Slides from a 3 hour workshop on Web 2.0 and Formal education

1. Web 2.0 Meets Formal Learning Terry Anderson, Professor Canada Research Chair in Distance Education

3. Athabasca University, Alberta, Canada Fastest growing university in Canada 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs Master & Doctorate – Distance Education Only USA Regionally Accredited University in Canada * Athabasca University *Athabasca University

4. Introduction Terry Anderson’s CV in Wordle Tag Cloud

5. Web 2.0 Meets Formal Learning - Networked Learning Agenda Definitions and Theoretical Rationale Social Networking Apps in Education: Social Networking Social bookmarking Blogs Recommender systems Collaborative work tools Net presence, security and identity

6. "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 Does learning or education also take place in networks??

7. Fun Connected Time consuming Public Scary Unreliable Addicting Creates Social Capital Continuously changing Filled with Learning Filled with Schooling?? Life in a Net pervasive society is:

8. 21st centurylearner/customer/patient Wants to learn things Continuously moves between on and offline Is learning to recognize and demand quality in all transactions Knows there are many paths to learning and healing Is used to staggering amounts of content Normally uses a wide set of information processing, creation and communications tools

9. All types of information readily available, multimedia “universal multimedia library” Web 1.0

10. Web 2.0 O’Rielly 2004 New platform for application development Interoperability Rich internet applications Web services Users create the content – wikipedi, facebook, flickr

11. What is Social Media - Youtube

12. A Networked view of the Nature of Learning Social. Learning is a social process. Knowledge is an emergent property of interactions between networks of learners. Situated. Learning occurs within particular contexts. Both “learning and cognition...are fundamentally situated”, Reflective. Learners requires time to assimilate new information. Learners require the “opportunity to reflect on, defend, and share what they have learned Multi-faceted. Learning incorporates a range of theory, engagement, “tinkering” or bricolage, and active construction. From George Siemens

13. Is it just a Fad??

14. Webs Web 3.0 – the semantic web – the web understands itself, AI, inferences and reasoning

15. Networked Educational Computing Web 1.0 – the University home page, the learning management system Web 2.0 – Educational use of social networking (CitULike, RateMyProfessor, wikis, produseage) Web 3.0 – Adaptive learning, learning & subject ontologies

16. Steven Warburton, 2007 16

17. How Are LMS used? Use by Brigham Young Faculty -2004-2009 From Mott & Wyley, 2009

18. Learning based on artificial time segements Mott &Wiley (2009) http://ineducation.ca/article/open-learning-cms-and-open-learning-network

19. LMS Weaknesses Course focused Teacher dominated Removes students responsibility for their own learning Lacks persistence and student ownership Rigid and hard to integrate tools outside of the LMS package Slow evolution and adaptation

20. Generations of Pedagogy (Anderson 2010) First generation: Cognitive/behaviorist – correspondence packs, training, instructional design

21. Focus is on the Content and the Individual Learner

22. Behaviourist/Cognitive Knowledge Is Logically coherent, existing independent of perspective Context free Capable of being transmitted Assumes closed systems with discoverable relationships between inputs and outputs

23. Behaviourist/Cognitive Technologies Content is king

24. 2nd Generation of Pedagogy Constructivist Community of inquiry, Threaded discussions

25. Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor : Virtual classroom 25

27. small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”

29. 3. Generation Networked Learning usingConnectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.

30. Connectivist focuses on Networks - - not Groups Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice 29 Dron and Anderson, 2007

31. Connectivist Knowledge is Emergent Distributed Chaotic Fragmented Non sequential Contextualized

32. Connectivist Learning designs Connection forming Selection Filtering Awareness and Receptivity Contribution and Involvement Reflection and Metacognition Pettenati, & Cigognini(2007).

33. Connectivist Tools BecomePersonal Learning Networks http://www.go2web20.net/

34. Network learning as Disruptive Technology Clayton Christiansen – Innovator’s Dilemna

35. Adopting Disruptive Technologies Constant attention to where the “puck is going to be” Disruptive technologies may not be valued or provide advantage to existing customers “Products based on disruptive technologies are typically cheaper, simpler, smaller, and frequently more convenient to use” (Christensen, 1997). Bottom up disruptions - new providers using OER’s are most likely threat to established colleges

36. Adopting Disruptive Technologies Constant attention to where the “puck is going to be” Disruptive technologies may not be valued or provide advantage to existing customers Early adopters need support to customize web 2.0 solutions for local use Bottom up disruptions - new providers using OER’s are most likely threat to established colleges

37. Social Networking “web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system.” Share, comment upon, evaluate and recommend the resources of others boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1),

38. Functions of Social Networking in Education Connections beyond the course Persistence and student ownership Opportunities for social support and collaborative work Allow web 2.0 tools to operate outside of firewalls Network enhancement to alumni and professionals in field

39. Does Social Networking Impair F2F social interaction? “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. 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.” 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

40. Network Tool Set (example) Text Text 39 Stepanyan, Mather & Payne, 2007

41. Access Controls in Elgg

42. An action Tour of Elgg Login to canuckelgg.org Complete a profile Join the Social Networking in Education Group Post a blog or a bookmarked URL

43. Social Networking Options Facebook- External control, very popular, critcial mass, allows external apps. Ning – Host control, costs, ELGG – Open Source, user hosted, many plugins, active community, complex installation, weak e-portfolio Mahara – OS, user hosted, strong e-portfolio, weak social networking BuddyPress – Builds on OS Wordpress

44. Issues Internal or external hosting? Open source or proprietary? Technical support- internal or contracted? Top down or bottom up designs

45. Get out of

46. Patching on to the LMS

47. Your own Social Network

48. Open Net Research/Community Networks OERs, YouTUBE MY AU Login Discovery Read & Comment Passwords Passwords AlFresco CMS Athabasca Landing E-Portfolios Profiles Networks Bookmarks Blogs Course Development Sample CC Course units and Branded OERs Athabasca University Moodle AUspace ELGG Media lab Single Sign on Registry Library CIDER Secondlife campus

49. http://www.mindmeister.com/48706364 Possible Social Networking Systems

50. Learning Applications of Web 2.0 Tools

51. Social Bookmarking Individual Management Sharing Tagging, ranking, commentating Searching Cloud tags Subscriptions and feeds

52. VERY easy collaborative web publishing Wiki’s and collaborative editing Syndication by email or RSS Feed – Pushes a notification to you

53. Wikis (or Pages in Elgg) Educational Uses??

54. Why Blog?

55. Blogs “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. “ Weblogs in Higher Education–why do Students (not) Blog? 2009 ]M Andergassen, R Behringer, J Finlay, A Gorra

56. Task Management http://www.feedmyapp.com/web_20_project-management_applications_sites

57. Collaborative Work Applications Why does working at a distance always take longer?? What tools do you use? Google Docs Wiki’s Voice Thread? Wiggio?

58. www.go2web20..net

59. Robin Goods Best tool Collection Go to http://www.mindmeister.com/12213323# In pairs review types of collaborations tools Mind mapping Doc Sharing Work Group Video conf. Screen Sharing Event Scheduling Project Management White Board Report back on a recommendation:

60. Mind and Concept Mapping Concept maps make explicit relationships between ideas Cmap.imhs.us

61. Voice Thread – Multimedia, asynchronous interaction http://voicethread.com/#q.b908650.i4836718

62. Collaborative Document Sharing Good Docs versus Wiki’s Examples of Wiki use? Examples of Google docs? Examine the tools from Robin Good’s list

63. Work Groups

64. Synchronous Web conferencing Why Pay for Elluminate or Connect, are these tools – including Skype add ons just as good?? http://www.persony.com/quicktour/video_conf.jpg http://www.persony.com/quicktour/video_conf.jpghttp://www.persony.com/quicktour/video_conf.jpg

65. Meeting Scheduling

66. Project Management

67. How does Twitter (Micro Blogging) help learning? 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.

68. Have you Tweeted events from this conference? Hash tag #ict2010 Why Not??

69. Twitter Educ Applications Class chatter Building classroom community Sensing the world Track a word Track a conference Grammar use Rule Based writing Sharing Building social capital http://academhack.outsidethetext.com/home/2008/twitter-for-academia/

70. Does your institution use a social networking system? Is it inside or outside University control? What do you see as the biggest advantages/disadvantages of such systems?

71. Placing Boundaries on the Boundless “Good fences make good neighbors” Robert Frost

72. Collectives, Privacy & Identity Best way to protect personal integrity is by creating a robust but realistic web presence. Your actions are being mined, best to be a miner rather than a lump of coal! Active social net users are more socially active and integrated than non users (Ellison, Steinfield, & Lampe, 2007) Use of Blogs reduces feelings of alienation and isolation among online learners (Dickey, 2004) When perceived interest and benefits increase, willingness to provide personal data increases (Dinev & Hart, 2006)

73. Privacy Commisoner video http://www.youtube.com/watch?v=X7gWEgHeXcA&feature=related

74. Clay Shirky on Privacy http://www.youtube.com/watch?v=azIW1xjSTCo&feature=related Should everything online be accessible?

75. Additional Resources: http://docs.google.com/View?id=anw8wkk6fjc_92gbn7pwcp

76. Access to data can be restricted, but often is not “Of adolescent Web profiles: 47% - contained risk behavior information 21% - described sexual activity; 25% - described alcohol use; 9% - described cigarette use; and 6% - described drug use. 97% - Contained personally identifying information: 74% included an identifiable picture; 75% - included subjects' first names or surnames; and 78% - included subjects' hometowns” Moreno, Parks & Richardson (2007) , What are adolescents showing the world about their health risk behaviors on MySpace? Personal Exposure on Networking Sites:

78. Open Access Books Upcoming Emerging Technologies in DE edited by George Veletsiano www.irrodl.org

79. "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”Chinese Proverb Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca http://cde.athabascau.ca/faculty/terrya.php Blog: terrya.edublogs.org