New Kevin Thompson Faculty of Education, Anglia Ruskin Universityceilidhfolk.co.uk/June13th.pdf · 2018. 3. 6. · Productivity v Creativity. Reaching Teaching Solihull 13th June

Solihull 13th June 2007Reaching Teaching

Collaboration in an online environment

Kevin ThompsonFaculty of Education,Anglia Ruskin University

•Collaboration

•Technology

• Initiative

•Ability to findthings out

Society needs:BUT, based on what’sactually tested inexaminations, societyappears to needpeople who:

Workalone

Usememory,

don’tsearch

Sit, still, insilence

Onlywrite,

with penon paper Forget

Extract from Father Guido Sarducci (Don Novello)from ‘Gilda Live!’ (1980) Warner Studios.

http://lazowska.cs.washington.edu/scienceforum/tsld085.htm


Net Geners (or Digital Natives) learn differently from their predecessors.(post 1982)They are a unique group being the first to grow up with digital and cybertechnologies.

By the time they reach 21 the average NetGener will have spent•10,000 hours playing video games,•200,000 e-mails,•20,000 hours watching TV,•10,000 hours on cell phones, and•under 5,000 hours reading (Bonamici et al. 2005).Having been raised in an age of media saturation and convenient accessto digital technologies, Net Geners have distinctive ways of thinking,communicating, and learning (Oblinger and Oblinger 2005; Prensky 2006;Tapscott 1998). Barnes et al 2007 Teaching and Learning with the Net Generation http://innovateonline.info/index.php?view=article&id=382Bonamici, A., D. Hutto, D. Smith, and J. Ward. 2005. The "Net Generation": Implications for libraries and higher education.http://www.orbiscascade.org/council/c0510/Frye.ppt (accessed May 15, 2007).Oblinger, D. G., and J. L. Oblinger, eds. 2005. Educating the Net Generation. Washington, D.C.: EDUCAUSE.http://www.educause.edu/books/educatingthenetgen/5989 (accessed May 15th, 2007).Prensky, M. 2006. Don't bother me Mom-I'm learning. Minneapolis: Paragon House Publishers.Tapscott, D. 1998. Growing up digital: The rise of the Net Generation. New York: McGraw-Hill.

Productivity v Creativity


Assessments

If the next few slides do not appear correctly go http://www.eep-edu.org/InnService/Start/ICT%20Rich_Start2.htm

for the original materials.


Pupils


Teachers



User Generated content

MySpace is an on-line network which enables people to edit their own homepage withtheir own pictures, music, stories and links to their friends homepages.It is not the onlysuch network. 50 million people use Hi5 and 22 million are on Bebo. 29 million findfriends on Friendster. 12 million look for dates on Match.com.

Over a third of all internet users have posted something they have created onthe web. 700 million videos are viewed on YouTube every week. The size ofthe blogosphere is doubling every 230 days. One million photos are up-loadedonto Flickr, the on-line photo album, every day.


George Osborne: Politics and Media in the Internet Age 21/11/06

http://www.conservatives.com/tile.do?def=news.story.page&obj_id=133558&speeches=1

this new generation has unlimited and unfiltered access to information of all sorts - fromthe most mainstream to most obscure.

Their cultural landscape is "a seamless continuum from high to low, with commercial andamateur content competing equally" for attention.

There is no distinction between the mainstream hit movie and the user-generated video,no difference between the award-winning newspaper columnist and the favourite blogsite.


http://en.wikipedia.org/wiki/Main_Page


http://www.youtube.com/watch?v=NINJQ5LRh-0 Sense of Audience

http://www.youtube.com/watch?v=DjCL0_0Il7w

http://www.youtube.com/watch?v=ATBl4qH9I54


http://www.buzztracker.org


Collaborative Art

http://artpad.art.com/gallery/http://artpad.art.com/?iv54t2ijyg8

http://artpad.art.com/?iv54xq6q148


•Communication: instant messaging, e-mail, Web conferencing,streaming video and voice tools, and other messaging solutions

Four “Cs” of social tools:

•Coordination: calendaring, task and project management,contact management, and related technologies

•Collaboration: file and application sharing, discussion, wikis,blogs and other shared-space technologies

•Community: social networking, swarmth (digital reputation,also called karma or whuffie), group decision and other explicitcommunity supports

STOWE BOYD June 2004http://www.unmediated.org/archives/2004/06/stowe_on_social.php


Collaborative bookmarkshttp://www.recap.ltd.uk/podcasting/archive.phphttp://www.sandaigprimary.co.uk/radio_sandaig/index.phphttp://www.flickr.com or http://photobucket.com

http://www.clustrmap.comhttp://www.furl.net/ or http://del.icio.us/keltickev

http://123.writeboard.com/

http://www.aboutrobertburns.co.uk/


WiFi

Most of UK's 3,000 hotspots are in pubs, andanalysts estimate there will be over 70,000across Europe by 2008.

…today some 3 billion to 5 billionIMs are sent every day, a largeproportion of them fromteenagers, One major attraction:Unlike blogs or Web sites,they're usually free.

http://msnbc.msn.com/id/5404762

http://www.free-hotspot.com/index.htm http://jiwire.com/


Collaboration, it has been said, may be the single most importantconcept for online networked learning.”

(Paul Leng, “A Learning Experience”, 23.03.06http://www.computing.co.uk/computing/analysis/2152612/learnin

g-experience)

In an online course, no one can hear you scream.http://www.montgomerycollege.edu/Departments/st

udevgt/onlinsts/disad.htm

“The key to successful elearning is the use of technology forcommunication, dialogue and collaboration.


Learning with Technology• We are active, not passive learners!

• Learning is increasingly collaborative action research ieobserving, testing, reflecting and redesigning

• The best use of computers is to design and solve problems

• Information Communication Technology (ICT) notInformation Dissemination technology (IDT)

•Asynchronous communication gives us time to reflect, and tocontribute in our own time• We thrive when authoring and annotating

See also “Digital Natives, Digital Immigrants”-Marc Prenskyhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf


Learning with Technology•“ Teaching in cyberspace involves more than takingtraditional models and transferring them to a differentmedium

•Institutions are rushing to get in on the distance learningcraze, many for the wrong reasons.

•The online environment is conducive to an interactive,collaborative, facilitated approach.

•….is seeking an active approach to learning and moreinvolvement in the learning process itself. Not contentwith being taught to….(s)he seeks to engage in a morecollaborative learning partnership”

See “Lessons from Cyberspace Classroom” - Palloff andPratt http://www.uwex.edu/disted/conference/Resource_library/proceedings/01_20.pdf


Research challenge• Traditionally, research is carried out by

research professionals…• …struggling with scientific objectivity, validity,

reliability…• …results are published, later…• …and may be

applied bypractitioners andpolicymakers

BUT often too late,particularly with e-learningwhere technologydevelops so fast


Research could be:• Through community, online• By action enquiry• In the workplace• Shared with other practitioners• Discussed with ‘authorities’• Communicated directly to

stakeholders

AND youcould acquirea degreequalification

Online tool I haveused with

Ultraversity andthe Ultraversity

community.

Resume

First class

Web pages

Communication withothers via messages

Online userarea

(Ultraversity)

ILP

Filecabinet

HotseatPortfoliotool

Whilecompletingmy work

Searchengines

Ultraversityresources andworkshops

Communicationwith Learning

Facilitator.

Email Firstclass

Filling in onlineforms

For my ownreference

Blog

Chat

E-vision portal

UltraversityE-mail

Myresults

Resources


• Three year degree, part time but full time• 100% online, no face-to-face• Validated at Anglia Ruskin University• Curriculum-free• Full of activity, negotiated learning


• Action Researchers as Learning Facilitators• Technical research

& development• Administration, support• Majority distributed around UK

working from home• Based in Chelmsford,

Essex near London

http://www.frappr.com/ultraversity


Shared and exhibited• Results shared within community• Experienced experts ‘hot seat’• Exhibition to stakeholders in third year• First 6 graduates Nov 2005 (APL)• 140 in July 2006• Does it work?…..

62 with First Class honours (44%)57 with Upper Second Class classifications. (41%)

So 85% with Firsts or 2.1s


http://www.aypwip.org/webnote/uvuclt




This feature(SMS) has spread like wildfireamong young people in Europe and Asia,with literally billions of SMS messagesbeing sent every day around the world.Short text messages, which can be writtenquickly, even in your pocket (especiallywith predictive text), offer enormouslearning opportunities.


Cell phones are not just communications devices sparking new modalities ofinteraction between people; they are also particularly useful computers that fit in yourpocket, are always with you, and are nearly always on. Like all communication andcomputing devices, cell phones can be used to learn. So rather than fight the trend ofkids coming to school carrying their own powerful learning devices—which they havealready paid for—why not use the opportunity to their educational advantage?

what students can learn with a cell phone is "anything, if we educators design itright." There are many different kinds of learning and many processes that peopleuse to learn, but among the most frequent, time-tested, and effective of these arelistening, observing, imitating, questioning, reflecting, trying, estimating, predicting,speculating, and practicing. All of these learning processes can be supported throughcell phones. In addition, cell phones complement the short-burst, casual,multitasking style of today's "Digital Native" learners.

Other types of voice-only learning applications exist and are growing in popularity.In Concord, Massachusetts, you can use a cell phone for guided tours of Minute ManNational Historical Park, where the "shot heard 'round the world" was fired. As partof Ultralab's eVIVA project, Anglia Ruskin University (in the United Kingdom) hasexperimented successfully with using cell phones for exams, with the students'voice prints authenticating that they are the ones being tested (BBC News 2003;McGuire, Roberts, and Moss 2004).


eViva


Eviva•Pupils use their own mobiles as and when they feel ready to take an assessment

• Pupils are motivated and empowered by sharing their work in an online space.Exhibiting their work in an online portfolio appears to give pupils a sense of audienceand to lift their expectations.

• EVIVA encourages a dialogue about the learning process between teacher and pupil aswell as between pupil and pupil

• Teachers value having an online portfolio which is easily accessible and supportscontinuous assessment.

•. EVIVA provides pupils with a forum or showcase for their work which helps theirconfidence.

• During an ICT lesson there are lots of technical demands on the teacher which make1:1 dialogue with pupils difficult. The eVIVA annotation facility offers an additionalopportunity for teacher-pupil dialogue


mLearning m-Portal

Is a learning communityportal system designed tocater for potential userswho have literacy andnumeracy skills needs butwho are outside of formallearning and who willexhibit different learningstyles and preferences.

Heads Together

•I think Heads Together is one of THE best ways to keep a head teacher in touch witheducation and the "big picture"

•I didn't really expect something so computer-based to have such a human touch. Howreassuring and heartening it has been to talk to other heads with similar challenges.

•What an impact (Heads Together) has had on some of our professional lives - difficultto see how we would manage without

•It's the communication and the sharing of good ideas (as well as a superb set ofcolleagues!) that makes 'Heads Together' simply indispensable

•Pilot 2002: now Over 2000 Headteacher members

•Private community (trust important)

•Training given

•Used for consultation by HMI etc

•Hotseats

•LTScotland in-house software now wantedelsewhere

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Key issues• Knowledge can come from practitioners• Learners can research & communicate• Community online can work, but must be

facilitated• Widening participation is not watering down

or devaluing what is learnt.


Successful Online Learning• Site should be easy to access with clear and concise navigation• Users should be given appropriate training and online help should be available• Don’t be over-reliant on text: use audio, video, photos, tables and diagrams where appropriate• Allow the user an element of choice where possible• Encourage interaction between members and tutors• There should be provision for feedback and assessment (both summative & formative)• Assessment advice should be given including exemplars, assessment criteria, marking schemes, hints

& tips• Have a short response time to questions and problems• Consider links to external useful & interesting websites• The area should be secure with an aim to generate trust implicit• Material should be kept up to date and errors corrected quickly• Include interactive (and interesting) features to engage users• Download times should be as low as possible• Include provision for those with learning difficulties (possibly a choice of genre for both information

and student-submissions• Include a variety of tools for online discussions (cf hotseats, conversations, debates –anonymity )• Backup regularly!


Contact / links• Ultraversity - www.ultraversity.net• Anglia Ruskin University - www.anglia.ac.uk• Me - [email protected]• Slides at www.kevthompson.co.uk

Documents

New Kevin Thompson Faculty of Education, Anglia Ruskin Universityceilidhfolk.co.uk/June13th.pdf · 2018. 3. 6. · Productivity v Creativity. Reaching Teaching Solihull 13th June