Establishing the digital City limits
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The digital landscape for education. We hear so many different opinions on topics such as digital natives, digital literacy and digital technologies such as ‘mobile’ that it is hard to know where to begin. In this session I identify where we currently are in UK education, where some of us are headed and what may be on the horizon to help us enhance the learner experience.
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Establishing the digital City limits
- 1. eLearning: Enhancing the learning experience Establishing the digital City limits 5 th July 2011 Zak Mensah @zakmensah @jiscdigital
- 2. You are here
- 5. JISC
- 6. Mobile learning Student experience Digital Literacies
- 7. Top tip: JISC is here to help
- 15. Definitions of mobile learning? "Early definitions... which focused predominantly on the attributes of mobile technology, have given way to more sophisticated conceptualisations suggesting that mobility is the central issue (Winters, 2006). This denotes not just physical mobility but... having access to people and digital learning resources, regardless of place and time." Agnes Kukulska-Hulme (2010) Via Doug Belshaw
- 17. Context is king Opportunities User devices Anytime, anywhere Constraints Size Availability Range of devices Location Classroom Social Out of class
- 21. Web vs Native
- 23. the confident and critical use of ICT for work, leisure, learning and communication
- 26. Mobile VLE PLE Contact
- 28. # 1 A pedagogy of abundance
- 30. # 2 Open everything?
- 31. OER Standards Tools Creative Commons
- 32. # 3 Media enhanced assessment
- 33. # 4 Multimedia e-books
- 37. "People expect to be able to work, learn, and study whenever and wherever they want to." http://wp.nmc.org/horizon2011/
Notas do Editor
- Image Credit: http://www.flickr.com/photos/drljohnson/4662396411/in/set-72157624063155707
- Changing landscape Teaching in lectures Some VLE use http://bathspa.academia.edu/JoelleAdams/Papers/184784/Using_technology_to_improve_learning_teaching_and_research_in_my_professional_practice Image Credit: http://www.flickr.com/photos/brooklyn_museum/2486856820/
- we are said to be at a time for cost savings, Efficiency, increased fees and better than ever technology (point to uob survey) Image Credit: http://www.flickr.com/photos/edtechie/5187412748/
- Reference http://www.jisc.ac.uk/whatwedo.aspx
- Loose Venn diagram showing that each is part of the other
- Examples of the Student Experience as seen from talk with friends and folk on honeymoon (they study whilst waiting for laundry! During summer break) My own experience Image Credit: http://www.flickr.com/photos/thomashawk/2167802490/
- Digital visitors and digital residents rather than Digital natives. Dave White, Oxford University = Culture and motivation rather than age Visitors and residents http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/ http://tallblog.conted.ox.ac.uk/index.php/2009/10/14/visitors-residents-the-video/ - video
- Reference http://www.slideshare.net/timbuckteeth/its-personal-learning-spaces-learning-webs Slide 23 Steve Wheeler
- The changing notion of contact time. Traditionally ‘contact’ time was known: the time in front of the class and maybe a lab type session. Now the idea of ‘contact’ time is potentially 24/7 with online tools and I put this into 3 boxes: Pre session, During and Post session How will the needs of learners be met in a 24/7 culture of learning: expectations, tools, culture Example shown above from Dr Adrian Barnes at University of Bristol who provides lectures online ahead of ‘during’ sessions, thus extending 1 contact slot. Example video - http://www.jiscdigitalmedia.ac.uk/examples/20110126/barnes/
- There are emerging pockets of folk collaborating with departments officially to provide outputs that serve the student (assessment) and the institution. “ Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation , that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.” http://studentasproducer.lincoln.ac.uk/
- Mobile learning focus
- Image credit - http://www.flickr.com/photos/kodomut/5145996668/
- Mobile has snuck up on many but checking the web visitors and network usage stats suggests that mobile isnt the future but already here and we can either choose to ignore it or embrace it Current usage of connected devices at UOB https://www.wireless.bris.ac.uk/status image credit http://www.flickr.com/photos/alexbrn/3735287592/
- Reinforce previous point about the mobility of the learner, both in physical location but also in terms of time. Found via Mr Doug. http://dougbelshaw.com/blog/
- Elevator pitch for the JISC mobile review http://mobilereview.jiscpress.org/ Image credit http://www.flickr.com/photos/thomashawk/259604248/
- Stuff previously only available on computers now *anywhere* (context) Additional mobile reference www.slideshare.net/sharplem/disruptive-mobile-learning-bett-2008
- What basic things can we do to support mobile? Infrastructure is one of them (wifi availability) and being rolled out across UOB. This should be tied to a strategy that is considered with the short/medium term For example, we have great wi-fi in bus stops, open spaces etc but not many of the teaching spaces like lecture theatres – crazy. UOB wifi locations http://www.wireless.bris.ac.uk/help/locations/
- UOB status Surveys e.g. www.wireless.bris.ac.uk/help/wireless-survey/survey-2010/results-2010/ Interpreting network data Sharing wi-fi hotspots locations Know what you've got Image credit http://www.flickr.com/photos/nlscotland/4688574550/
- Demo of mymobileBristol 70% of our users are Blackberry, not just iPhone as many believe…. Why? In part due to the cost of the iphone v free or affordable offers from other providers. Project at http://m.bristol.ac.uk/
- Understanding the mobile web (normal websites that adapt for mobile use vs native apps (ones built specifically for a type of device and operating system) Pros and cons for each Great reference at http://blogs.cetis.ac.uk/mark/2011/03/02/mobile-web-apps-a-briefing-paper/ Credit: http://www.flickr.com/photos/macahanc6r/5521850778/in/photostream/
- Introducing digital literacies Quote from European Commission report DigEuLit 2006 Reference http://www.jiscinfonet.ac.uk/infokits/collaborative-tools/digital-literacy Image credit http://www.flickr.com/photos/antphotos/
- Handy overview for those new to the topic. Agree or disagree it is a topic we should consider. http://www.slideshare.net/dajbelshaw/the-essential-elements-of-digital-literacies Doug Belshaw slide 28 – 36
- So we looked at where we are, what might be next and/or interesting in the next 1-2yrs Image Credit http://www.flickr.com/photos/stratosphaerenlieder/2199022746/in/photostream/
- Changing landscape Where are we locally, nationally and internationally headed. Image credit http://www.flickr.com/photos/denverjeffrey/5636579214/
- No access is no help Image Credit http://www.flickr.com/photos/tribehut/5410194197/in/photostream
- Reference http://www.slideshare.net/mweller/a-pedagogy-of-abundance The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. p2 The shift to abundant content has as profound implications for education as it has for content industries. p2 For the consumer the changes are now significant: availability of music is instant; the granularity of purchase has altered from the album to the track; and if one uses bit-torrent type downloads then entire back catalogues are as easily downloaded as one track. This changes the consumer’s relationship to content, it is no longer the content that it scarce, but their own time and attention becomes the key scarce resource now. p4 Paywalls and subscription models can also been seen as an attempt to re-establish the scarcity of content. p5 As a result a ‘pedagogy of scarcity’ developed which is based around a one to many model to make the best use of the scarce resource (the expert). p5 {DIAGRAM] In a digital, networked age, while expertise is still rare, the access to content associated with it is now on a different scale. Content is free and abundant Sharing is frictionless Social interaction is key Complexity resides in the network Complexity arises because people don’t explicitly collaborate The filter is significant p7 We are witnessing a fundamental change in the production of knowledge and our relationship to content. p10 Coping with abundance then is a key issue for higher education, and one which as yet, it has not made explicit steps to meet, but as with many industries, adopting a response which attempts to reinstate scarcity would seem to be a doomed enterprise. Exploring pedagogies of abundance will be essential for educators to meet this challenge and equip their learners with the skills they need in an age of digital abundance. p10 If we put stuff online then the student experience is not just about learning in the limited contact time Image Credit: http://www.flickr.com/photos/drljohnson/5615400388/in/set-72157626487287044/
- Agree or disagree we need answers as individuals and institutions
- OER http://www.jisc.ac.uk/oer Creative commons http://www.vtstutorials.ac.uk/tutorial/video/?sid=2563439&&itemid=145 Image credit http://www.flickr.com/photos/edtechie/4966600375/
- http://fie-conference.org/fie2010/papers/1259.pdf http://prezi.com/ttxabqrkmn1o/examopedia-altc09/ Supporting Exam Revision via Google Talk and Examopedia Wiki
- Reference http://open.edu/itunes/ http://en.wikipedia.org/wiki/EPUB ePub3 will give us improved digital media support
- Are we ready? formats, awareness, pushing the edges
- Reference to caser studies http://escalate.ac.uk/8250
- Thanks to Doug Belshaw for this reference
- http://www.educause.edu/Resources/2011HorizonReport/223122 Top tip. If you are busy wait 1 day until after release and there will be tons of blogs to summary the key points for you