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Conole 4 june

  1. Critical literacies course Exploring the cognitive dimension Gráinne Conole, The Open University, UK 4th June 2010
  2. Outline  Definitions  Characteristics of new technologies  Mapping to pedagogy  Jenkin’s digital skills/literacies  Daring to think differently
  3. Definitions  Literacy  Originally ability to read and write,  Ability to communicate and interpret ideas  Gee  Language is always used from a perspective and occurs within a context  ‘Little d’ – language in use, ‘big D’ – language combined with other social practices  New literacies:  21st Century literacies, internet literacies, digital literacies, new media literacies, multiliteracies, information literacy, ICT literacies, and computer literacy.
  4. From Web 1.0 to Web 2.0 Shift from: Web 1.0 – content repository& static information Web 2.0 – user generated content/social mediation Media sharing Web 2.0 characteristics Blogs & wikis Peer critiquing User generated content Social networking Collective aggregation Community formation Digital personas Virtual worlds Trends Shift from content to social mediation New practices of creation and sharing Evidence of scaling up/network effects
  5. A typology of Web 2.0 technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum forums Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education Syndication/RSS feeds Bloglines, Podcast, GoogleReader
  6. Inquiry-based Exploratory User-generated content Peer critiquing Open Affordances (Gibson) All "action possibilities" latent in anenvironment but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Social collective Networked Personalised Participatory Co-relationship and co-evolution of tools and users
  7. Co-evolution of tools and practice Representation Preferences Communication Interests Evolving practices Connection Skills Interactivity Context Affordances of Characteristics technologies of users
  8. A Tweet is simply 140 characters Examples of use Issues Posting queries Your ‘a-ha’ moment Commenting The right network Backchannel Your digital voice Crowdsourcing Inappropriateness Gathering opinions Personal/private Sharing Too much! events/ideas Use with other tools Brainstorming A passing fad? Social presence
  9. Redefining ICT… Communication Virtual worlds Video Online games conferencing Social Audio networking conferencing sites Google wave Forums Wikis Instant messaging Blogs Twitter Email Web Social File sharing Mash pages bookmarking sites ups Interactivity
  10. Mapping to pedagogy Use of RSS feeds and Personalised learning mash ups Situated, experiential, pr Location aware oblem-based devices, Virtual learning, role play worlds, online games Google, media sharing Inquiry or resource- repositories, user- based learning generated content Blogs and e- Reflective and dialogic portfolios, wikis, social learning networks
  11. Digital skills (Jenkins, et al., 2008) Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognition Transmedia navigation Collective intelligence Judgment
  12. Mapping to Downes’ framework  Play  Purposeful play as a means of interacting/understanding of digital spaces  Performance  Performance as a declaration of preferred digital persona/identity  Simulation  Develop of own mental modelsto understand interactions in digital space  Appropriation  Interpretation and appropriation of digital media for individual interests  Distributed cognition  Effective use of tools to achieved desired objectives  Collective intelligence  To be part of, as well as harnessing the CI
  13. Mapping to Downes’ framework  Judgment  To critical assess information and be able to make inferred decisions in terms of its relevance to the users own interests  Transmedia navigation  To have an understanding of paths through digital spaces  Networking  Targeted and effective finding and use of information for specific purposes  Negotiation  Understanding of the nuances within digital environments (cultural, discipline- specific, personal, etc)  Multi-tasking  Effective mixing of tools and tasks  Visualisation  Interpretation of different visual presentations of information and mechanisms for presenting connections across digital space
  14. Developing literacy skills  Adopting a reflective, design-based approach  Development of ‘formal’ representations of learning and teaching process  Can be used to guide design, enable sharing and discussion, offer a guided learning path  Learning with/through others  Use of Web 2.0 tools to encourage more interaction and sharing of practice  Visualisation  Using different Visualisation techniques to represent information and show connections  Metaphors of meaning  Exploration of new metaphors to describe interactions in digital environments beyond space and time
  15. A design-based approach Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion 15
  16. Consists of…. Cloudworks Course views Theoretical Collaboration perspectives Visualisation Resources Excel template CompendiumLD
  17. Dimensions view  Breaks down nature of course against the 4 higher level categories
  18. Learning through/with others
  19. Prompted by a tweet and post by @mattlingard, I've set up this cloud.
  20. The power of visualisation
  21. Metaphors and meaning making Space Ecological perspectives Organism perspectives Time Network Systems perspective Function Political perspectives Geo-spatial perspectives Mathematical perspectives
  22. Conclusion  New technologies require new literacy skills  In what ways can these new skills be developed?  We need new ways to thinking about and describe interactions in digital spaces  How can we avoid an ever increasing digital divide?  What are likely to be the implications in education? – for learners, for teachers, for institutions?

Notas do Editor

  1. ‘over-hearing’ talk shows/ Facebook / difference? / trails and travels of info and users / learning and infotoptiaNetworks of inspiration and mediated performances, networked learning and infomational Trail; spatio-temporal trajectories and journeys