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Presentation for ALT-C 2008
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E-learning and me
Ruth Catlow, Miles Metcalfe, Roger Rees
E-learning and me
Where we came fromWhere we came from
What that meansWhat that means
Where we are goingWhere we are going
What that meansWhat that means
AcknowledgementsAcknowledgements
Where we came from
Elearning in the enterprise
In the beginning…
Computers were expensiveComputers were expensive
Owned by governments, businesses, and Owned by governments, businesses, and universitiesuniversities
Senior decision-makers bought computers for Senior decision-makers bought computers for their organisationstheir organisations
IT staff enforced fair useIT staff enforced fair use
From the datacentre
Drivers for computing:Drivers for computing:
Reducing costsReducing costs
Increasing efficiencyIncreasing efficiency
This is the computing of the “enterprise”This is the computing of the “enterprise”
Key themes are: processes, workflows, Key themes are: processes, workflows, standards and standardisationstandards and standardisation
To the learning centre
Technology supported learning inherits an Technology supported learning inherits an “enterprise” mindset.“enterprise” mindset.
RegulatedRegulated
StandardisedStandardised
Locked upLocked up
Locked downLocked down
Welcome to Leeds, kids!http://campus.leeds.ac.uk/isms/information_security/index.htm
And to the VLE
The virtual learning environment is a The virtual learning environment is a panopticon for learning and teachingpanopticon for learning and teaching
Typically bought by a committeeTypically bought by a committee
Imposed as an institutional “solution”Imposed as an institutional “solution”
It supports standards you can’t pronounce, let It supports standards you can’t pronounce, let alone ever needalone ever need
Where we are going
Learning 2.0
In the present
Laptops are given away with broadband dealsLaptops are given away with broadband deals
Social networking and instant messaging are Social networking and instant messaging are commonplace amongst studentscommonplace amongst students
Most of their lecturers have a Facebook pageMost of their lecturers have a Facebook page
The marketing department are running an ill-The marketing department are running an ill-judged campaign on Bebojudged campaign on Bebo
The good
Computers are no longer jealously-guarded Computers are no longer jealously-guarded scarce resourcesscarce resources
Many students and staff are empowered Many students and staff are empowered through computer usethrough computer use
The prototypical computer use today is The prototypical computer use today is communication communication –– email, IM, social networking email, IM, social networking
Elearning innovation using social softwareElearning innovation using social software
The not so good
Technically, universities aren’t ready for user-Technically, universities aren’t ready for user-owned technologyowned technology
The UKAMF shows that strategy is slow to The UKAMF shows that strategy is slow to catch up catch up –– and the enterprise abides and the enterprise abides
The “dash to Facebook” can neglect pedagogy The “dash to Facebook” can neglect pedagogy for trendinessfor trendiness
Hard problems with assessment remain hardHard problems with assessment remain hard
Towards a solution
Social tools are not for everyoneSocial tools are not for everyone
Not all learners will generalise from MySpace to Not all learners will generalise from MySpace to a course wikia course wiki
Not everyone has the same access to Not everyone has the same access to technologytechnology
Institutional policies can diminish the experience Institutional policies can diminish the experience of the least well-equippedof the least well-equipped
Look out for…
OpenID if your institution supports itOpenID if your institution supports it
RSS or Atom feeds are a mustRSS or Atom feeds are a must
It should be easy to get data outIt should be easy to get data out
Data-portability a sensible minimumData-portability a sensible minimum
But But –– your data is your property! your data is your property!
The social stack
A model for social software in education
A social stack
After: http://www.headshift.com/archives/003389.cfmAfter: http://www.headshift.com/archives/003389.cfm
Assessment
A problem of scalabilityA problem of scalability
Institutional OpenID could help with oversightInstitutional OpenID could help with oversight
Life-stream services such as Friendfeed or Life-stream services such as Friendfeed or Jaiku have potential for group aggregationJaiku have potential for group aggregation
Not complete solutionsNot complete solutions
Challenges
Develop a sophisticated view of “Web 2.0” Develop a sophisticated view of “Web 2.0” softwaresoftware
Choosing the right platforms, and supporting Choosing the right platforms, and supporting learners’ choiceslearners’ choices
Platform personalisationPlatform personalisation
Equality of access: wealth, inclinationEquality of access: wealth, inclination
Acknowledgements
Credits and thanks
Funding from the JISC Funding from the JISC –– D4L and user-owned D4L and user-owned technology demonstratorstechnology demonstrators
Andrew McAfee for Three Kinds of ITAndrew McAfee for Three Kinds of IT
Headshift for the Social StackHeadshift for the Social Stack
University of Leeds for screen-grabsUniversity of Leeds for screen-grabs
Apple for iPhone photosApple for iPhone photos
• Jeff Kravitz for unearthing photos from the Jeff Kravitz for unearthing photos from the prehistory of computingprehistory of computing
• Students and staff at Ravensbourne CollegeStudents and staff at Ravensbourne College
• Thanks for listening!Thanks for listening!