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Slide 2 CETIS Web Services and Web 2.0 elearning and web services Scott Wilson, CETIS This work is licensed under a Attribution- NonCommercial-ShareAlike 2.0 licence http://www.cetis.ac.uk/members/scott/foaf.rdf Slide 3 CETIS Web services? Web 2.0 Service Oriented- Architecture Semantic Web Slide 4 CETIS Web 2.0? Slide 5 CETIS SOA Web 2.0 Common concerns - and different approaches ConsumerBusiness ConnectedIntegrated SimpleComplex Personal & GlobalOrganisational OpenClosed DecentralizedCentralized RESTSOAP/WS-* CommunitiesWorkflows Perpetual BetaMission Critical ParticipationManagement Slide 6 CETIS Web 2.0 characteristics Language: Informal, Friendly, Humorous (?), Snappy Design: trendy, lots of space Technology: web standards, interoperability, desktop-like responsiveness Culture: openness, transparency, sharing, p2p - Chris Scott, Headscape Slide 7 CETIS More Web 2.0 characteristics Personal/global Read/write Human-centric/Machine-enabled Slide 8 CETIS Feeds & Podcasts: the basic APIs Feeds: syndicated (HTML) content Podcasts: syndicated audio Slide 9 CETIS Web APIs: the programmable web Use HTTP protocol with XML content POST, GET, PUT, DELETE Mostly very simple Client-side: AJAX combining XML and JavaScript Slide 10 CETIS Mashing: recombinant software Web service APIs enable features of different services to be combined in new ways Applies both to services in the enterprise and on the web Slide 11 CETIS Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 Slide 17 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 Slide 18 CETIS 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 Slide 19 CETIS Slide 20 Slide 21 Slide 22 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 Slide 23 CETIS Creating and Sharing Blogs Wikis Flickr: Photo sharing YouTube: Video sharing Feeds and podcasts Create for re-use Slide 24 CETIS 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 Slide 25 CETIS Creating and Sharing: Motivation I wrote a paragraph of text and there it was You write all these pages for college and no one ever sees it, and you write for Wikipedia and the whole world sees it, instantly. - Kathleen Walsh, recent graduate Slide 26 CETIS Slide 27 Slide 28 Slide 29 Slide 30 Collecting and remixing Sharing playlists RSS, Atom, OPML, XSPF identity, priority, shared understanding Collaborative collection and remixing Flickr, del.icio.us, Slide 31 CETIS 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 Slide 32 CETIS Slide 33 Slide 34 Slide 35 Collaboration Collaboration is at the heart of many pedagogic strategies Collaborative knowledge construction Group activity Slide 36 CETIS Collaborative Knowledge Construction Wikis Collaborative bookmarking and remixing Conversation Slide 37 CETIS Slide 38 Coordination of Group Activity Who? Teacher-designed activity Learner self-organised activity Why? Project-based learning Collaborative research Study and debating groups Structured investigations Slide 39 CETIS 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 Slide 40 CETIS 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 Slide 41 CETIS networks and hierarchies Slide 42 CETIS Innovation Trial and error with the perpetual beta Learning from mistakes - but being willing to make them! Owning the technology and developing technique Slide 43 CETIS 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 Slide 44 CETIS 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 Slide 45 CETIS 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!