My presentation on 'Stewarding and Power in Networked Learning', discussing my research project with Lee Webster -- for Networked Learning 2018, Zagreb, Croatia
This document discusses a research project analyzing online discussion posts from students in a postgraduate course. The researchers sought to understand how students develop information practices and steward their digital environments. They found that students collectively validated information sources, configured tools like wikis to support their work, and provided technology coaching to peers. While assessment parameters influenced students' practices, they also resisted constraints by using additional tools. The researchers analyze this relationship between power and resistance through the framework of Foucault, seeing how students negotiated their own competencies within the community context.
This document summarizes a presentation about developing digital and information literacy skills in students to improve employability. It discusses how universities can help students transition from formal academic learning to informal workplace learning by supporting them in configuring digital habitats and information landscapes. The research examines online discussions between students collaborating on a design project. It finds that the students select information, validate each other's judgments, and steward their digital environment to meet learning needs, demonstrating skills relevant to employability. The research suggests universities should support student communities' negotiation of competencies rather than imposing rigid definitions of literacy.
The document discusses the concept of Web 2.0 and how it has changed media and communication cultures. It explores ideas around participation and user-generated content, and how the internet allows information to flow more freely across borders. Key thinkers discussed include Marshall McLuhan and his idea that "the medium is the message," meaning the technology used shapes the message and experience.
This document discusses how virtual worlds like Second Life can be viewed as technologies of the self that allow users to construct alternate identities. It describes research where participants spent over 20 hours per week in Second Life, viewing it as a way to express aspects of themselves not available in real life. The document also examines the work of Michael Wesch, who uses digital tools to study how media impacts human interaction and identity formation.
Collaborative methodologies for writing open educational textbooks a state of...Proyecto LATIn
Abstract. The importance of collaborative electronic textbooks in the context of Open Educational Resources has been growing worldwide. This paper presents an state-of-the-art analysis of collaborative methodologies necessary for the shared creation of collaborative books, with a more specific attention given to open academic textbooks. This paper explore the academic literature of general concept of collaboration to more specific task of collaborative writing and example of successful initiatives of open textbooks around the world. The main conclusion of this study is that the any methodology for such creation should depend heavily on the conformation and cultural context of the writing group.
This document is a literature review on online social networks. It discusses how social networks can be described using network theory and graphs with nodes and links. It also covers topics like social network analysis, centrality measures, and how friendship and dating networks have been studied in high schools. The document questions whether online social networks provide truly new means of communication and what value they provide to users.
This document discusses a research project analyzing online discussion posts from students in a postgraduate course. The researchers sought to understand how students develop information practices and steward their digital environments. They found that students collectively validated information sources, configured tools like wikis to support their work, and provided technology coaching to peers. While assessment parameters influenced students' practices, they also resisted constraints by using additional tools. The researchers analyze this relationship between power and resistance through the framework of Foucault, seeing how students negotiated their own competencies within the community context.
This document summarizes a presentation about developing digital and information literacy skills in students to improve employability. It discusses how universities can help students transition from formal academic learning to informal workplace learning by supporting them in configuring digital habitats and information landscapes. The research examines online discussions between students collaborating on a design project. It finds that the students select information, validate each other's judgments, and steward their digital environment to meet learning needs, demonstrating skills relevant to employability. The research suggests universities should support student communities' negotiation of competencies rather than imposing rigid definitions of literacy.
The document discusses the concept of Web 2.0 and how it has changed media and communication cultures. It explores ideas around participation and user-generated content, and how the internet allows information to flow more freely across borders. Key thinkers discussed include Marshall McLuhan and his idea that "the medium is the message," meaning the technology used shapes the message and experience.
This document discusses how virtual worlds like Second Life can be viewed as technologies of the self that allow users to construct alternate identities. It describes research where participants spent over 20 hours per week in Second Life, viewing it as a way to express aspects of themselves not available in real life. The document also examines the work of Michael Wesch, who uses digital tools to study how media impacts human interaction and identity formation.
Collaborative methodologies for writing open educational textbooks a state of...Proyecto LATIn
Abstract. The importance of collaborative electronic textbooks in the context of Open Educational Resources has been growing worldwide. This paper presents an state-of-the-art analysis of collaborative methodologies necessary for the shared creation of collaborative books, with a more specific attention given to open academic textbooks. This paper explore the academic literature of general concept of collaboration to more specific task of collaborative writing and example of successful initiatives of open textbooks around the world. The main conclusion of this study is that the any methodology for such creation should depend heavily on the conformation and cultural context of the writing group.
This document is a literature review on online social networks. It discusses how social networks can be described using network theory and graphs with nodes and links. It also covers topics like social network analysis, centrality measures, and how friendship and dating networks have been studied in high schools. The document questions whether online social networks provide truly new means of communication and what value they provide to users.
The document discusses the debate around whether media influences learning. It provides background on Clark's position that media does not influence learning and Kozma's challenge to that view. The document then discusses how the debate has been reframed in light of Web 2.0 technologies, which enable new capabilities like collaboration and user-generated content. Proponents argue these unique attributes support learning in ways that older media could not by engaging students and improving cognitive skills, though more research is still needed.
This document discusses the concept of a teacher bot named Teacherbot. It includes quotes and references related to artificial intelligence in education, automated tutoring systems, and the potential roles of technology and non-human actors in education. The document also discusses the Edcmooc MOOC run by Teacherbot in 2014 which had over 12,000 enrollments from 158 countries and engaged students through online discussions. One quote provides a student's perspective that while the course did not feel traditional, it did prompt thinking.
The document discusses cultivating a personal learning network (PLN) through informal pedagogical dialogues. It describes how PLNs can be developed through interactions online that include sharing ideas, materials, and discussions with other educators. The document outlines a proposed study involving Mexican English language educators participating in open online discussions over 10 weeks to enrich their PLNs and professional learning. Data would be collected from participant blogs, websites and interviews to analyze the impact on individual educators and the concept of a PLN.
From Social Media To Human Media - critical reflection on social media & some...Niels Hendriks
This is a presentation by Liesbeth Huybrechts & Niels Hendriks given at the Glocal Conference in Macedonia in 2009. It makes a critical reflection on so-called social media and presents some design methods and projects dealing with social environments.
Campus codespaces for networked learnersSian Bayne
1. The document discusses different conceptualizations of space, from static to fluid and relational. It focuses on how digital technologies produce code/space and transduced spaces that are dependent on software and code.
2. Distance students experience the university in complex ways, inhabiting bounded, networked, fluid and fire spaces. While not physically present, some feel cognitively connected to the campus through online learning.
3. Code/space is a unique spatial formation profoundly shaped by software. Platforms like Yik Yak can produce real-time geosocial spaces on campus while online learning deters territorializes traditional understandings of educational space.
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
The document discusses issues around digital education, including both promises and threats. It examines perspectives that see technology as either driving changes or being adopted by users. It also discusses seeing the human and non-human as entangled rather than separate. Case studies look at how algorithms and automated systems shape participation and knowledge. The document calls for moving beyond questions of effectiveness to consider what we want from digital education.
Promoting Access for All with Open and Online LearningTom Mackey
This document summarizes the WLA 2014 Mid-Winter Conference which focused on promoting access to open and online learning through metaliteracy. It provides details on keynote speaker Tom Mackey who discussed metaliteracy and how it empowers learners to participate in interactive online environments. The document also summarizes various MOOCs on metaliteracy offered through SUNY Empire State College that saw hundreds of registrants and engagement in online discussions and blogs.
How metaphors matter an ethnography of blockchain based re descriptions of th...eraser Juan José Calderón
How metaphors matter an ethnography of blockchain based re descriptions of the world.
Sandra Faustino
Universidade de Lisboa - Instituto Superior de Economia e Gestão, SOCIUS/CSG, Lisboa, Portugal
ABSTRACT
This paper explores the role of metaphors in the production of redescriptions of the world within the framework of technological design
processes. Drawing on a collaborative ethnography with the Economic
Space Agency (ECSA), a start-up developing post-blockchain technology,
this paper illustrates how metaphors mimic the toponymy of
decentralized material infrastructures, while simultaneously pushing
forward ‘posthuman’ values that are expected to become fixated
through software. Through an analysis of a ‘collection’ of metaphors
produced by ECSA, this paper sheds light on the work performed by
specific vocabularies, within technological communities, in shaping a symbiotic relationship between futuristic politics and material culture.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
The document summarizes a presentation about designing virtual learning spaces. It discusses conceptual frameworks for understanding how infrastructures shape experiences and interactions. It then provides examples of virtual spaces created for classrooms, student projects, and faculty research. These included reconfigurable classrooms, interactive syllabi, and spaces for synchronous events and presentations. The goal was to enhance teaching practices through new media literacy and allow unexpected experiences.
The document discusses Neil Selwyn's exploration of the role of Web 2.0 tools in education. It describes how Web 2.0 has facilitated a shift from one-way content consumption to user-generated and shared content. However, fully realizing Web 2.0's potential faces challenges from rigid school structures and the difficulties of translating online activities into the classroom. The document considers proposals to replace schools with Web 2.0-driven learning but argues a more balanced, "bottom-up" reform is needed that recognizes the social contexts around education.
Drupal: the drop is always moving. Autogestión y gobernanza de infraestructur...David Rozas
This document summarizes a presentation about the open source content management framework Drupal and self-organization in commons-based peer production. Drupal is an extendable content management system that powers over 2% of websites through its core code and over 20,000 contributed modules and themes. The study found that contributions go beyond just code to include community activities, and that formalization and decentralization emerge in peer production communities alongside polycentric governance with different degrees of organization. The implications for digital governance platforms like Decidim in Barcelona are that they should account for different types of contributions, allow for diverse organizational structures, and consider polycentric models of governance.
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
The document discusses digital storytelling, including its definition, history, and benefits for use in education. It describes how digital storytelling originated in the 1990s and was developed by researchers including Joe Lambert. It gained popularity and was used internationally. The document argues digital storytelling should be adopted in education because it engages students, improves writing skills, and teaches technology literacy in a meaningful way.
Digital Storytelling Multimedia Presentationmarbush50
The document discusses digital storytelling, including its definition, history, and benefits for use in education. It describes how digital storytelling originated in the 1990s and was developed by researchers including Joe Lambert. It gained popularity and was used internationally. The document argues digital storytelling should be adopted in education because it engages students, improves writing skills, and teaches technology literacy.
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Emerging technologies refer to new technologies, especially those being adopted for educational use, such as wikis, blogs, and social networking sites. These technologies are characterized as being participatory, networked, two-way, interactive, flexible, and potentially experiential or mobile. While emerging technologies generate hype about improving education, their impact remains uncertain as technologies and ideas go through cycles of adoption and use. Both opportunities and challenges are presented by these diverse technologies and abundance of online content and participants. For learning, emerging technologies allow learning to extend beyond the classroom and for learners to have more control, through exploring, networking, participating, and reflecting on their experiences using blogs or other personal online spaces.
The document discusses the debate around whether media influences learning. It provides background on Clark's position that media does not influence learning and Kozma's challenge to that view. The document then discusses how the debate has been reframed in light of Web 2.0 technologies, which enable new capabilities like collaboration and user-generated content. Proponents argue these unique attributes support learning in ways that older media could not by engaging students and improving cognitive skills, though more research is still needed.
This document discusses the concept of a teacher bot named Teacherbot. It includes quotes and references related to artificial intelligence in education, automated tutoring systems, and the potential roles of technology and non-human actors in education. The document also discusses the Edcmooc MOOC run by Teacherbot in 2014 which had over 12,000 enrollments from 158 countries and engaged students through online discussions. One quote provides a student's perspective that while the course did not feel traditional, it did prompt thinking.
The document discusses cultivating a personal learning network (PLN) through informal pedagogical dialogues. It describes how PLNs can be developed through interactions online that include sharing ideas, materials, and discussions with other educators. The document outlines a proposed study involving Mexican English language educators participating in open online discussions over 10 weeks to enrich their PLNs and professional learning. Data would be collected from participant blogs, websites and interviews to analyze the impact on individual educators and the concept of a PLN.
From Social Media To Human Media - critical reflection on social media & some...Niels Hendriks
This is a presentation by Liesbeth Huybrechts & Niels Hendriks given at the Glocal Conference in Macedonia in 2009. It makes a critical reflection on so-called social media and presents some design methods and projects dealing with social environments.
Campus codespaces for networked learnersSian Bayne
1. The document discusses different conceptualizations of space, from static to fluid and relational. It focuses on how digital technologies produce code/space and transduced spaces that are dependent on software and code.
2. Distance students experience the university in complex ways, inhabiting bounded, networked, fluid and fire spaces. While not physically present, some feel cognitively connected to the campus through online learning.
3. Code/space is a unique spatial formation profoundly shaped by software. Platforms like Yik Yak can produce real-time geosocial spaces on campus while online learning deters territorializes traditional understandings of educational space.
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
The document discusses issues around digital education, including both promises and threats. It examines perspectives that see technology as either driving changes or being adopted by users. It also discusses seeing the human and non-human as entangled rather than separate. Case studies look at how algorithms and automated systems shape participation and knowledge. The document calls for moving beyond questions of effectiveness to consider what we want from digital education.
Promoting Access for All with Open and Online LearningTom Mackey
This document summarizes the WLA 2014 Mid-Winter Conference which focused on promoting access to open and online learning through metaliteracy. It provides details on keynote speaker Tom Mackey who discussed metaliteracy and how it empowers learners to participate in interactive online environments. The document also summarizes various MOOCs on metaliteracy offered through SUNY Empire State College that saw hundreds of registrants and engagement in online discussions and blogs.
How metaphors matter an ethnography of blockchain based re descriptions of th...eraser Juan José Calderón
How metaphors matter an ethnography of blockchain based re descriptions of the world.
Sandra Faustino
Universidade de Lisboa - Instituto Superior de Economia e Gestão, SOCIUS/CSG, Lisboa, Portugal
ABSTRACT
This paper explores the role of metaphors in the production of redescriptions of the world within the framework of technological design
processes. Drawing on a collaborative ethnography with the Economic
Space Agency (ECSA), a start-up developing post-blockchain technology,
this paper illustrates how metaphors mimic the toponymy of
decentralized material infrastructures, while simultaneously pushing
forward ‘posthuman’ values that are expected to become fixated
through software. Through an analysis of a ‘collection’ of metaphors
produced by ECSA, this paper sheds light on the work performed by
specific vocabularies, within technological communities, in shaping a symbiotic relationship between futuristic politics and material culture.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
The document summarizes a presentation about designing virtual learning spaces. It discusses conceptual frameworks for understanding how infrastructures shape experiences and interactions. It then provides examples of virtual spaces created for classrooms, student projects, and faculty research. These included reconfigurable classrooms, interactive syllabi, and spaces for synchronous events and presentations. The goal was to enhance teaching practices through new media literacy and allow unexpected experiences.
The document discusses Neil Selwyn's exploration of the role of Web 2.0 tools in education. It describes how Web 2.0 has facilitated a shift from one-way content consumption to user-generated and shared content. However, fully realizing Web 2.0's potential faces challenges from rigid school structures and the difficulties of translating online activities into the classroom. The document considers proposals to replace schools with Web 2.0-driven learning but argues a more balanced, "bottom-up" reform is needed that recognizes the social contexts around education.
Drupal: the drop is always moving. Autogestión y gobernanza de infraestructur...David Rozas
This document summarizes a presentation about the open source content management framework Drupal and self-organization in commons-based peer production. Drupal is an extendable content management system that powers over 2% of websites through its core code and over 20,000 contributed modules and themes. The study found that contributions go beyond just code to include community activities, and that formalization and decentralization emerge in peer production communities alongside polycentric governance with different degrees of organization. The implications for digital governance platforms like Decidim in Barcelona are that they should account for different types of contributions, allow for diverse organizational structures, and consider polycentric models of governance.
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
The document discusses digital storytelling, including its definition, history, and benefits for use in education. It describes how digital storytelling originated in the 1990s and was developed by researchers including Joe Lambert. It gained popularity and was used internationally. The document argues digital storytelling should be adopted in education because it engages students, improves writing skills, and teaches technology literacy in a meaningful way.
Digital Storytelling Multimedia Presentationmarbush50
The document discusses digital storytelling, including its definition, history, and benefits for use in education. It describes how digital storytelling originated in the 1990s and was developed by researchers including Joe Lambert. It gained popularity and was used internationally. The document argues digital storytelling should be adopted in education because it engages students, improves writing skills, and teaches technology literacy.
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Emerging technologies refer to new technologies, especially those being adopted for educational use, such as wikis, blogs, and social networking sites. These technologies are characterized as being participatory, networked, two-way, interactive, flexible, and potentially experiential or mobile. While emerging technologies generate hype about improving education, their impact remains uncertain as technologies and ideas go through cycles of adoption and use. Both opportunities and challenges are presented by these diverse technologies and abundance of online content and participants. For learning, emerging technologies allow learning to extend beyond the classroom and for learners to have more control, through exploring, networking, participating, and reflecting on their experiences using blogs or other personal online spaces.
The presentation on "Wikis as Water Coolers?" from the AoIR conference in Milwaukee, October 9, 2009.
Presented by Line Vittrup
Copyright: Line Vittrup
- The document discusses models of collective intelligence and challenges in designing systems to support collective intelligence when dealing with complex problems.
- It describes how argument mapping tools can help address issues like lack of insight into logical structures, poor idea evaluation, and shallow contributions that hamper online debates.
- A case study discussed how an argument mapping tool called LiteMap was used to collaboratively map discussions on an online platform about sustainable living. Mappers found the process challenging, especially for ill-defined topics.
Arc 211 american diversity and design yuuki joYuuki Jo
The document discusses the author's experience taking a course on diversity and design. The course taught the author that design and layout impact human behavior and society in significant ways. As technology evolves, so too does how we think and build our society. Factors like race, religion, and other attributes are incorporated into design and infrastructure to help people live comfortably and efficiently. The author learned to think critically about design and everyday things they previously didn't consider.
G fuchs euro_call_teacher_ed_sig_presentation_cfuchs_may2010nickyjohnson
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public collaboration spaces. The document discusses challenges in analyzing interactions that can be edited after the fact.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin FuchsThe Open University
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public nature of the collaborative tools. The document discusses challenges in analyzing interactions that can be edited after the fact and implications for future research.
Presentation for the live Elluminate session for week one of the 2010 BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topics included Shared Language, Social Web Definitions, Social Bookmarking & Collaborative Discovery.
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
The document discusses how technology and the internet have changed social work education and training since 1996. It summarizes two papers by Neil Ballantyne from 1996 on how the internet could impact social work. While internet usage has grown enormously, the digital divide remains. The document discusses how Web 2.0 allows for more collaboration and sharing between users. It also discusses debates around whether technology can replace human interaction in social work or just support it. While studies show no significant difference in learning with or without technology, technology can make learning more efficient, consistent, flexible, affordable and accessible if used to support effective pedagogical design.
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
Arc 211 American Diversity and Design Brian NicponBrian Nicpon
The Pruitt-Igoe housing project in St. Louis aimed to provide affordable housing but failed due to poor design and social issues. John Talen discusses how design can enable or disable communities. He advocates for mixed-use, walkable neighborhoods to foster interaction. In a lecture, Larson discusses the failure of modernist urban renewal projects and advocates New Urbanist principles of traditional neighborhood design. Two works reflect or challenge their contexts through design that either enabled community or failed to consider social aspects.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
The document discusses literacy and technology enhanced learning from three perspectives: hindsight, insight, and foresight. It provides context on the BRILLE research center and discusses how Vygotsky's work on tools as mediators and the Zone of Proximal Development can provide insight into augmented contexts for development using mobile technologies. Future research questions are proposed around issues like balancing traditional assessment with collaborative learning supported by new technologies.
The document discusses balancing individual and group needs in communities through technology. It explores tensions between participation and control, togetherness and separation, and individual vs group aims. It suggests using tools like blogs, wikis and social networks to address these tensions by bringing people closer or creating distance, and facilitating for both individuals and the group overall.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. Stewarding and power
in networked learning
Andrew Whitworth and Lee Webster
University of Manchester
NLC 2018, Zagreb @DrewWhitworth1
2. Stewarding “is a creative process…. facilitating a community’s
emergence and growth” (WWS p. 25)
Etienne Wenger (pictured),
Nancy White and John Smith
(2009): Digital Habitats
What communities do to
create an environment
that supports their learning
needs
Wenger et al describe the role of technology
steward…
Stewarding the digital
habitat
3. Stewards play various roles, including purchasing and
configuring technological tools that the community uses to learn
But it is not just about managing the
technological space and determining its
configuration….
Effective stewarding is also about developing the
capacity for stewarding in other community members
4. Ideally, a responsive digital habitat would evolve through
collaborative learning processes. The community as a whole would be
reflecting on its practices, and an environment created which would
build the capacity for transforming the digital habitat - stewarding - in
a broad range of stakeholders, something called for by Wenger et al
(2009, p. 27). The digital habitat should therefore not just facilitate use
of the habitat, but participation in the ongoing learning processes which
continuously shape the resources available to the community.
(Whitworth 2012, p. 50)
5. • Taught postgraduate course, approx 60
students/year
• Distance learners and on-campus learners
collaborating in assessed online discussion
activities
• There are communicative goals to the activities
(learning course content)— but also instrumental
goals (achieving a good grade)
Our research context
6. To succeed at these tasks (get a good grade), students have to:
• Communicate their experience of the different contexts to
other group members (using a range of media)
• Make collective judgments about the relevance of
particular technologies to the design task….
• both in terms of technological solutions for the
museums…
• …and the creation of a digital habitat that will support
their learning needs in this case
7. The dataset
• Two years’ cohorts (2015-16, 2016-17)
• 20 discussion groups in total
• Around a million words!
• Consent secured from all participants
(Interviews also completed with a sample)
8. The data are an on-the-spot record of how a
series of informal, but collectively validated
judgments were constantly generated by
discussion and how these judgments shaped the
technologies and informational resources each
group drew on to fulfil its networked learning
task.
9. Foucault…
So where does he come into
all this?
Let us consider his view of power — and how it can
be discerned in these groups’ stewarding of their
digital habitat
10. Wenger’s definition of a ‘community of practice’:
negotiation of competence (in Lloyd’s terms — literacy)
The group are
clearly asserting
their freedom to
generate their
own digital
habitat….
…but when their activity
hits the ‘boundary’ that
is defined by the
parameters of the task…
…they choose to conform to what they perceive
as the technological demands of the ‘external’ setting
11. We could see this as (self-)disciplinary power….
… the digital habitat as one of the loci of (tutor)
authority in this setting…
A controlling discourse, one that students
are trying to conform to. See this interview:
There was another girl who was not very active so me and
[Student L] were trying to get her to speak so if she didn’t
appear on [course VLE] we had to find a way to speak with her.
So we started a discussion on Facebook and said “look this is
what’s going on”. Whatever we discussed with her we posted to
the discussion board. There were a lot of times when we told
her to log on and speak and write something because we were
all marked. (our emphasis)
12. But there are two important things going on here….
First, insofar as ‘power’ is being asserted here, it is as a
perception of that power… the tutor presence is implicit
The tutor is not demanding that certain practices be
developed, but the students perceive that he is…. and
each group perceives this slightly differently
13. Second, it is when students resist this perceived power
that practices develop and the digital habitat evolves…
Our own VLE proved to be tricky sometimes. ..I valued that, as a
team, we made use of different ways to communicate, group our ideas
and give shape to our preliminary decision and strategy. Gmail,
Facebook, Google Drive, and the chat room in [course VLE] helped us
explore the use of social media and Web 2.0 tools to better
communicate and write collaboratively.
This interplay of power and resistance is very well illustrated
by the ‘wiki case’.
14. Example: the saga of the wiki [15/White/3]
BB discussion boards are seen as
clunky, so J acts as steward:
“Being very pro-wiki I have created 4 wikis now
to help us with this project…” [12/4/16 23:34]
S (within 45 minutes) validates this judgment:
“I think the wikis are very reasonable and feasible. I think
wikis just assist us finishing our designs, we may not
need to put massive efforts on wikis, but it helps us to
build ideas.” [13/4/16 00:15]
15. S goes on to explain that:
“Because [lecturer] said on the [task] description 'One final
point though — please remember, only what appears on this
board can be graded. If you use any other discussion medium
as a group, that's fine, but you'll need to post some kind of
summary of that 'external' discussion here if it is to be allowed
for in the grade.’ “ [13/4/16 00:15]
Constraint on digital habitat imposed — but not a limiting one as
they are still free to (and do) use the wiki instead.
This is not a constraint on the learners’ generating their own context;
but a call for the students to collectively develop information literate
practice in this context. (Inclusivity — information management)
S has reminded his fellow group members of this call.
16. C says:
“Thanks for this J - you have made me smile as I nearly said
in one of my earlier posts could we have a wiki (with your
name next to it!). Not only do you like a good wiki....we all like
a good wiki now.
Anyway they look good. However can I ask how you do the
colour for the text, I tried last time and never succeeded and if
I am going to be green, then I need to sort that out now.
Looking forward to hearing how to do this (I am sure it is really
easy and I am just being stupid).” [13/4/16 05:56]
17. J replies:
“No worries C :) There is a button that has a 'T' on it
with a small triangle indicating a drop
down menu on the top row of tools. If you click on that
triangle the colour menu will appear and
the text colour can then be changed. “ [13/4/16 21:30]
Following the selection and validation of the wiki as a tool,
here the stewarding role extends to technology coaching.
Conventional skills, yes, but it shows they are not
neglected within the group as members help each other
learn how to steward the environment they are configuring
around them.
18. But it doesn’t end there.
Prompted by a reminder about the activity parameters (but not a
demand to do things differently) J worries that the wiki posts
will not ‘count’ in assessment….
if it comes to it I think it may have to be the case that each one of
use will have re-post our wiki contributions on a thread. If we go
back to the wikis we can actually track the edits we have each
made and we can perhaps note at the top the date that it was
posted on the wiki. How do we feel about that? I'm sorry, feel a
bit guilty that I lead us down the wiki path without realising the
fruits of our labour would not be seen but at the same time I feel
it made the discussion a lot more effective that the threads would
have done! [21/4/16 17:45]
19. By the following day (22/4/16) all the wiki posts have been
copied and pasted onto the BB board by student J, with
colour coding (the red colouring is theirs)…
Post:
RE: Pasted from wiki - second museum choice
Author: [S]
I voted for National History Museum because there may have some
points for us to design but I am also thinking about The Acropolis
Museum which has a lot of advance technological applications. It is
more modern than the NFM. Climate change exhibition hall also has
some innovative applications as well. Maybe we can get some
inspirations from Acropolis Museum and Climate change exhibition
hall then apply some for the NFM.
[24/4/16 19:33]
20. Power/knowledge?
It is a ‘vulgar’ reading of Foucault
(Kendall & Wickham. p.55) to suggest
that power and knowledge are the
same thing…
Power is non-stratified, local, unstable
and flexible; knowledge is stratified,
stable and segmented.
21. The power that has been invested in this setting through the
pedagogical design of its information landscape by the tutor is
simultaneously resisted by the group…..
it is this resistance that then contributes to the formation of
knowledge and, consequently, proto-practices.
22. The research sheds light on how HE institutions can enfold information/ dig
It is about supporting the learning
community and its negotiation of
what it means to be competent
or literate in the community
context
…as opposed to the university context
and its definition of what ‘digital literacy’
and ‘information literacy’ mean
In fact it is that definition that constitutes a boundary object for this
community — something which does not constrain, but facilitates
their learning in this case.