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Web 2.0 Meets Formal Learning ,[object Object],Terry Anderson, Professor,[object Object],Canada Research Chair in Distance Education,[object Object]
Ict2010 workshop singapore
Athabasca University, Alberta, Canada,[object Object],Fastest growing university in Canada,[object Object],34,000 students, 700 courses,[object Object],100% distance education,[object Object],Graduate and        Undergraduate programs,[object Object],Master & Doctorate – Distance Education ,[object Object],Only USA Regionally Accredited University in Canada,[object Object],* Athabasca University,[object Object],*Athabasca ,[object Object],  University,[object Object]
Introduction,[object Object],Terry Anderson’s CV in Wordle Tag Cloud,[object Object]
Web 2.0 Meets Formal Learning - Networked Learning Agenda,[object Object],Definitions and Theoretical Rationale,[object Object],Social Networking Apps in Education:,[object Object],Social Networking,[object Object],Social bookmarking ,[object Object],Blogs,[object Object],Recommender systems,[object Object],Collaborative work tools,[object Object],Net presence, security and identity,[object Object]
"Today production, wealth and creation of surpluses take the form of cooperative  interactivity through linguistic, communications and affective networks" 	Hardt and Negri, 2001 Empire p. 294,[object Object],Does learning or education also take place in networks??,[object Object]
Fun,[object Object],Connected,[object Object],Time consuming,[object Object],Public,[object Object],Scary,[object Object],Unreliable,[object Object],Addicting,[object Object],Creates Social Capital,[object Object],Continuously changing,[object Object],Filled with Learning,[object Object],Filled with Schooling??,[object Object],Life in a Net pervasive society is:,[object Object]
21st centurylearner/customer/patient,[object Object],Wants to learn things,[object Object],Continuously moves  between on and offline,[object Object],Is learning to recognize and demand quality in all transactions,[object Object],Knows there are many paths to learning and healing,[object Object],Is used to staggering amounts of content,[object Object],Normally uses a wide set of information processing, creation and communications tools,[object Object]
All types of information readily available, multimedia,[object Object],“universal multimedia library”,[object Object],Web 1.0,[object Object]
Web 2.0,[object Object],O’Rielly 2004,[object Object],New platform for application development,[object Object],Interoperability,[object Object],Rich internet applications,[object Object],Web services,[object Object],Users create the content – wikipedi, facebook, flickr,[object Object]
What is Social Media - Youtube,[object Object]
A Networked view of the Nature of Learning,[object Object],Social. Learning is a social process. Knowledge is an emergent property of interactions between networks of learners.,[object Object],Situated. Learning occurs within particular contexts. Both “learning and cognition...are fundamentally situated”,,[object Object],Reflective. Learners requires time to assimilate new information. Learners require the “opportunity to reflect on, defend, and share what they have learned,[object Object],Multi-faceted. Learning incorporates a range of theory, engagement, “tinkering” or bricolage, and active construction. ,[object Object],From George Siemens,[object Object]
Is it just a Fad??,[object Object]
Webs,[object Object],Web 3.0 – the semantic web – the web understands itself, AI, inferences and reasoning,[object Object]
Networked Educational Computing,[object Object],Web 1.0 – the University home page, the learning management system,[object Object],Web 2.0 – Educational use of social networking (CitULike, RateMyProfessor, wikis, produseage),[object Object],Web 3.0 – Adaptive learning, learning & subject ontologies,[object Object]
Steven Warburton, 2007,[object Object],16,[object Object]
How Are LMS used?,[object Object],Use by Brigham Young Faculty -2004-2009,[object Object],From Mott & Wyley, 2009,[object Object]
Learning based on artificial time segements,[object Object],Mott &Wiley (2009) http://ineducation.ca/article/open-learning-cms-and-open-learning-network,[object Object]
LMS Weaknesses,[object Object],Course focused,[object Object],Teacher dominated,[object Object],Removes students responsibility for their own learning,[object Object],Lacks persistence and student ownership,[object Object],Rigid and hard to integrate tools outside of the LMS package,[object Object],Slow evolution and adaptation,[object Object]
Generations of Pedagogy (Anderson 2010),[object Object],First generation: Cognitive/behaviorist – correspondence packs, training, instructional design,[object Object]
Focus is on the Content and the Individual Learner,[object Object]
Behaviourist/Cognitive Knowledge Is,[object Object],Logically coherent, existing independent of perspective,[object Object],Context free,[object Object],Capable of being transmitted,[object Object],Assumes closed systems with discoverable relationships between inputs and outputs,[object Object]
Behaviourist/Cognitive Technologies,[object Object],Content is king,[object Object]
2nd Generation of Pedagogy,[object Object],Constructivist,[object Object],Community of inquiry,,[object Object],Threaded discussions,[object Object]
Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007,[object Object],Group,[object Object],Conscious membership,[object Object],Leadership and organization,[object Object],Cohorts and paced,[object Object],Rules and guidelines,[object Object],Access and privacy controls,[object Object],Focused and often time limited,[object Object],May be blended F2F,[object Object],Metaphor : ,[object Object],Virtual classroom,[object Object],25,[object Object]
Why Groups?,[object Object],[object Object]
small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”
Springer; Stanne, & Donovan, (1999) P.42 ,[object Object]
3. Generation Networked Learning usingConnectivist Pedagogy,[object Object],Learning is building networks of information, contacts and resources that are applied to real problems.,[object Object]
Connectivist focuses on Networks - - not Groups,[object Object],Group,[object Object],Network,[object Object],Shared interest/practice,[object Object],Fluid membership,[object Object],Friends of friends,[object Object],Reputation and altruism driven,[object Object],Emergent norms, structures,[object Object],Activity ebbs and flows,[object Object],Rarely F2F,[object Object],Metaphor: Virtual Community of Practice,[object Object],29,[object Object],Dron and Anderson, 2007,[object Object]
Connectivist Knowledge is,[object Object],Emergent,[object Object],Distributed,[object Object],Chaotic,[object Object],Fragmented,[object Object],Non sequential,[object Object],Contextualized,[object Object]
Connectivist Learning designs,[object Object],Connection forming,[object Object],Selection,[object Object],Filtering,[object Object],Awareness and Receptivity,[object Object],Contribution and Involvement,[object Object],Reflection and Metacognition,[object Object],Pettenati, & Cigognini(2007).,[object Object]
Connectivist Tools BecomePersonal Learning Networks,[object Object],http://www.go2web20.net/,[object Object]
Network learning as  Disruptive Technology,[object Object],Clayton Christiansen – Innovator’s Dilemna,[object Object]
Adopting Disruptive Technologies,[object Object],Constant attention to where the “puck is going to be”,[object Object],Disruptive technologies may not be valued or provide advantage to existing customers,[object Object],“Products based on disruptive technologies are typically cheaper, simpler, smaller, and frequently more convenient to use” (Christensen, 1997).,[object Object],Bottom up disruptions - new providers using OER’s are most likely threat to established colleges,[object Object]
Adopting Disruptive Technologies,[object Object],Constant attention to where the “puck is going to be”,[object Object],Disruptive technologies may not be valued or provide advantage to existing customers,[object Object],Early adopters need support to customize web 2.0 solutions for local use,[object Object],Bottom up disruptions - new providers using OER’s are most likely threat to established colleges,[object Object]
Social Networking,[object Object],“web-based services that allow individuals to,[object Object],construct a public or semi-public profile within a bounded system, ,[object Object],articulate a list of other users with whom they share a connection, and ,[object Object],view and traverse their list of connections and those made by others within the system.”,[object Object],Share, comment upon, evaluate and recommend the resources of others,[object Object],boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1),,[object Object]
Functions of Social Networking in Education,[object Object],Connections beyond the course,[object Object],Persistence and student ownership,[object Object],Opportunities for social support and collaborative work,[object Object],Allow web 2.0 tools to operate outside of firewalls,[object Object],Network enhancement to alumni and professionals in field,[object Object]
Does Social Networking Impair F2F social interaction?,[object Object],“Regression analyses conducted on results from a survey of undergraduate students (N = 286) suggest a strong association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital.,[object Object],In addition, Facebook usage was found to interact with measures of psychological well-being, suggesting that it might provide greater benefits for users experiencing low self-esteem and low life satisfaction.”,[object Object],Ellison, N., Steinfield, C., & Lampe, C. (2007). The Benefits of Facebook "Friends:" Social Capital and College Studentsí Use of Online Social Network Sites. Journal of Computer-Mediated Communication, 12(4), 1143-1168,[object Object]
Network Tool Set (example),[object Object],Text,[object Object],Text,[object Object],39,[object Object],Stepanyan, Mather & Payne, 2007,[object Object]
Access Controls in Elgg,[object Object]
An action Tour of Elgg,[object Object],Login to canuckelgg.org,[object Object],Complete a profile,[object Object],Join the Social Networking in Education Group,[object Object],Post a blog or a bookmarked URL ,[object Object]
Social Networking Options,[object Object],Facebook- External control, very popular, critcial mass, allows external apps.,[object Object],Ning – Host control, costs, ,[object Object],ELGG – Open Source, user hosted, many plugins, active community, complex installation, weak e-portfolio,[object Object],Mahara – OS, user hosted, strong e-portfolio, weak social networking,[object Object],BuddyPress – Builds on OS Wordpress,[object Object]
Issues,[object Object],Internal or external hosting?,[object Object],Open source or proprietary?,[object Object],Technical support- internal or contracted?,[object Object],Top down or bottom up designs,[object Object]
Get out of ,[object Object]
Patching on to the LMS,[object Object]
Your own Social Network,[object Object]
Open Net,[object Object],Research/Community Networks,[object Object],OERs, YouTUBE,[object Object],MY AU,[object Object],Login,[object Object],Discovery,[object Object],Read & Comment ,[object Object],Passwords,[object Object],Passwords,[object Object],AlFresco,[object Object],CMS,[object Object],Athabasca Landing,[object Object],	E-Portfolios,[object Object],	Profiles,[object Object],	Networks,[object Object],	Bookmarks,[object Object],	Blogs,[object Object],Course Development,[object Object],Sample CC ,[object Object],Course units and ,[object Object],Branded OERs,[object Object],Athabasca University,[object Object],Moodle,[object Object],AUspace,[object Object],ELGG,[object Object],Media lab,[object Object],Single Sign on,[object Object],Registry,[object Object],Library,[object Object],CIDER,[object Object],Secondlife campus,[object Object]
http://www.mindmeister.com/48706364,[object Object],Possible Social Networking Systems,[object Object]
Learning Applications of Web 2.0 Tools,[object Object]
Social Bookmarking,[object Object],Individual Management,[object Object], Sharing,[object Object],Tagging, ranking, commentating,[object Object],Searching,[object Object],Cloud tags,[object Object],Subscriptions and feeds,[object Object]
VERY easy collaborative web publishing,[object Object],Wiki’s and collaborative editing,[object Object],Syndication by email or        RSS Feed – Pushes a notification to you,[object Object]
Wikis (or Pages in Elgg),[object Object],Educational Uses??,[object Object]
Why Blog?,[object Object]
Blogs,[object Object],“Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, and concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors. “,[object Object],Weblogs in Higher Education–why do Students (not) Blog?  2009 ]M Andergassen, R Behringer, J Finlay, A Gorra,[object Object]
Task Management,[object Object],http://www.feedmyapp.com/web_20_project-management_applications_sites,[object Object]
Collaborative Work Applications,[object Object],Why does working at a distance always take longer??,[object Object],What tools do you use?,[object Object],Google Docs,[object Object],Wiki’s,[object Object],Voice Thread?,[object Object],Wiggio?,[object Object]
www.go2web20..net,[object Object]
Robin Goods Best tool Collection,[object Object],Go to http://www.mindmeister.com/12213323#,[object Object],In pairs review types of collaborations tools,[object Object],Mind mapping,[object Object],Doc Sharing,[object Object],Work Group,[object Object],Video conf.,[object Object],Screen Sharing,[object Object],Event Scheduling,[object Object],Project Management,[object Object],White Board,[object Object],Report back on a recommendation:,[object Object]
Mind and Concept Mapping,[object Object],Concept maps make explicit relationships between ideas,[object Object],Cmap.imhs.us,[object Object]
Voice Thread – Multimedia, asynchronous interaction,[object Object],http://voicethread.com/#q.b908650.i4836718,[object Object]
Collaborative Document Sharing,[object Object],Good Docs versus Wiki’s,[object Object],Examples of Wiki use?,[object Object],Examples of Google docs?,[object Object],Examine the tools from Robin Good’s list,[object Object]
Work Groups,[object Object]
Synchronous Web conferencing,[object Object],Why Pay for Elluminate or Connect, are these tools – including Skype add ons just as good?? ,[object Object],http://www.persony.com/quicktour/video_conf.jpg,[object Object],http://www.persony.com/quicktour/video_conf.jpghttp://www.persony.com/quicktour/video_conf.jpg,[object Object]
Meeting Scheduling,[object Object]
Project Management,[object Object]
How does Twitter (Micro Blogging) help learning?,[object Object],Pauschenwein, J., & Sfiri, A. (2010). Adult Learner Motivation for the Use of Micro-blogging during Online Training Courses.. http://online-journals.org/i-jet/article/view/1041.,[object Object]
Have you Tweeted events from this conference?,[object Object],Hash tag #ict2010,[object Object],Why Not??,[object Object]
Twitter Educ Applications,[object Object],Class chatter,[object Object],Building classroom community,[object Object],Sensing the world,[object Object],Track a word,[object Object],Track a conference,[object Object],Grammar use,[object Object],Rule Based writing,[object Object],Sharing ,[object Object],Building social capital ,[object Object],http://academhack.outsidethetext.com/home/2008/twitter-for-academia/,[object Object]
Does your institution use a social networking system?,[object Object],Is it inside or outside University control?,[object Object],What do you see as the biggest advantages/disadvantages  of such systems?,[object Object]
Placing Boundaries on the Boundless,[object Object],“Good fences make good neighbors” Robert Frost,[object Object]
Collectives, Privacy & Identity,[object Object],Best way to protect personal integrity is by creating a robust but realistic web presence.,[object Object],Your actions are being mined, best to be a miner rather than a lump of coal!,[object Object],Active social net users are more socially active and integrated than non users (Ellison, Steinfield, & Lampe, 2007),[object Object],Use of Blogs reduces feelings of alienation and isolation among online learners (Dickey, 2004),[object Object], When perceived interest and benefits increase, willingness to provide personal data increases (Dinev & Hart, 2006),[object Object]
Privacy Commisoner video,[object Object],http://www.youtube.com/watch?v=X7gWEgHeXcA&feature=related,[object Object]
Clay Shirky on Privacy,[object Object],http://www.youtube.com/watch?v=azIW1xjSTCo&feature=related,[object Object],Should everything online be accessible?,[object Object]
Additional Resources:,[object Object],http://docs.google.com/View?id=anw8wkk6fjc_92gbn7pwcp,[object Object]
Access to data can be restricted, but often is not,[object Object],“Of adolescent Web profiles:,[object Object],47% -  contained risk behavior information,[object Object],21% - described sexual activity; ,[object Object],25% - described alcohol use; ,[object Object],9%   - described cigarette use; and ,[object Object],6%   - described drug use. ,[object Object],97% - Contained personally identifying information: 74% included an identifiable picture; ,[object Object],75% - included subjects' first names or surnames; and ,[object Object],78% - included subjects' hometowns”,[object Object], 	Moreno, Parks & Richardson (2007) , What are adolescents showing the world about their health risk behaviors on MySpace?,[object Object],Personal Exposure on Networking Sites:,[object Object]
Ict2010 workshop singapore
Open Access Books,[object Object],Upcoming Emerging Technologies in DE  edited,[object Object], by George Veletsiano,[object Object],www.irrodl.org,[object Object]
"He who asks a question is a fool for five minutes;   he who does not ask a question remains a fool forever.”Chinese Proverb,[object Object],Your comments and questions most welcomed!,[object Object],Terry Anderson  terrya@athabascau.ca,[object Object],http://cde.athabascau.ca/faculty/terrya.php,[object Object],Blog: terrya.edublogs.org,[object Object]

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Ict2010 workshop singapore

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