Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
1.
Learning and Teaching in
Networked Publics
Helen Keegan
SVEA Next Generation Learning Conference, Brussels 23.11.12
2. Context: Web 2.0 and emerging pedagogies
Science, Technology, Media Arts - Interdisciplinarity
3. Learning and teaching through social media
h#p://www.youtube.com/watch?v=57zgMAHutW0
MSc Audio Production – Chris
4. Public
-‐
Private
“For
years
now
I’ve
kind
of
hidden
behind
a
The
only
part
of
my
digital
idenLty
that
username,
keeping
my
virtual
life
and
my
analogue
was
a
li#le
daunLng
was
taking
the
one
separate,
so
now
with
this
blog
I’m
beginning
to
personal
side
of
my
online
affairs
and
mix
the
two
and
I
must
admit
it
is
daunLng.
Unlike
mixing
that
with
the
somewhat
with
the
few
other
social
networking
sites
I’m
on,
professional,
educaLonal
side
of
it.
When
where
I
tend
to
sLck
to
my
circle
of
friends
that
I
see
starLng
my
wordpress
blog
I
did
feel
a
on
a
regular
basis
here
I’m
opening
myself
up
to
li#le
exposed,
because
essenLally
I
was
others
who
I
don’t
know.”
starLng
to
blog
and
express
moods
and
feelings
to
people
I
don’t
know,
which
of
course
is
what
I
have
done
for
years
on
“I
should
start
by
saying
I
am
a
very
private
person,
street
teams
and
forums,
but
somehow
and
on
many
occasions
have
been
described
as
being
this
felt
very
different
this
Lme,
and
I
anL-‐social,
so
this
module
I
have
found
to
be
very
almost
felt
naked
in
a
way,
stripped
of
all
difficult,
it
has
been
very
un-‐natural
sharing
my
masks
and
plaTorms
to
hide
behind.
thoughts
and
opinions
so
openly
with
the
World
Wide
Web.”
SVEA Next Generation Learning Conference 23.11.12
5. The Power of the Hashtag
#psvtam
#mscsm
This year, compulsory to tweet…
6. Mixed reactions, emotions
NOTE
lack
of
group
hashtags
for
some
‘publicly
private’
comments
Learning and teaching through social media
7. Network literacies
“Understanding
how
networks
work
is
one
of
the
most
important
literacies
of
the
21st
century.”
Howard
Rheingold,
2010
Science, Technology, Media Arts - Interdisciplinarity
8. Modelling network and media literacies
Using
Instagram
and
Twi#er
to
connect
‘live’
with
#psvtam
and
#mscsm
students
from
AoIR
Internet
Research
conference
DemonstraLng
network
connecLons;
modeling
behaviours
@solobasssteve
at
#ir12
(@nancybaym
talk)
@nancybaym feat. @solobasssteve at #ir12, 12 Oct 2011
9. #occupy movement, 15 Oct 2011
@bill_world
@courosa
on
instagram
@heloukee
webstagram
h#p://web.stagram.com/n/heloukee
Video
from
#occupySea#le
h#p://www.youtube.com/watch?v=F6BmyI6cArE
Connecting with my PLN, posting to twitter
10. Connecting through twitter and instagram
Twi#er
feed
@replies
showing
hashtags
used
by:
#occupymovement
#occupyToronto
#occupySea#le
#Sea#le
#solidarity
PLN and Seattle locals, 15 Oct 2011
16. But what about when things go wrong?
Because as well as opportunities, there are risks…
17. Social networking digital citizenship
Don’t
take
it
for
granted
that
adults
who
are
acLve
users
of
social
networking
services
know
how
to
behave
appropriately
online…
Talk openly and honestly about feelings
24. Opening up the classroom
Undergraduate
student
a#ending
Postgraduate
class
à
Ex-‐student
a#ending
Postgraduate
class
à
Mobile
learning:
learners
are
mobile
à
UG/PG: ex/current students: on/off campus
31. Ethical issues
What
(posts)
do
I
share
with
my
network?
What
effect
might
this
have
on
learners?
Educators
‘perform’
online,
only
sharing
the
good
stuff
–
what
about
when
things
go
wrong?
32. To summarise…
Leave space in the course to allow for play, emergent curricula,
serendipity and opportunity
As network involvement increases,
so does the likelihood of ad hoc
opportunities. Invite
suggestions from learners,
encourage them to use
THEIR networks
These are personal tools, increasingly
accessed on personal devices. Be open
and encourage learners to bring their
ideas/practices/networks on board!
Living, breathing curriculum - LEARNING ECOSYSTEM
33.
Learning and Teaching in
Networked Publics
Helen Keegan
… with thanks to the awesome students
from #psvtam and #mscsm 2011
SVEA Next Generation Learning Conference, Brussels 23.11.12
Editor's Notes
My practice: social technologies with techie/science students – epistemologies, transdisciplinarity, creativity
Background the module, evolution since 2006.Short video example of current student sharing this thoughts (not entirely serious) on social media: http://www.youtube.com/watch?v=57zgMAHutW0
NETWORK LITERACIES
Students had been told about both Nancy Baym and @solobasssteve in class, powerful example seeing the connections being played out online
Student requested a session on networks having followed twitter with interest during the preceding week.
Slides uploaded to slideshare night before the class - @cogdog saw his mention (he was featured in the slides) and offered to Skype in and talk to the group himself
Dialogue is key
This year, ‘next generation users’ did seem to be more aware of their right to express their opinion vs. being overly concerned about impression management. Many tensions in this respect.
Ex-students who left 2 years ago have carried on blogging and moved into Social Media, now writing targeted posts for current students – these students were motivated by seeing leading industry figures finding/commenting on the class blogs when they took the module in 2009.
Tutor and students all filming – none assessed task, just for fun. Level playing field. We don’t know how (if anybody) might have their footage included in the final film.
Crowdsourcing lecture notes through live class tweets – resource for a) group, and b) other groups from NZ, DE and ES in the #iCollab11 partnership
Weekly topic-related task: Each student asked to find 1 article (e.g. journal paper) and explain why they have chosen it in a blog post – results in a rich, crowdsourced bibliography for each module topic
Operating simultaneously as members of YouTube community – benefits (this film had 5000 views and 3 YouTube awards within 1st 24 hours) vs. risks (another film, received brilliantly in class, then received negative YouTube comments when taken out of context of the project)
Different cultural practices e.g. quoting sources
Also Ruskin – Victorian social critic. We are not machines, we are human. Celebrate imperfections!http://www.youtube.com/watch?v=JyRbTVwVsJ4
Video made at end of class session for M-Level Architecture students in New Zealand (part of the #iCollab11 project) to share with Haitians who they will be working with for 4 weeks as part of a building project: http://www.youtube.com/watch?v=ni-xNhit1EQ
5 days later
Examples of the kinds of questions we need to ask ourselves as pracitioners
Emergent practices and pedagogiesOpen educational practices, modeling behavior, leveraging networksBlurring boundaries (roles)Digital ID, digital citizenship, network and media literaciesCultural changes needed (Anne Balsamo)Alternative ways of organizing (e.g. hashtags) and accrediting (badges)Leave space in the course to allow for emergent curricula, serendipity and opportunity – as network involvement increases, so does the likelihood of ad hoc opportunities. Invite suggestions form learners, encourage them to use THEIR networks.These are personal tools, increasingly accessed on personal devices. Be open and encourage learners to bring their ideas/practices/networks on board.LIVING BREATHING ECOSYSTEM