- 1. Confronting the Opportunities of Participatory Culture:
Higher Education in Perpetual Beta : Northwest eLearning Community
ConferenceCable Green eLearning Director WA State Board for
Community & Technical Colleges
2. Slides will be shared on the conference web site &
SlideShare. 3.
- we will discuss current trends & technologies
- which may seem like extreme ideas, unsettling, and far
fetchedbut,
- we need to think about these trends if we want to leverage the
power of Web 2.0
I dont have the solutions, but 4. George Siemens: Knowing
Knowledge 5.
- We are in the midst of a technological, economic, and
organizational transformation that allows us to negotiate the terms
of freedom, justice, and productivity in the information
society
http://www.flickr.com/photos/lonewolf23/1570632701/ 6.
- I am not sure of what I absolutely know
http://www.blogwaybaby.com/uploaded_images/Yul_Brynner-736606.jpg
7. How do we Deal with This?
- We are preparing students for
- jobs that dont yet exist, using
- technologies that havent been
- invented, to solve problems we
- dont even know are problems yet.
http://www.youtube.com/watch?v=xHWTLA8WecI 8.
- low barriers to engagement
- strong support for creating and sharing
- experience is passed along to novices
- members believe their contributions matter
- members feel social connection
- not every member must contribute, but all must believe they are
free to contribute
- Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century McArthur Foundation
What is a Participatory Culture? 9.
- Anyone with access to the network
-
- still digital divide issues
- a Blog could reach 1.1 billion people
-
- Technorati tracking 70 million+ blogs
-
- 120,000 new blogs / day = 1.4 blogs / second
- Citizen reporters in South Korea
-
- 40 editors and reporters publish 200 stories a day written by
more than 26,000 registered citizen journalists
Who can Participate? 10.
Title Here 11. Introduction to Web 2.0 12. Web 1.0
- Web pages as information silos
- Changing content meant calling the webmaster
13. Web 1.0 vs. 2.0
- Britannica Online Wikipedia
- personal websites blogging
http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
14.
- Web 2.0 is the network as platform, spanning all connected
devices;Web 2.0 applications are those that make the most of the
intrinsic advantages of that platform : delivering software as
acontinually-updated service that gets better the more people use
it ,consuming and remixing data from multiple sources , including
individual users, while providing their own data and services in a
form that allows remixing by others,creating network effects
through an "architecture of participation,"and going beyond the
page metaphor of Web 1.0 to deliver rich user experiences.
Web 2.0 Definition 15. Key Point
- Systems that harness thenetwork effectbecome more valuable as
more people use and contribute to them.
- Do we enable these types of systems, for students, in higher
education?
16.
-
- Every aspect of Web 2.0 is driven by participation.
-
-
- blogging, social networks, and image and video sharing
-
-
- allow easy content creation and sharing by anyone
-
- Common interfaces for accessing content and applications are
the glue that allow for integration and innovation.
Web 2.0 Characteristics www.futureexploration.net 17.
- Decentralizationin architecture & participation
-
- Power and flexibility from distributing applications and
content over many computers & systems, rather than maintaining
them on centralized systems.
-
- Developers and companies provide open, transparent access to
their applications and content.
-
- Web 2.0 = manymodulesdesigned to link and integrate with
others,together building a whole that is greater than the sum of
its parts.
Web 2.0 Characteristics www.futureexploration.net 18.
-
- People control the content they create, the data captured about
their web activities, and their identity.
-
- We can increasingly choose to represent our identities however
we please, across interactions, virtual worlds, and social
networks.
Web 2.0 Characteristics www.futureexploration.net 19. Principles
of Web 2.0 Apps
- Data as the driving force
- Network effects: architecture of participation
- Innovation in assembly of systems
-
- features from distributed, independent developers
- End of the software adoption cycle
http://en.wikipedia.org/wiki/Web_2.0 20.
-
- Bringing multiple content sources together intoone interface or
application .
- API(Application Programming Interface)
-
- A defined interface to an application that allows access by
other applications.
-
- Integrating contentor an application into a web page, while the
original format is maintained.
-
- Rich categorization of information that is collectively created
by users, throughtagging .
Web 2.0 Methods www.futureexploration.net 21.
-
- Combination of different types of content or data, usually from
different sources, tocreate something new .
-
- Extracting and combining samples of content to create a new
output. The term was originally used in music but is now also
applied to video and other content.
- RSS(Really Simple Syndication)
-
- A group of formats to publish (syndicate) content on the
internet so that users or applications automatically receive any
updates.
Web 2.0 Methods www.futureexploration.net 22.
-
- Attaching descriptions to information or content.
-
- Visual depiction of tagsthat have been used to describe a piece
of content, with higher frequency tags emphasized to assist content
comprehension and navigation.
-
- Small, portable web application that can be embedded into any
web page.
Web 2.0 Methods www.futureexploration.net 23. 24. Web As a
Platform
- Build, Share, Track your own Widgets
- Google Docs and Spreadsheets
25.
- Digital immigrants (Prensky 2001) come from a world in which
documents, technologies, and life events come with a permanency, a
date certain, a final version. Web 2.0 is the epitome of the
digital age. It is all about accelerating change; constantly
striving for improvement; expansion, inclusion, leveraging existing
resources in new ways. When confronted with the ever-shifting sands
of Web 2.0, many immigrants are uneasy, off-balance; some even say
nauseous.
- Adapting to the Web 2.0 environment means casting off the
security of stability, while retaining the excitement of daily
discovery and constant change. Those who have made the leap of
faith to Web 2.0 have come to terms with the concept that our tools
will be different (newer and better) next semester and the semester
after that. In fact, with RSS applications, the semester never
really ends (Schroeder 2007).
Lesson #1: Perpetual Beta - Ray Schroeder 26.
- move from knowledge for all to construction of knowledge by
all
- a priorisolutions often aren't the right ones,emergent ones
are
- Why? Because as everything becomes digital, and storage and
distribution costs go to $0, everything will be accessible to
anyone with access to the network;and individuals will create new,
unexpected combinations of information with democratized production
processes.
Lesson #2:Students are the Producers 27.
- Yes, it's a mistake to romanticize consumer creation. Web 2.0
harnesses thestupidityof crowds as well as its wisdom.
- You get the good with the bad, but the point isweget to choose
and you never know who will want what.
-
- Trick is to use post-filters,search , and user driven
reputation systems to find the good stuff!
Lesson #3: Dont Worry about the Garbage 28. 29. 30.
- you either become an efficient and honest contributor, or
people will go around your traditional business models.
- RIAA vs. PTP file sharing
- NBC requesting video be removed from YouTube
-
- people continue to do it, and it promotes NBC shows
- Record Labels vs. Internet Radio
- Eventually, the masses will win politically, economically,
andeducationally .
In a Long Tail World 31.
-
- can never completely know what students need or want
-
- does not have unlimited resources
-
- cannot develop fast enough to keep up with user demand or
global innovation
Lesson #4:Content Development 2.0 32.
- Harness the collective intelligence of students:
-
- if we get out of their way, students will turn web 2.0
applications into new educational platforms
- Solution: provide open systems to leverage the collective
intelligence / mass student contributions by providing open
architectures for them to build on.
Lesson #4:Content Development 2.0 33.
Title Here 34.
- How long will students put up with content development 1.0 and
information sharing 1.0?
- Higher education produced content isonly partof the learners
mashed up educational eco-system
- Students will use open APIs & widgets to manipulate their
data as they see fit
-
- HarvardCrimson Connect /Controversy
- HE will need to integrate with students chosen systems, provide
our own APIs & widgets.
Content Development 1.0? 35.
- Can traditional organizations can even conceive of how these
new freeform platforms work?
-
- institutions firmly grounded in the 20th century struggle to
understand the power shift under way.
- These platforms are no longer under anyone's control for the
very reason thatthe Web is a system without an owner , except all
of us together.
- This is a major rub for HE = wearethe traditional
organizations.
- We need to talk about this.
Paradigm Shift?
http://z.about.com/d/physics/1/0/C/0/-/-/Einstein_tongue.jpg 36.
Why does it matter?
- seamless connection of people, resources & supply
chains
- virtual, mobile, personal
- application-to-application work flow
- global platform for collaboration
37.
- Students who wield Web 2.0 tools and processes will be able to
leverage global resources, supply chains, knowledge, and creative
talent
- Friedman describes three types of people who will keep their
jobs in a flat world:
-
- Adaptable lifelong learners
-
-
- Gartner term = versatilist
Why does it matter? 38.
- Friedmans warning to traditional institutions:
-
- No institution will go through fundamental change unless it
believes it is in deep trouble and needs to do something different
to survive.
- What will it take for HE to realize it needs to adapt to these
trends before it will change?
-
- What if theNew York Timesbecame an accredited, degree granting
unit?
-
- What ifWikiversitywas accredited and granted degrees?
-
- The Self-Directed Student Toolbox: 100 Web Resources for
Lifelong Learners
Are we in Deep Trouble? 39. In a flat world, the artists, the
synthesizers of ideas will rule.And they will use web 2.0 software
standards, and practices to distribute their ideas. 40.
- Play:experiment with ones surroundings as a form of
problem-solving
- Performance:adopt alternative identities for the purpose of
improvisation and discovery
- Simulation:interpret and construct dynamic models of real-world
processes
21 stCentury Literacies in a Flat World? McArthur Foundation:
Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century 41.
- Appropriation: meaningfully sample and remix media content
- Multitasking: scan ones environment and shift focus as needed
to salient details.
- Distributed Cognition: interact meaningfully with tools that
expand mental capacities
- Collective Intelligence: pool knowledge and compare notes with
others toward a common goal
21 stCentury Literacies in a Flat World? 42.
- Judgment: evaluate the reliability and credibility of different
information sources
- Transmedia Navigation: follow the flow of stories and
information across multiple modalities
- Networking: search for, synthesize, and disseminate
information
- Negotiation: travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following
alternative norms.
21 stCentury Literacies in a Flat World? 43.
- Take a method and try it. If it fails, admit it frankly, and
try another. But by all means, try something .- FDR
- Give students open platforms to innovate & listen to
them
- Watch other industries for best practices
- Read the daily blogs ofthought leaders
How do We Move Forward? 44.
- Students participate in producing, altering and commenting on
content.
- Reputation is the lubrication that makes cooperation among
strangers possible.
- We need to make it easy for students to rate the quality of,
comment on, and contribute to content and the structure of it.
- Social media must facilitate two-way discussion, discourse, and
debate with little or no moderation or censorship.
What should HE understand about Participatory Media? 45.
- Honesty and transparency are core values.
- Track and Foster Diverse & Emergent Feedback Loops
-
- RSS, web analytics, social networking, trackbacks
- It's all about pull, not push
-
- people are in control of the conversations, not the
pushers
-
- HE has traditionally been push.
- Distribution instead of centralization
-
- HE has traditionally been centralized creators of content we
need to open up access global knowledge
-
- Encouraging conversations on the vast edges of our networks,
rather than in the middle.
What should HE understand? 46.
- Look for Ways to Convert Present Knowledge into Deep
Memory
-
- auto archiving like Wikipedida
-
- create deep memory that members of an organization or system
can rely on to guide future actions
-
-
- establishing the shadow of the future (Robert Axelrod) increase
the opportunities for cooperation and the likelihood of a positive
outcome.
What should HE understand? 47.
- Organizing knowledge networks has traditionally been the role
of higher education.
- Higher Education will shift from organization as silo, to
organization as node.
Shift to Node 48.
- Connectivism : George Siemens
-
- Knowledge is held distributed within a network
-
- Competence / learning occurs through network creation
-
- Technology performs grunt cognition
-
- Value point of education is in connections / conversations
-
-
- creating networks to manage information deluge,
capturing/filtering key ideasproviding foundation for learning
beyond classes
New Theoretical Approach? 49. Groups vs. Networks
- Agroupis a collection of entities or members according to their
nature; what defines a group is the quality members possess and
number
- Anetworkis an association of entities or members via a set of
connections; what defines a network is the extent and nature of
this connectivity
Stephen Downes 9-25-07 : eLearning 2.0 in Development 50. Groups
vs. Networks
- Groups require unity,networks require diversity
- Groups require coherence,networks require autonomy
- Groups require privacy or segregation,networks require
openness
- Groups require focus of voice,networks require interaction
- http://www.downes.ca/cgi-bin/page.cgi?post=35839
51. Why Networks?
- Nature of the knower:humans are more like networks
- *** Quality of the knowledge:groups are limited by the capacity
of the leader***
- Nature of the knowledge:group knowledge
istransmittedandsimplewhile network knowledge
isemergentandcomplex
Stephen Downes 9-25-07 : eLearning 2.0 in Development 52.
Openness
- In the end, this all boils down to openness.
- Openness in business practices. Openness in classrooms.
Openness in software and applications.The more we share, the more
we benefit.
- Give away some power, some information, and get back so much
more.
http://www.secondlife.intellagirl.com/2007/04/23/why-do-we-still-care-about-web-20/
53. Why do we Need to Share?
- According to a 2005 GAO report, College textbook prices have
risen at twice the rate of annual inflation over the last two
decades
-
- since Dec. 1986, textbook prices have increased by 186%
- At 2-year public institutions, the average cost of books and
supplies per first-time, full-time student (03-04) was $886 =
almost75% of the cost of tuition and fees
-
- $898 at 4-year public institutions, about 26% of the cost of
tuition and fees
http://www.gao.gov/new.items/d05806.pdf 54.
Open Educational Resources: a Participatory Model for Learning
55.
Open Content 56.
- OpenCourseWare Consortium
-
- China Open Resources for Educationhas translated 109 MIT OCW
courses into Simplified Chinese.
- http://maps.repository66.org
Open Content 57. - JSB 58.
- We must get rid of ournot invented hereattitude regarding
others content.
- Content isnota strategic advantage
- Nor can we (or our students) afford it:
-
- Why cant we develop open textbooks?
-
- How many different Algebra 101 courses do we need?
-
-
- Are we all so unique that we cant use one another's
courses?
Hey Higher Ed! 59. What happens when
- Students set their own tuition rates for accessing content
based on the value they perceive?
60.
- Interoperability breeds Innovation
-
- Colleges and students must be able to move data freely between
teaching and learning systems.
- IMS common course cartridge
-
- Bb: When will you adopt the IMS common course cartridge as an
export tool in the Bb Academic Suite?
-
- Community Solution:Bfree(open source software) get your Bb
content out of your Bb course.
- OKI(Open Knowledge Initiative)
-
- Standards for how applications talk to one another
- OAI(Open Archives Initiative)
-
- Standards to share content between federated object
repositories
Open Standards 61. What about Copyright / IP?
Click 62. Open Source Software 63.
- Read:David Wiley (2006).Open source, openness, and higher
education.
Open Source Software 64.
- Richard Stallman ( 1996 ), founder of the Free Software
Movement, defined FOSS as follows:
-
- "Free software" is a matter of liberty, not price. To
understand the concept, you should think of "free" as in "free
speech," not as in "free beer.
- Free software . . . refers to four kinds of freedom, for the
users of the software:
-
- Freedom to redistribute modified versions.
- Stephenson (2005) includes a fifth"obligation to contribute
back to the community."
Why Open Source Succeeds 65.
- Because when we cooperate and share, we all win
exponentially.
- Reeds Law:Networks grow exponentially by the number of
nodes.
- Reeds Law is the link between computer networks and social
networks.
Why is Open Important? Institute for the Future whitepaper:
Technologies of Cooperation 66.
- Reeds insight emerged as he pondered the success of eBay and
realized that it doesn't sell merchandiseit provides a market for
customers to buy and sell from each other.
- eBay won because it facilitated the formation of social groups
around specific interests. Social groups form around people who
want to buy or sell teapots, or antique radios I realized that the
millions of humans who used the millions of computers added another
important propertythe ability of the people in the network to form
groups.
Why is Open Important? Institute for the Future whitepaper:
Technologies of Cooperation 67.
- Higher Education willwinwhen it provides an open, global
marketplace for learning and sharing of ideas.
68.
- Liberate content and services via a public, open API.
- Content should be separated from the experiences that mediate
access to it; this makes adaptable experiences possible.
-
- RSS readers let users consume content in the ways they choose
and have control over.
-
- XML separated content from form.
What might Higher Education Do? 69.
- Britannica model is not scalable
- Wikipedia has two employees and well over a million articles in
multiple languages. We need to learn this lesson if open education
is really going to reach out and bless the lives of people.
- Syndicate as well as use Web services to open up data.
-
- i.e., syndicate content & provide widgets
What might Higher Education Do? 70.
- Make it legal to reuse content.Don't cripple unintended
uses.
- Diligently buildtrustandcredibility .
-
- Others will dream of ways of using your data and services in
ways you couldn't imagine to achieve something that wasn't possible
before
-
- Be prepared for extreme situations; monitor your feeds and open
services
What might Higher Education Do? 71.
- Encourage the unexpected = provide skunkworks environments(or
at least time: Google 20% rule)
-
- faculty, staff students canplaywith software, standards,
content, and social networks
- Institutions that don't do this are at a competitive
disadvantage to Colleges that do open up.
-
- Main reason: openness creates the potential for unintended
uses.
-
- This creates value and students will migrate toward more open
systems of learning.
-
- Walled gardens just aren't a viable model any longer.
What might Higher Education Do? 72.
- Libraries have to buy journals back from publishers containing
the content their institutions faculty produced= broken cycle.
-
- Non-exclusive right to publish online in addition to journal
publication
-
- 6-months then publish online
-
- Publish in a peer-reviewed open content journal
-
- Creative commons attributions
Open Publishing 73.
- In a recent article inPLoS Biology , Eysenbach ( 2006 )
describes the benefits of open access (OA) publication:
-
- OA articles compared to non-OA articles remained twice as
likely to be cited in the first four to ten months after
publication (April 2005), with the odds ratio increasing to 2.9 ten
to sixteen months after publication (October 2005)= network
effect.
Benefits of Open Publishing 74. 75. Examples of Open
Publishing
- http://arxiv.org- Open access to 438,783 e-prints in Physics,
Mathematics, Computer Science, Quantitative Biology and
Statistics
- http://www.plos.org public library of science
Self Publishing 76.
- Scholarly Publishing & Academic Resources Coalition
-
- International alliance of academic and research libraries
working to correct imbalances in the scholarly publishing
system.
-
- Developed by the Association of Research Libraries
- Stimulates the emergence of new scholarly communication models
that expand the dissemination of scholarly research and reduce
financial pressures on libraries.
SPARC 77.
- Addendum to Publication Agreement
SPARC 78.
- One of the key mechanisms underlying the success of the open
source approach has always been at the core of higher education's
workings and values -peer review .
- Most academics are familiar and comfortable with blind peer
review of their research. Non-blind reviewof the teaching practices
and materials of instructors, as would be typical of open source
protocol, is likely to be another matter .
Future of Openness in Education David Wiley 2006. Open source,
openness, and higher education. 79.
- As uncomfortable a proposition as this new openness may be for
some, I believe it is the future of higher education.
- In web 2.0,everythingis public & higher education needs to
get used to it.
Future of Openness in Education David Wiley 2006. Open source,
openness, and higher education. 80. Technology Transformation Task
Force(WA CTCs)
- Comprehensive study of the CTC System to explore these issues
and plan for the future:
-
- Study will lead to an overall technology plan and a budget
request for 2009-2011.
-
- What do we have vs. where do we want to go?
-
- Focus is on eLearning technologies
-
- How can we better leverage technology, services, and content
across the 34 CTCs?
-
- Draft in January 08/Final report in March 08
81. What Can Legislatures Do?
- Support shared eLearning technologies and support services
initiatives
- Support projects that share content (courses, degrees,
textbooks) among all Colleges and Universities
- so more of our citizens have access to more educational
opportunities to better compete in a global economy.
82. Want to help me figure this out?
- Come to my breakout session this afternoon.
- 1:00pm: Moving forward with Participatory Learning: Whats
Next
- Well take good notes and share everything we create
83. Q&A Dr. Cable Green [email_address] (360) 704-4334
www.sbctc.edu 84. Tools for Faculty
- TOP 100 TOOLS FOR LEARNING 2007
- TOP 10 TOOLS FOR LEARNING 2007
85. Web 2.0...The Machine is Us/ing Us -Mike Wesch 86. Teachers
/ Faculty as Concierges
- Curt Bonk explores an interesting theme -teachers as concierges
: "We need to push students into the many learning possibilities
that are ripe for them now. Concierges sometimes show you things
you did not know were available or possible.
-
- - George Siemens Blog (10-08-07)