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Educator paths and online activity; Web 2.0 and Web 3.0 and education; Impact of read/write culture on educators' professional development; Personal and professional learning journeys.
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FRAMING YOUR DIGITAL
FOOTPRINTMegan Poore
FRAMING YOUR DIGITAL
FOOTPRINTMegan Poore
• Web 2.0, Web 3.0
• Educators online: paths
• Educators online: activity
• Impact of read/write culture
• Personal and professional learning journeys: issues
• The future: Where are you headed?
COVERAGE
• Web 2.0 is not a software package
• It is the ‘read-write’ web
WEB 2.0
WEB 1.0 WEB 2.0
Ofoto Flickr
Mp3.com Napster
Britannica Online Wikipedia
Personal websites Blogging
Publishing Participation
Content mgt systems Wikis
Directories (taxonomy) Tagging (‘folksonomy’)
Stickiness Syndication
Software as package Software as service
O’Reilly (2005: online)
WEB 2.0
• Social networking• Wikis• MySpace, Face book• Blogs• Podcasting• Tagging, RSS• YouTube• Social bookmarking
WEB 2.0
Source: http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/
Lankshear and Knobel (2006: 1)
Mindset 1.0 Mindset 2.0
The world is appropriately interpreted, understood and responded to in broadly physical industrial terms.
The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only.
Value is a function of scarcity Value is a function of dispersion
Products as material artifacts Products as enabling services.
Tools for producing Tools for mediating and relating
Focus on individual intelligence Focus on collective intelligence
Expertise and authority ‘located’ in individuals and institutions
Expertise and authority are distributed and collective; hybrid experts
Space as enclosed and purpose specific
Space as open, continuous and fluid
Social relations of ‘bookspace’; a stable ‘textual order’
Social relations of emerging ‘digital media space’; texts in change
O’Reilly (2005: online)
• The long tail• The long tail
O’Reilly (2005: online)
WEB 2.0 DESIGN PATTERNS
• Users add value
• Some rights reserved
• Perpetual beta
• Co-operate, don’t control
• Constructivism
O’Reilly (2005: online)
WEB 2.0 DESIGN PATTERNS
TECHNOLOGY TO WATCH
Horizon Report (2007)
2007 2008
User-created content Grassroots video
Social networking Collaboration webs
Mobile phones Mobile broadband
Virtual worlds Data mashups
New scholarship and forms of publication
Social operating systems
Educational gaming Collective intelligence
Horizon Report(2008)
• User-created content
• Social networking
• Mobile phones
• Virtual worlds
• New scholarship and forms of publication
• Educational gaming
TECHNOLOGY TO WATCH: 2007
Horizon Report, EDUCAUSE (2007)
• Grassroots video
• Collaboration webs (group docs, online meetings, info and data swapping)
• Mobile broadband (mobile access)
TECHNOLOGY TO WATCH: 2008
Horizon Report, EDUCAUSE (2008)
• Data mashups (combining data from different sources to create new understandings of the data)
• Collective intelligence (Wikipedia and Freebase; practice in knowledge construction)
TECHNOLOGY TO WATCH: 2008
Horizon Report, EDUCAUSE (2008)
• In denial
• In between
• Into it
• In denial
• In between
• Into it
EDUCATOR PATHS: ATTITUDES
Alan AtKisson (1991)
EDUCATOR PATHS: ATTITUDES
Image from Sue Waters’ wiki
EDUCATOR PATHS: ATTITUDES
• Where are you on the curve?
• Do Meg’s ICT attitudinal survey
EDUCATOR PATHS: ATTITUDES
• Two main paths:
• Formal
• Informal
• The path you take, depends on your idea of trustworthiness
EDUCATOR PATHS: ATTITUDES
• Departmental or institutional support
• One to many
• It’s about the department, institution, policies, guidelines
• Must cater for all
EDUCATOR PATHS: FORMAL
EDUCATOR PATHS: FORMAL (schools)
EDUCATOR PATHS: FORMAL (schools)
EDUCATOR PATHS: FORMAL (schools)
EDUCATOR PATHS: FORMAL (schools)
EDUCATOR PATHS: FORMAL (H Ed)
• ‘People’ support
• One to many/many to many
• It’s about ideas, sharing, niche, experience
• Catering for niches
• Catering for ourselves
EDUCATOR PATHSINFORMAL
• Blogs, wikis• Creative Commons• Facebook/social networking• Second Life• RSS, Social bookmarking• Video
EDUCATOR PATHSINFORMAL
• How to harness this in one location?
• me.edu.au
EDUCATOR PATHSINFORMAL
• Share resources, ideas, thoughts, discoveries, current issues, experiences
ONLINE ACTIVITYBLOGS
ONLINE ACTIVITYBLOGS
ONLINE ACTIVITYBLOGS
• Share individual interests
• If I like someone, I will follow their profile
• Random discoveries
• New networks with like-minded individuals
ONLINE ACTIVITY:FACEBOOK
ONLINE ACTIVITY:FACEBOOK
• Groups
• Share common experiences
• Professional networks
ONLINE ACTIVITY:FACEBOOK
ONLINE ACTIVITY:FACEBOOK
• To share stories, resources, info, solutions
• To get answers
• Should be using them better: to help us trouble-shoot the tech and teaching problems
ONLINE ACTIVITY:DISCUSSIONS
ONLINE ACTIVITY:DISCUSSIONS
• Share resources, discoveries
• Tagging: nimble, agile
• Allows for unpredictable, capricious connections
ONLINE ACTIVITY: BOOKMARKING
ONLINE ACTIVITY: BOOKMARKING
ONLINE ACTIVITY: BOOKMARKING
ONLINE ACTIVITY: BOOKMARKING
ONLINE ACTIVITY: BOOKMARKING
• Push AND pull
• Personalised via feedreaders
ONLINE ACTIVITY: BOOKMARKING
ONLINE ACTIVITY:RSS
ONLINE ACTIVITY:RSS
ONLINE ACTIVITY:RSS
ONLINE ACTIVITY:RSS
• Share resources, PD
• Create spaces for meeting
• Create identity (as teacher, professional, as learner)
ONLINE ACTIVITY:SECOND LIFE
ONLINE ACTIVITY:SECOND LIFE
• Share access, copyright
• Allows for personal re-mixing of others’ creations
• Ease of distribution of work, flexible, responsive to my needs
ONLINE ACTIVITY: CC
ONLINE ACTIVITY: CC
• Create resources, for others
• Repositories, links
ONLINE ACTIVITY: WIKIS
ONLINE ACTIVITY: WIKIS
ONLINE ACTIVITY: WIKIS
• Share resources
• Help and support
• Instruction, tutorials
• Showcases of student/class work
ONLINE ACTIVITY: VIDEO
ONLINE ACTIVITY: VIDEO
ONLINE ACTIVITY: VIDEO
FORMAL INFORMAL
Web 1.0 Web 2.0
Fixed Flexible
Static Dynamic
Stable Unpredicatable
Standardised Flexible
Proprietorial Personal
Permancy Impermanent
Cater for all Niche
Sites, sites, sites People, people, people
COMPARISON
• Sites, sites, sites
• Web 1.0, fixed, static, stable, conservative, standardised, white bread, unspectacular, middle-of-the-road, impersonal, permanency, proprietorship, bounded
• Must cater for all ...
EDUCATOR PATHS: FORMAL
• People, people, people
• Web 2.0, nimble, flexible, dynamic, radical, energetic, spectacular, ends of the earth, personal, unpredictable, impermanency, vagrancy, grassroots, boundless, random
EDUCATOR PATHS: INFORMAL
• BUT!
• We will eventually see a shift away from the tools --> people
• SOSs
ONLINE ACTIVITY
• SOSs will take all the data available and aggregate it to give info about
• Strength
• Depth
• Endurance
of our connections
WEB 3.0: SOSs
• Social networking systems (Bebo, Facebook, MySpace) = uncontextualised info
• Only the connections we’ve told them about.
• This is a problem.
• Have to enter the data myself every time.
WEB 3.0: SOSs
• Social graph
• Every click of a mouse: ‘clickstream’
• If you take away the documents, you have the connections between people
WEB 3.0: SOSs
SOSs
Image from Google’s social graph page
• No multiple log-ins
• The system will focus on YOU, not the website or software service
• e.g., SOS will integrate all flight info from various sources and present that: it is the flight that interests me, not the website
SOSs
SOSs
Network/devices/infrastructure
Websites/software services
Event/situation/me
Higher ed culture works against read/write culture
1.Scholarly isolation
2.Aggressive competitiveness
3.Lack of mentoring
4.Valuing product over process
5.Disciplinary nationalism
IMPACT OF READ/WRITE CULTURE
Diane Zorn
• More academics are pre-publihing via blogs etc -- does this count?
• How to ‘control’ ideas? Can/should we do this?
• How to control the amount of info available? Can/should we do this?
IMPACT OF READ/WRITE CULTURE
• On research: more stuff is ‘findable’
IMPACT OF READ/WRITE CULTURE
You and your students need expanded literacies:
• Basic (reading, writing, numeric)• Scientific• Economic• Visual• Technological• Multicultural• Global awareness
Pletka (2007: 47)
IMPACT OF READ/WRITE CULTURE
• Social• Technical• Professional
LEARNING JOURNEYS
• How to ‘be’ online
• Personal cultural changes
• Our socialness online will look facile, underdeveloped to future generations
LEARNING JOURNEY: SOCIAL
• Keeping up with the latest
• Knowing how and why to deploy certain tools
• But let the students show you how they work
LEARNING JOURNEY: TECHNICAL
• Feeling uncomfortable with changing role
• Learning more from colleagues
• Becoming multi-literate
• Professional cultural changes
LEARNING JOURNEY: PROFESSIONAL
• We are NOT fighting above our weight
• Education must be a driving force of the future
• Must stop being reactive and passive -- must be active
EDUCATION’S DIGITAL FOOTPRINT
• Education has a poor reputation for holding on to systems foreverrrrrr
• Must claim our market share: do not accept poor product, e.g., WebCT/Blackboard (web 1.0)
• Use the free stuff and demand what we need
EDUCATION’S DIGITAL FOOTPRINT
• Must start leading
EDUCATION’S DIGITAL FOOTPRINT
• Compacts between management and teachers to encourage innovation
• Must get support in policy to experiment and innovate and try stuff out
EDUCATION’S DIGITAL FOOTPRINT
• I don’t need to understand it all
• I don’t have to know it all• I will learn it when I have to• I am no longer the sole
repository of information in my life -- and that’s OK!
YOUR NEW MINDSET
LICENCE