library towards 2013
TRANSCRIPT
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Learning in social networking
New learners, new pedagogies, new technologies?
Gráinne [email protected]
Library workshop, Open UniversityLibrary: Towards 2013
7th October 2008
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Focusing on the learner:Learner experience research
Focusing on the tools:Web 2.0 research
Focusing on the learner:Learner experience research
Focusing on the pedagogy:OER and learning design research
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Evidence baseSurveys
Perceptions about & use of tools
InterviewsCurrent practice, design process
WorkshopsTools and
resources in use
Automatic dataand web stats
Patterns of online user behaviour
Audio/video logsUser perspectives
and reflections
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Learner voicesLearning in
the digital age
Communication & networking
Concerns
BenefitsExpectations
JISC Learner Experience programme and publication ’in their own words’
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Learning processes
Attitudes & approaches
Task orientated
Experiential
Cumulative Social aspects
Multi-faceted
Engaging & relevant
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner Experience ResearchSocial Network
http://elesig.ning.com/
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Function Pre-2005 Web 2.0+
Text & data manipulation Word, spreadsheets Google docs
Presentation Powerpoint Slideshare, YouTube
Info seeking & handling Search engines, portlas Search engines+wikipeadia, RS feeds
Communication Email, forums, chat Blogs, Twitter, Skype
Visualisation Mindmapping tools Compendium, Cohere
Store & manage Bibliographic tools, e-journals, repositories
Social bookmarking, blogs, wikis
Conole (2008), Stepping over the edge... in Lee and McLoughlin
Co-evolution of tools and practice
Shift from Information to Communication
Synergies between Web 2.0 and modern educational thinking
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Change +ve impact -ve impact
Free resources Specialised niche use Literacy skills
Ubiquitous accessTechnology as core tool for
learningNarrower, but
deeper digital divide
Many communication channels
Increased peer dialogue Fragmentation
Free tools Personalisation Lack of institutional control
Media rich representations New forms of sense making Lack of digital literacy skills
Instant & multiple distribution
Information repurposed to meet different needs
No centralised repository of knowledge
User generated contentVariety and acknowledging
individual contributionsQuality assurance issues
Social profilingKnowledge sharing and
community buildInappropriate descriptions
Pros and cons
Conole (2008), Stepping over the edge... in Lee and McLoughlin
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Implications
Strategy & policy
Roles & structures
Changing learning & teaching paradigms
Staff & learner skills set
Web 2.0User generated content,
openness, distributed knowledge, collective value
Good learningPersonalised, experiential, collaborative, reflective, cumulative, reflective
Conole, (2008), `research methodological issues with researching the learner voice, in Hin & Subramaniam
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Key questions
• Students and teachers - personalised environment of tools vs. institutional tools?
• Implications of immersive 3D-worlds such as SecondLife?
• Students increasingly digital – demands on institutions?
• Digital divide smaller, but deeper for those who can’t or won’t use technologies?
• What is the evidence that the students can use these technologies for academic purposes?
• Many argue that to ‘get’ web 2.0 you need to do it - is there a widening chasm within our institutional of those who ‘get’ it and those who don’t?
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Issues• Transformation not as great as hoped
• Echoes of past failures... Electronic page turning, unused repositories of good practice
• Danger of technological determinism
• Sustainability beyond funding
• Changing practice is complex
• New metaphors and meaning making needed
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Education (individualistic, objective) vs. Web 2.0 (social, subjective)
Strangeness vs. familiarity
Slow vs. fast time
Free loaders vs. reuse
Expert view vs. mutual negotiation
Participation vs. acquisition
Knowledge as static vs. participation
Web 2.0/Education
dichotomies
Jones et al. (2008) Networked Learning Conference
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Making sense of it all
• Can we articulate a “web 2.0 pedagogy”?
• What schema might be useful?
• How can such schema be used?
• Do we need new metaphors to describe new interactions of learning + technology?
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Schema
Guiding design
MappingDeconstructing
Validating
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Thinking &reflection
Communication & interaction
Experience & activity
Evidence &demonstration
Four inter-connected facets of learning
Dyke, Conole et al., (2007)
Can we use this as a framework for mapping
different forms of Web 2.0 pedagogies?
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Principles Thinking & reflection
Experience & activity
Conversation & interaction
Evidence & demonstration
Reflect on experience and
show understanding
Frequent interactive exercises & feedback
Provides support for independent
learning
Supports collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Aggregation of learning
achievements
Mapping learning activities
against goals
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OpenLearn SociaLearn
Different set of principles
Different mapping to pedagogies
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Blog as reflective diary
Mapping activities to pedagogy
Individual
Social
Passive Active
Information
Experience
Conole, Dyke et al. (2004), related framework Warburton (2007)
Blog collective class resource
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Reflection
Structured guidance
Accumulate
Peer support
Dynamic to do lists
e-PortfoliosSocial
brokerage
Mapping skillsto resources
& tasks
Navigation paths
Structure dialogueDynamic
recommendations
Expert ratings
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Putting it all together - OLNetA vision for a participatory network of producers, users and researchers of
OERs...
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Design
Guidelines on selection
OER repository
Learning environment
Monitoringtools
Design cycle Use
Select
Evaluate
Design tools
Design repository
Data representation tools
Data analysis tools
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OL-Net network
People/networks
Tools, methods, approaches
Meta-analysis/synthesis
Designs, evaluations, case studies
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Changing practice
Representing & visualizing
Aggregating & meaning making
Finding & sharing
New specialised tools
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23
CompendiumLD
Cohere
Cloudworks
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CloudworksFind and share designs
Web 2.0 principles: tagging, profiles, user generated
Clouds
Stormclouds
Resourcebank
Tools
People
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Learner navigation and sense-making
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Function Specialised tools Generic tools
Design CompendiumLD Mindmaps, authoring tools
Select OpenLearn Cloudworks
Google, Library catalogues, User generated content
(Slideshare, Flickr, Youtube)
Use
Institutional Learning Environments (e.g. Moodle),
Knowledge forum
Personal learning environments
(blogs, wikis, social bookmarking,
to do lists, social networks)
Evaluate “Learnanalytics” tool Generic research tools(SPSS, NVIVO)
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References
• Conole, G. (2008), New schema for mapping pedagogies and technologies, http://www.ariadne.ac.uk/issue56/conole/
• Conole, G. (accepted), Research methodological issues with researching the learner voice, in Handbook of Research on New Media Literacy at the K-12 Level: issues and challenges, L. T. W. Hin and R. Subramaniam (Eds), IGI Global: Hershey, PA
• Conole, G. (accepted), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin (forthcoming), Web 2.0-based e-learning: applying social informatics for tertiary teaching, ICI Global: Hersey, PA