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Goldsmiths, Learning, Teaching & Web 2.0 A sketch ~~~ Mira Vogel and John Phelps Goldsmiths Learning Enhancement Unit
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
John is with his family today
Change is here!
Change ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Andrew Stott, £160,000 Twitter Czar
Change ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learners
Learners and technology today (Melville, 2009) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A vision of students of today  ,[object Object],[object Object],[object Object],[object Object]
Rumbles ,[object Object],[object Object],[object Object],[object Object]
Learners in  institutions
Strategies! ,[object Object],[object Object]
A local strategy ,[object Object],[object Object]
Universities are also concerned with continuity
The HE system is largely self-sustaining
Plus  ç a change ,[object Object],[object Object]
Great Expectations (JISC Ipsos MORI, 2008) Familiar Unfamiliar Comfortable Not comfortable Instant messaging Text message admin updates Administrative materials online Using existing online social networks to discuss coursework Emailing tutors Course-specific materials online Posting questions Online to tutors Web CT Using social networks such as Facebook as a formal part of the course Submitting assignments online Using podcasts Making podcasts Making wikis
Great Expectations (JISC Ipsos MORI, 2008) Use Second Life Contact tutor Submit essays Social Networking Scholarly  websites Non-digital resources Online library resources Discuss coursework Online course info University portal Course specific  materials % Students using approach regularly Usefulness (Scale 1-4) 0 20 40 60 80 100 1 2 3 4
Learners adapt to gain their qualification ,[object Object],[object Object],[object Object]
Little demand for Web 2.0 from learner or teacher roles – some resistance ,[object Object]
… ,[object Object],[object Object]
Academic teachers and learners  are  exploring technologies … …  independently, in their own ways
Opening up – learning commons ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Participatory learning ,[object Object],[object Object],Goldsmiths Design students independently raised money for their end-of-year show with a line of accessories and a vast community on Facebook.
Mobile or ‘untethered’ learning ,[object Object],[object Object]
Liquid course reader ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Goldsmiths Library on our VLE
Winkball – made in Goldsmiths http:// www.winkball.com/walls/Press_Officer/Goldsmiths_Open_Day
Challenges (i.e. headaches) for institutions
Universities and Colleges Information Systems Association (2008-9) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment and standards ,[object Object],[object Object],[object Object]
Internet sites as learning institutions ,[object Object],[object Object]
Learners cannot replace teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Scaffolding learning today ,[object Object],[object Object]
Questions ,[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Goldsmiths, Learning, Teaching and Web 2.0

  • 1. Goldsmiths, Learning, Teaching & Web 2.0 A sketch ~~~ Mira Vogel and John Phelps Goldsmiths Learning Enhancement Unit
  • 2.
  • 3. John is with his family today
  • 5.
  • 6. Andrew Stott, £160,000 Twitter Czar
  • 7.
  • 9.
  • 10.
  • 11.
  • 12. Learners in institutions
  • 13.
  • 14.
  • 15. Universities are also concerned with continuity
  • 16. The HE system is largely self-sustaining
  • 17.
  • 18. Great Expectations (JISC Ipsos MORI, 2008) Familiar Unfamiliar Comfortable Not comfortable Instant messaging Text message admin updates Administrative materials online Using existing online social networks to discuss coursework Emailing tutors Course-specific materials online Posting questions Online to tutors Web CT Using social networks such as Facebook as a formal part of the course Submitting assignments online Using podcasts Making podcasts Making wikis
  • 19. Great Expectations (JISC Ipsos MORI, 2008) Use Second Life Contact tutor Submit essays Social Networking Scholarly websites Non-digital resources Online library resources Discuss coursework Online course info University portal Course specific materials % Students using approach regularly Usefulness (Scale 1-4) 0 20 40 60 80 100 1 2 3 4
  • 20.
  • 21.
  • 22.
  • 23. Academic teachers and learners are exploring technologies … … independently, in their own ways
  • 24.
  • 25.
  • 26.
  • 27.
  • 29. Winkball – made in Goldsmiths http:// www.winkball.com/walls/Press_Officer/Goldsmiths_Open_Day
  • 30. Challenges (i.e. headaches) for institutions
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.

Notes de l'éditeur

  1. The system is internally consistent and self-sustaining: League tables Research Assessment Exercise Quality Assurance Agency Copyright Law Data Protection Law You have to go out of your way to experiment. The VLE is largely used as a filing cabinet Students are acquiescent – for now
  2. There are two axes here – one is a measure of comfort with particular technology to support learning and on the other is the degree of familiarity with the technology. As an example you see top right hand corner, instant messaging – comfortable using it for learning and familiar with the technology. Down here we have the Virtual Learning Environment Web CT… The interesting point is that they are familiar with using social networks such as Facebook, but not comfortable using them as part of their learning. Look at the bottom left quadrant. Learners aren’t comfortable with using newer technologies or established technologies in new ways, in their learning. There’s a perceived split between learning lives and social lives.
  3. This also relates to the third of a university’s three missions – learning, teaching and public good.
  4. Compose soundtracks for gallery images; pose questions – “if a painting could speak, what would it say?” Art Mobs returns with a new project. Last year we hosted a gallery event at Marymount Manhattan College. Now we're focusing our attention on the Museum of Modern Art . We've produced (unofficial) audio guides for MoMA, and we're making them available as podcasts . We'd love for you to join in by sending us your own MoMA audio guides, which we'll gladly add to our podcast feed. Why should audio guides be proprietary? Help us hack the gallery experience, help us remix MoMA! Deptford.tv is an audio-visual documentation of the urban change of the Deptford area in collaboration with SPC.org media lab, Bitnik.org , the Boundless.coop , Southspace and Goldsmiths College . Since September 2005 we started assembling AV material around the regeneration process of the Deptford area, asking community members, video artist, film-makers, visual artists and students to contribute statements, feedbacks, critiques of the regeneration process of Deptford. This rough material as well as edited media content will be made available on the Deptford.TV database and distributed over the boundless.coop wireless network with an open content license such as the creative commons and the gnu general public license.
  5. You can think of Google’s PageRank technology as mass peer review (Boyle 2009) By participating in an online community, you can achieve a good reputation without having formal credentials. New ways to demonstrate understanding Reputation is beginning to challenge accreditation
  6. There are clear issues here related to how do they provide a service and also ensure it operates within statutory requirements, for things including data protection. This is not trivial and there are clear challenges that they have to face, which in some cases go totally against the grain for cloud computing and personalization approaches. As a concrete example you can’t hold or process personal data outside the EU. Some online survey tools are located on servers outside the EU. If you give feedback or marks that’s personal data, do you know where the server is located? That’s just a very small part and heavily simplified part of the minefield that we have to navigate.