging example - this time of a whole discourse.

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Tagging at del.icio.us

• http://del.icio.us/url/21ab295b8931f99fd0a43b90b26b2093

• The comments by users who have tagged a resource. Note however there is no place for ‘negative tagging’ (that this is in fact NOT related to bioinformatics) - so how can the dialectic operate? This generally requires the use of another technology, such as weblogs and wikis.

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Collaboration

• Collaboration is at the heart of many pedagogic strategies– Collaborative knowledge construction– Group activity

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Collaborative Knowledge Construction

• Wikis

• Collaborative bookmarking and remixing

• Conversation

• Collaborative authoring (e.g. Writely)

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Collaboration: Wikiomics

• http://wikiomics.org/wiki/Percentage_identity

• An academic wiki

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Coordination of Group Activity

• Who?– Teacher-designed activity– Learner self-organised activity

• Why?– Project-based learning– Collaborative research– Study and debating groups– Structured investigations

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Coordinated group activity

• What?– Planning, scheduling and managing action– Collaborative writing (drawing, recording, filming)– Journaling– Conversation

• How?– BaseCamp, TaDaList, Google Calendar, 30Boxes,

iCalendar …– Writely, wikis …– Blogger, LiveJournal, TypePad, Wordpress …– Skype, AIM, MSN…

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Self-organisation

• Learners need to be able to organize themselves– And not just by popping off to myspace?

• Define their own groups– VLEs are too often asymmetric - what the student

can do vs. what the teacher can do– VLEs are too closed - groups can only be within

the organisation– VLE structures too often mirror administrative

rather than educational divisions

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networks and hierarchies

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Innovation

• Trial and error with the perpetual beta

• Learning from mistakes - but being willing to make them!

• Owning the technology and developing technique

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Technique

• Teachers and learners develop technique in the tools they use– Sometimes a choice of innovation is driven

by the desire to acquire or develop technique

• Motivation for developing technique is greater for personally-owned technologies

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The Challenges

• Some students and teachers are already using web 2.0– Myspace, bebo, wikipedia…

• Web 2.0 emphasizes personal technology connected globally– Stepping outside the institution

• Managing risks– Privacy, image, reliability, legal & copyright

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The Opportunities

• Provide a richer learning experience with more connections

• Empower teachers and students• Enable agile, innovative use of technology• Engage prospective students by reaching

outside the walls - become part of the community before registration!

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