CETIS

Web2.0

a learning and teaching viewpointScott Wilson, CETIS

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web 2.0 >>> eLearning 2.0

• Going personal and global

• Symmetric relationships

• Mashing and remixing

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Learning & Teaching in a Web 2.0 world

• Discover opportunities to learn

• Create and share work

• Collect and remix

• Collaborate with others

• Innovate and develop technique

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Discovery and Learning and Discovery and Learning and …

• Cyclic process• Sometimes the point of an episode is to

shape discovery• For the learner, the processes of doing

and choosing what to do next are closely bound together

• Shared goals form social bonds and can enable formation of networks

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Strategies for discovery

• Searching

• Matching goals/interests/competencies

• Building on previous achievements

• Collaborative social filtering

• Collaborative social intelligence

• Finding a pathway to a future goal

• Serendipity

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2.0: Going Global with Learning Networks

• Combining (mashups) of 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

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Aggregating opportunities

• Formal learning– Prospectuses

• XCRI - RSS for the prospectus!

• AND Informal learning– 43Things– LiveJournal Communities– Flickr Groups– MeCanBe

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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

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Creating and Sharing

• Writing (and photographing, drawing, filming, recording…)

• Developing a professional identity

• Developing competence, confidence, and independence

• Going global for feedback

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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

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Tagging and republishing

• Sharing playlists– RSS, Atom, OPML, XSPF…– identity, priority, shared understanding

• extending (globally) the power of an individual act of tagging/mixing– Flickr, del.icio.us, …

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Collaboration

• Collaboration is at the heart of many pedagogic strategies– Collaborative knowledge construction– Group activity

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Collaborative Knowledge Construction

• Wikis

• Collaborative bookmarking and remixing

• Conversation

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Coordination of Group Activity

• Who?– Teacher-designed activity– Learner self-organised activity

• Why?– Project-based learning– Collaborative research– Study and debating groups– Structured investigations

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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…

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Self-organisation

• Learners need to be able to organize themselves

• 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

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Innovation

• Learning is all about trying new things.

• Teaching requires adapting and learning

• The desire to innovate is genuine - but may not coincide with the technological ideas of institutions…

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Implementation

• Self-service– Hosted services– Self-installed: the Rise of Moodle

• Recombinant software– Mashups and composites– The new HyperCard?

• Blurring the desktop and the web– desktop web service applications and widgets– AJAX and rich internet clients

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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

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The Challenge

• Students and teachers are already using web 2.0

• Web 2.0 emphasizes personal technology connected globally– bypassing institutions?

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Useful links

• My Blog– http://www.cetis.ac.uk/members/scott

• TenCompetence– http://www.tencompetence.org

• XCRI– http://www.elframework.org/projects/xcri/

• 43Things– http://www.43things.com