THE POTENTIAL FOR EDUCATION 3.0 IN A DEVELOPING CONTEXT USING GIDDENS’ STRUCTURATION THEORYMichael Paskevicius (PSKMIC001) - Date Submitted: Saturday July 11, 2009

EDN6102S – Educational ICTs for Developing Contexts

Tag Cloud

Presentation Agenda

The World Today

Analog DigitalTethered MobileIsolated ConnectedGeneric Personalized

Consumption CreatingClosed Open

Wiley, 2008

The Student Today Media mogul New expectations of pace and

content Mobile Resourceful Short Attention Spans Advancing technical ability Increasing use of digital

communication

Skills Required for the 21st Century Digital Age Literacy Inventive Thinking Social and Personal Skills Producer of High Quality State-of-the-Art

ResultsMetiri Group

Education 3.0 Primer Consider all of the facilities

available to a student interacting with a social network such as Facebook

How do they create, share, validate, and disseminate their digital artefacts

Creative commons image by ruttyhttp://www.flickr.com/photos/rutty/2193213362/

Education 3.0 There is no need to assume

scarcity Institutional boundaries are

blurred Students create content Students design their own learning Physical aggregation is not

required

Keats & Schmidt 2007 Creative commons image by craignoshttp://www.flickr.com/photos/craignos/1098510795/

The Role of Technology

Studying without the use of technology is increasingly like learning to dive without water.

Tony Bateshttp://www.tonybates.ca/2009/06/24/e-learning-and-21st-century-

skills-and-competences/Creative commons image by lucias clayhttp://www.flickr.com/photos/lucias_clay/2207148004/

Structuration Theory Basics When considering social life both macro and micro

level perspectives must be consider equally Repetition of acts of individual agents reproduce

structure Social structures are not unchangeable or permanent Social structures constrain the actions of individuals Structure and action constrain each other in an

evolving way

Structuration Theory and the Role of

Technology

Recreation of Structure People engage with

technology in social settings and in doing so create or recreate the structure of those social environments.

People’s repeated engagement with new technology consequently can produce new forms of structure.

Actions of Agent

(Unintended or Intended)

RecreatesCreates Anew

Structure

Technologies in Practice When people use technology they draw on:

Properties of the technological artifact Properties inscribed by the designers Properties added by users through customization

Their own skills, power, knowledge, assumptions, and expectations Their own training, communication, and expertise Knowledge of and experience within the institutional contexts in which they live and work

Orlikowski, 2001

The Principle of Choice People have the option, at any

moment and within the existing conditions and material to choose to do otherwise with technology. The potential for innovation, learning and change lie in the possibility to do otherwise.

(Orlikowski, 2001)

Creative Commons image by night86marehttp://www.flickr.com/photos/night86mare/2461659034/

Technology Landscape Many principles that embody the education 3.0 movement are

already being adopted by students in other social settings. Students are using social networks to create artefacts which

exist having education 3.0 like properties. Consider the use of Facebook and similar social networks and

the collaborative nature in which they allow people to share, review, rate, and remix digital content.

The relative ease of use built into these systems and the signification gained from participating with others in this social network seem to provide incentives to participate.

Challenges to Education 3.0 in South Africa

Legal Landscape (Legitimation, Moral Norms)

Physical Access (Domination, Resources) Skills Access (Domination, Authority) Rigid Structure of HE (Signification,

Legitimation, Interpretive Schemes)

Opportunities for Education 3.0 in South Africa

Evidence towards shrinking skills divide Tech-Savvy Students Opportunities for Mobile Use Institutional Openness (Avoir, OER UCT)

Conclusion Technology as enabler Technologies themselves are changed

by users in order to afford desired structures

Principles of choice will change assessment and classroom models

Keats, D, Schmidt, P, The Genesis and Emergence of Education 3.0 in Higher Education and its Potential for Africa (2007) First Monday, Volume 12, Number 3, March 5th, 2007 http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1625/1540

Metiri Group, 21st Century Skills Brief, http://www.metiri.com/21/Metiri-NCREL21stSkills.pdf

Orlikowski W. Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations. Organization Science [serial online]. July 2000;11(4):404-428.

Wiley, D, Openness and the Disaggregated: Future of Education, (2008) Brigham Young University Presentation from E-Learn 2008-Association for the Advancement of Computing in Education (AACE) http://opencontent.org/blog/archives/660 Accessed June 30, 2009

Any creative commons images found within this presentation should be reused/sourced from their original locations on flickr.

Thanks to Dr. Dick Ng’ambi for running such an interesting and engaging module!

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