Barriers to Web 2.0 transfer

charles.crook@nottingham.ac.ukLearning Sciences Research Institute

University of Notingham

John CummingsTony FisherRebecca GraberColin HarrisonCathy LewinKit LoganRose Luckin

Shared

PC access at home

Sole owner

Shared& owned

Percent of KS3-4 pupils using service in past 24 hours

“Here are some ways that people think we could make more use of computers in school work. Which of these do you think are important to use more in class?”

% agree/strongly endorse

1. What’s really popular on the internet right now?

2. Why do you like doing those particular things?

3. Can you think of examples of clever things that others here have done on the web?

4. Can you think of people having had bad experiences on the web?

5. Do you know people who keep blogs?

6. What do you think of social networking sites?

7. Does the web help you with your homework?

8. Do you think you learn things on the web – apart from school work?

9. Should the web be used more in school?

Collaboration

Inquiry

Publication

Literacy

Collaboration - recognise the socially-distributed nature of knowledge

- and thus the potential for socially constructing it

- willing to participate in loose co-ordinations

Inquiry

Publication

Literacy

Web 2.0: New communicative themes

Collaboration - recognise the socially-distributed nature of knowledge

- and thus the potential for socially constructing it

- willing to participate in loose co-ordinations

Inquiry - In a universal (browser) space of multiple voices

- information in widely varying representational formats

- interrogation through tagged search

Publication

Literacy

Web 2.0: New communicative themes

Collaboration - recognise the socially-distributed nature of knowledge

- and thus the potential for socially constructing it

- willing to participate in loose co-ordinations

Inquiry - In a universal (browser) space of multiple voices

- information in widely varying representational formats

- interrogation through tagged search

Publication - Recognise open arena for democratising access to views

- publication can attract commentary

Literacy

Web 2.0: New communicative themes

Collaboration - recognise the socially-distributed nature of knowledge

- and thus the potential for socially constructing it

- willing to participate in loose co-ordinations

Inquiry - In a universal (browser) space of multiple voices

- information in widely varying representational formats

- interrogation through tagged search

Publication - Recognise open arena for democratising access to views

- publication can attract commentary

Literacy - recognition of representational richness and choice

- cultivating expressiveness beyond text

Web 2.0: New communicative themes

Collaboration

Implicit model:

Independent research that then might be shared/integrated

But… concern for potential redundancy, inefficiency:

I don’t think they’re [internet tools] realistic for group work because if like everyone has to find some information then you’ll all come up with different things. Because if everyone’s looked at different websites then you’re all going to get different things. Or, in Google, when you type in someone’s name and you get the same thing, everyone’s going to get the same information and then it’s just going to be a waste

Informal collaboration: unbounded conversational constructions formal collaboration: circumscribed, (assessed?) projects to deadlines

Inquiry

Dominant practice:

Google keyword search and BBC

But… concern for diversity of voice, uncertainty of authority, lack of scaffolding:

I would prefer to read it in a book because its more believable isn’t it? On the internet anybody can say anything

So if you like went in to search for something about Anne Frank then it will tell you a load of other stuff which you don’t really want to know like it will cover all these different options but it wouldn’t actually have the facts that you were looking for on there

Informal inquiry: improvised, unsystematic formal inquiry: abstracting, taxonomic, documented for sharing

Publication

Dominant practice:

Blog or forum posting

But… concern for visibility, evaluation, permanence

Let's put it this way. Some people that I know if they walked in the library they'd never hear the end of it. [On a school blog] eople would be taking the mick out of them

Like, you get judged on that. If you write a really rubbish thing because you’re having a really bad day and just don’t know the topic, and then someone can look at that, they’d think ‘Oh gosh, this girl’s stupid’ or something

Informal publication: Identity and audience controlled formal publication: Visible and judged

Literacy

Dominant practice:

Video, image, animation

But… perception as inherently recreational

Informal literacies: versatile and varied, consumption emphasis formal literacies: dominated by text, production emphasis

Collaboration Meandering ‘co-ordinations’ / Goal defined ‘episodes’

Cumulating perspective / Negotiated consensus

Inquiry Fragmented assemblies / Integrated schema

Narrative structures / Taxonomic structures

Undocumented / Documented & authorised

Publication In personal communities / in institutions

Conversational postings / Project formats

Culture of camaraderie / culture of assessment

Literacy multi-modality orientation / text and oracy

orientation

Consumption emphasis / Production emphasis

Informal/formal tensionsWeb2 themes