Workshop for the Changing the Learning Landscape event http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm

1. DEPARTMENT FOR CONTINUING EDUCATION
TECHNOLOGY-ASSISTED LIFELONG LEARNING
How do students behave when in our
learning environment? How do we
need to react?
David White
@daveowhite
University of Oxford
20th February 2013

2. ‘I just type it
into Google
and see what
comes up.’UKS2

3. University

4. Learner
Owned
Literacies

5. Convenience, Connection, Authority, Relevance Distraction
ease of use, sharing with legitimacy
accessibility others
Create Reliability
Searching Collaborate Speed
Fun, Quantity
enjoyment

6. http://www.flickr.com/photos/midorisyu/752223850/sizes/o/in/ph
The power of
convenience

7. ‘Perfect thing, I think it would
be that all the useful,
accurate, reliable information
would like glow a different
colour or something so I could
tell without wasting my time
going through all of them’
UKS2

8. Free Wifi

9. Mark Stubbs: MMU student survey 2011 http://goo.gl/i1XiO

10. Credibility

11. ‘The majority of students to whom we
spoke indicated that simple curation
and recommendation of digital
resources from across the web in their
institutional VLE was an important,
trusted source of information and a key
starting point for their research.’
Open Educational Resources: The value of reuse in higher education. July 2011

13. Most of these systems recreate the
bureaucracies of education without
capturing the joy and rigor. At their
worst, learning management systems
turn students into columns in a
spreadsheet, taking all that's ineffable
about learning and making it grossly
manifest.
Online Learning: A User’s Guide to Forking Education -
http://www.hybridpedagogy.com/Journal/files/Forking_Education.html Jan 2013

14. There is a general consensus that the
focus of IL (information literacy) should
not be restricted to merely learning
technological skills or
following a check-list approach. Instead,
the focus has shifted to cultivating higher-
order critical thinking skills, including the
ability to engage with information in a
collaborative environment and through
different media.
Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates' Use of Social Media as
Information Sources, College & Research Libraries (Pre-Press Publication date July 2014)

15. Visitor Resident
Video - http://is.gd/vandrvideo
Project - http://is.gd/vandrproject
Paper - http://is.gd/vandrpaper

16. Visitor

17. Resident

18. Presence

19. Different Social Media Platforms Used as Information Sources (N = 833)
Rank Platform of Social Media Percent of Users
1 Wikipedia 98.6%
2 Social Networking Sites (e.g., Facebook) 95.7%
3 User Reviews (e.g., reviews in Amazon.com) 72.1%
4 Video Sharing Sites (e.g., YouTube) 69.5%
5 Social Q&A Sites (e.g., Yahoo!Answers) 49.8%
6 Blogs 32%
7 Microblogs (e.g., Twitter) 25%
Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates' Use of Social Media as Information Sources,
College & Research Libraries (Pre-Press Publication date July 2014)

22. Activity 1 – Mapping your personal engagement with the web
daveowhite@gmail.com

23. Activity 2 – Mapping the predominant modes of engagement
of the students, faculty and/or staff using your services.
daveowhite@gmail.com

24. Becoming academically Resident

25. …the Facebook group is
extremely active also, if not
for just complaining about an
assignment or trying to find a
particular reading, but also
sharing current news articles
with each other. UKG2

26. People are now more willing to place
personal information into public
domains, such as on the internet, and
attitudes towards privacy are changing,
especially among younger people.
These changes are blurring the
boundaries between social and work
identities.
Future Identities – Changing identities in the UK: the next 10 years. Jan 2012.
http://goo.gl/RVHWP

27. Activity 3 - Discussion around the challenges and value of
incorporating more Resident modes of engagement into
institutional services and practice.

28. Thanks
David White - @daveowhite
david.white@conted.ox.ac.uk

29. Visitors and Residents project team
A partnership between:
University of Oxford, OCLC, University of North Carolina Charlotte
Lynn Silipigni Connaway, Ph.D. Alison LeCornu, Ph. D.
Senior Research Scientist, OCLC Academic Lead (Flexible Learning),
The Higher Education Academy
Donna Lanclos, Ph. D.
Erin Hood
Associate Professor for Anthropological Research,
Research Support Specialist, OCLC
University of North Carolina, Charlotte
David White
Co-manager, Technology Assisted Lifelong
Learning, University of Oxford

30. Picture credits
Empty lecture theatre
http://www.flickr.com/photos/shaylor/13945881
Wifi router:
www.flickr.com/photos/fotero/1414451193/
Map:
www.flickr.com/photos/kozumel/4625046441/
Vending machines
www.flickr.com/photos/midorisyu/752223850
City
www.flickr.com/photos/stuckincustoms/3506557840/
Toolbox
www.flickr.com/photos/terry/6156784804
Oxford University
www.flickr.com/photos/catzrule/4982768828/
Drinks
www.flickr.com/photos/sunshine6/339605220/