12. Firenze, 17 Aprile 201012
Peña-López, I. (2010) “Centralization vs. decentralitacion in Government
and Education” In ICTlogy, #78, March 2010. Barcelona: ICTlogy. http://
ictlogy.net/review/?p=3321
VLE custom VLE general
Gestione in
casa
Gestione in
rete
PLE/PKE
13. Firenze, 17 Aprile 201013
Peña-López, I. (2010) “Funneling concepts in Education 2.0: PLE, e-Portfolio, Open Social Learning”
In ICTlogy, #78, March 2010. Barcelona: ICTlogy. http://ictlogy.net/review/?p=3323
14. Firenze, 17 Aprile 201014
Su cosa ci concentriamo
Ambienti tecnologici per
l’apprendimento e per la gestione della
conoscenza in rete
Quali skills sono necessarie?
Quali strumenti e ambienti
possono essere utili?
Che risultati si possono ottenere?
15. Risorse: trailer di presentazione del video
http://elearningstuff.wordpress.com/2009/08/24/the-vle-is-dead/
The movie
http://elearningstuff.wordpress.com/2009/09/09/the-vle-is-dead-the-movie/
ALT (UK) - Settembre 2009
16. Chi ascoltiamo
Graham Attwell is Director of the
Wales based research organisation, Pontydysgu
http://www.pontydysgu.org/blogs/waleswideweb
James Clay ILT & Learning Resources
Manager at Gloucestershire College since
November 2006.
http://elearningstuff.wordpress.com/about-2/
17. Risorse: trailer di presentazione del video
http://elearningstuff.wordpress.com/2009/08/24/the-vle-is-dead/
The movie
http://elearningstuff.wordpress.com/2009/09/09/the-vle-is-dead-the-movie/
ALT (UK) - Settembre 2009
18. Graham Attwell
The education system itself, modelled originally on
factories, is now dysfunctional and doesn’t fit need.
And technologies such as VLE are modelled on that
outdated paradigm.
The VLE has to be seen in the context of the
managerialism of the late 1990s, and had efficiencies
as its central concern.
Why should we tell students to go to the VLE for
learning materials when it isn’t where we would go
ourselves if we wanted to learn stuff?
We have social software now, which people are able to
shape themselves.
19. James Clay
We’ve spent the last 10 years saying that the VLE
is dead.
We’ll bury the VLE one day – but not today.
Why should we tell students to go to lectures for
learning when it isn’t where we would go ourselves
if we wanted to learn stuff.
We’ve abandoned the idea of the Google
generation/digital natives
Students still need guidance at this stage; neither
they nor academics have the confidence to make
good use of social networking tools, and that’s
where the VLE comes in.
VLE extended
21. Altre Risorse relative a VLE
What is a VLE (basic, circa 4 minuti)
http://www.youtube.com/watch?v=QdP4_7xXXVw
E-portfolios (circa 30 minuti)
http://dotsub.com/view/ef717e77-4819-4ebc-8019-
In inglese (forse potreste tradurli? Dotstub.com)
Firenze, 17 Aprile 201021
22. Tempo di domande, idee & commenti
http://www.google.com/moderator/#16/e=5689
23. Il concetto di Personal Web
Come dire: Personal Learning
Environment?
24. Firenze, 17 Aprile 201024
Vari modi di intendere e gestire la
complessità -I
“The amount of content
available on the web is
staggering. Sifting through
the sheer volume of material
— good or bad, useful or
otherwise — is a daunting
task. It is even difficult to
keep track of the media
posted by a single person, or
by oneself. On the other
hand, adding to the mix is
easier than ever before,
thanks to easy-to-use
publishing tools for every
type and size of media.”
• (Horizon Report,
2009)
25. Firenze, 17 Aprile 201025
Vari modi di intendere e gestire la
complessità -II
To cope with the problem,
computer users are assembling
collections of tools, widgets, and
services that make it easy to
develop and organize dynamic
online content.
Armed with tools for tagging,
aggregating, updating, and
keeping track of content, today’s
learners create and navigate a
web that is increasingly tailored to
their own needs and interests:
this is the personal web.”
• (Horizon Report, 2009)
26. Firenze, 17 Aprile 201026
..e quindi…
it is easy to create customized,
personal web-based environments
— a personal web — that
explicitly supports one’s social,
professional, learning and other
activities via highly personalized
windows to the networked world.
(Horizon Report, 2009)
27.
28. Firenze, 17 Aprile 201028
…. Personal Web non basta a fare PLE
1) perchè non è affatto “easy”, neanche su un
piano puramente tecnico, ma se anche lo fosse
non sarebbe comunque sufficiente per il PKM
un Personal Web consente al più un Personal
Information Management; perchè questo si traduca in
un Personal Knowledge Magement efficace sono
necessarie ben altre cose….
2) perché per realizzare un Personal Web efficace
bisogna possedere delle abilità che vanno aldilà
di abilità tecnologiche e affondano le radici nella
disciplina del Knowledge Management
e per affrontare 1) bisogna affrontare prima
2)
29. Firenze, 17 Aprile 201029
Competenze del lifelong learner 2.0
Digital Literacy
Information Literacy
Media Literacy
Digital Competences
…
Introduzione al tema in (M.
E. Cigognini PKM –
Personal Knowledge
Management: cosa vuol
dire essere una persona
istruita nel XXI secolo?
Form@re,
n. 66 gennaio/febbraio)
È il set di
conoscenze,
competenze e
abilità complesse
che sostiene il singolo
nel suo processo di
formazione continua
Nasce in accademia:
UCLA, Los Angeles,
(2000) + Millikin
University (2003).
Ora anche d’interesse
aziendale
32. Firenze, 17 Aprile 201032
Edge, Question of the year, 2010
http://www.edge.org/q2010/q10_2.html#rheingold
33. Firenze, 17 Aprile 201033
Edge, Question of the year, 2010
http://www.edge.org/q2010/q10_2.html#rheingold
34. Tempo di domande, idee & commenti
http://www.google.com/moderator/#16/e=5689
35.
36. Dal Personal Web al PKE
Un multi-tool Environment per la gestione della conoscenza personale
– ovvero un Personal Knowledge Environment
37. Firenze, 17 Aprile 201037
PKE (PLE) – stato dell’arte
Ad oggi non è ancora emerso in modo proprio il
concetto di PKE, quando piuttosto quello generico
(semplicistico) di Personal Web
Il concetto più affine al PKE è quello di PLE
(Personal Learning Environment) o e-portfolio
Dal teacher allo student o community-oriented
spesso ancorato al formale, seppur con aperture
http://edtechpost.wikispaces.com/PLE+Diagrams
38. Firenze, 17 Aprile 201038
PLE, e-p or what?
PLE, e-p, or what?
February 18, 2010
http://blogs.cetis.ac.uk/asimong/2010/02/18/ple-e-p-or-what/
39.
40.
41.
42.
43.
44.
45.
46.
47. Firenze, 17 Aprile 201047
Più in generale: Personal Knowledge Environment
(PKE)
il dispiegamento di un (COME)
Personal Web (DOVE) in un
tempo dedicato al learning
(QUANDO), grazie al quale
qualsiasi utente (CHI) può
catturare una propria vista del
flusso informativo del mondo
della rete (COSA) e –
applicando sforzo e metodo
(COME) – utilizzarlo per
accrescere la propria
conoscenza (COSA) in
relazione a degli obiettivi che si
pone (PERCHE’).
48. Il dispiegamento di un
Personal Web
DOVE
in un tempo dedicato
al learning
grazie al quale
qualsiasi utente
può catturare
una propria vista
del flusso informativo
del mondo della rete
e utilizzarlo
applicando
sforzo e metodo
per accrescere
la propria
conoscenza
in relazione
a degli obiettivi
che si pone
QUANDO
CHI
COSACOME
PERCHE’
50. Firenze, 17 Aprile 201050
Le motivazioni del PKE -I
Perché è uno spazio virtuale altamente flessibile ed
a basso costo che consente:
Di ospitare un repository di collegamenti e produzione personale
relativa ad attività passate, presenti e in progress
Di raccogliere ed aggregare risorse digitali, news, informazioni e
materiali che saranno accessibili dovunque e da qualsiasi
computer
Di self-archiving e self-pulishing ogni attività o idea in corso,
evitando ritardi di ogni natural, aumentando la propria visibilità e
contemporaneamente alimentando il networking e la condivisione
di conoscenza
In sintesi il PKE permette di tracciare il percorso
lettura-prensiero-scrittura e tradurlo in attività
concreta di costruzione di conoscenza
condivis(a/ibile).
51. Firenze, 17 Aprile 201051
Le motivazioni del PKE - II
La più grande differenza rispetto alla pubblicazione
tradizionale di contenuti su Web è che il PKE consentirebbe
non solo di tenere traccia della conoscenza consolidata,
ma anche del flusso di conoscenza e conoscenza non
strutturata intesa a promuovere la costruzione (anche
collaborativa) di nuova conoscenza
Di affermare una presenza ed una personalità digitale
(digital identity) nei confronti di una generazione di
studenti “nativi digitali” (born digital) che non sanno come
“vivere digitale” (live digital).
53. Firenze, 17 Aprile 201053
PKE - Ricetta base
un blog per tenere traccia di news, riflessioni e
del flusso di conoscenza che nasce da letture,
ricerche, interazioni
un blogroll per fornire a tutti i lettori una lista
di raccomandazioni ad altri blog
un wiki per archiviare la conoscenza
collaborativa che evolve nel tempo
un manager di risorse con accesso online ai
record
un repository personale per il self-archiving
della documentazione prodotta
un sistema di social bookmarking ed
archiviazione per immagini, audio, video
Un uggregatore di RSS feeds per tutti i
contenuti dinamici di interesse
54. Firenze, 17 Aprile 201054
PKE – strumenti utili e oramai consolidati
Ce ne sono tanti, ad esempio la lista di:
Barry's best tools http://mindomo.com/view.htm?
m=ba286258ec8e417fba5c81924f08ef18
Visitate anche: http://barrydahl.com/
59. Firenze, 17 Aprile 201059
PKE – che risultati si possono ottenere
Ambito “education”
Dr. Michael Wesch,
Assistant Professor of Cultural
Anthropology and Digital Ethnography,
Kansas State University
U.S. Professor of the Year 2008 Award
for Outstanding Doctoral Research
Universities
Michael Wesch is a cultural
anthropologist exploring the impact
of new media on society and
culture.
61. Firenze, 17 Aprile 201061
Prof. Michael Wesch – la frontiera tra il
PKE e la Social Classroom
Blog
Un punto di presenza
http://mediatedcultures.net/ksudigg/
Mediated Cultures: Digital Ethnography
at Kansas State University
Un punto di aggregazione
http://www.netvibes.com/wesch#Digital_Ethnog
raphy
Un punto di lavoro
http://worldsim.wetpaint.com/
68. Firenze, 17 Aprile 201068
Dal Personal Web al Personal Knowledge
Environment
Il Web attuale fornisce strumenti molto potenti di
supporto al costruzione di conoscenza
(Knowledge Building, KB)
Nel sottolineare il passaggio dal Personal Web al
PKE si pone l’accento sulle tecnologie e sui suoi
usi orientati al KB oltreché agli approcci
“tradizionali” di gestione della conoscenza
In questa ottica ha senso parlare di PKE –
Personal Knowledge Environment
69. Firenze, 17 Aprile 201069
Sfida di questo tempo:
Fare in modo che gli studenti diventino capaci di partecipare
alla creazione di conoscenza come parte normale della loro
vita
Fatto: non ci sono metodi consolidati per educare
le persone a diventare produttori di conoscenza
Dobbiamo/possiamo pensare a una traiettoria di sviluppo che
conduca dalla naturale voglia di scoprire del bambini fino alla
creatività disciplinata di un maturo creatore di conoscenza
Come condurre gli studenti su questa
traiettoria?
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In
Encyclopedia of education, second edition. (pp. 1370-1373). New York:
Macmillan Reference, USA.
70. Firenze, 17 Aprile 201070
La storia dell’istruzione ci insegna delle
strade
3 strade ad oggi perseguite:
Foundational knowledge; prima impadronirsi
della conoscenza già nota
Focus sulle “subskills”; prima impadronirsi di
abilità quali pensiero critico, metodi scientifici,
collaborazione, poi utilizzarle in costruzione di
conoscenza
Learning communities, project-base learning e
guided discovery; la conoscenza si costruisce
socialmente
Forniscono soluzione solo parziale
all’obiettivo
Scardamalia, M., & Bereiter, C. (in press)
71. Firenze, 17 Aprile 201071
Principles of Knowledge building Scardamalia (2002) -I
Real ideas and authentic problems. In the classroom
as a Knowledge building community, learners are
concerned with understanding, based on their real
problems in the real world.
Improvable ideas. Students' ideas are regarded as
improvable objects.
Idea diversity. In the classroom, the diversity of ideas
raised by students is necessary.
Rise above. Through a sustained improvement of
ideas and understanding, students create higher level
concepts.
Epistemic agency. Students themselves find their way
in order to advance.
Community knowledge, collective responsibility.
Students' contribution to improving their collective
knowledge in the classroom is the primary purpose of
the Knowledge building classroom.
72. Democratizing knowledge. All individuals are invited to
contribute to the knowledge advancement in the classroom.
Symmetric knowledge advancement. A goal for Knowledge
building communities is to have individuals and organizations
actively working to provide a reciprocal advance of their
knowledge.
Pervasive Knowledge building. Students contribute to collective
Knowledge building.
Constructive uses of authoritative sources. All members,
including the teacher, sustain inquiry as a natural approach to
support their understanding.
Knowledge building discourse. Students are engaged in
discourse to share with each other, and to improve the
knowledge advancement in the classroom.
Concurrent, embedded, and transformative assessment.
Students take a global view of their understanding, then decide
how to approach their assessments. They create and engage in
assessments in a variety of ways.
Principles of Knowledge building Scardamalia (2002) -II
73. Firenze, 17 Aprile 201073
Conclusione – nei principi, I
Tutti hanno un PKE, bene o male
Nella peggiore delle ipotesi è un set di arnesi che genera
confusione e produce disagio
Nella migliore delle ipotesi è un potentissimo strumento di
costruzione di conoscenza e di valorizzazione individuale
Tanto vale pensarci un po’ su
È particolarmente importante per chi opera nel
mondo dell’educazione e per chi ha a che fare con
giovani
Nessun nativo digitale è saggio nell’uso della rete (digital
wisdom), alcuni sono immersi nelle tecnologie digitali senza
saper valutare la profondità della loro comprensione della
tecnologia (Palfrey & Gasser 2008)
74. I docenti restano le guide: se non
tengono il ritmo del tecnologismo,
poco importa: restano depositari di
accortezze d’uso e approcci
consapevoli agli usi evoluti della rete
75. Firenze, 17 Aprile 201075
Conclusione – nei principi, II
Essere docente al tempo del Web 2010
significa padroneggiare i principi del Personal
Knowledge Management in modo da fare
prevalere sempre un approccio dinamico al
Learning to learn
Non vergognarsi di:
Dare giudizi e cambiare idea su
strumenti/metodi/tecnologie/approcci
La flessibilità e l’adattabilità sono caratteristiche
chiave per chi vuole stare in corsa col tempo
76. È necessaria una prospettiva di lungo
periodo…
Life Long Learning
77. Firenze, 17 Aprile 201077
Conclusione – in pratica
Fare ordine (prima mentale e poi strumentale) nel
proprio PKE (quello attuale)
Fare auto-valutazione del proprio livello di digital
skills
Colmare le eventuali lacune con interventi di auto-
formazione
Valutare in secondo tempo se è possibile/utile
impadronirsi di altri strumenti per potenziare le
funzionalità e l’impatto del PKE
Se ci si ferma al mondo PKE scegliere strumenti e
dispositivi con criteri semplici come:
Facilità e flessibilità di uso, adattabilità al contenuto,
visibilità e mobilità
Se il vostro mondo PKE deve aprirsi alla social
classroom:
è utile capire portata e valutare ambienti specifici e
tecnologie specifiche per il mondo “educational”: ne
esistono molti e possono aiutare a fare grandi cose
78. Tempo di domande, idee & commenti
http://www.google.com/moderator/#16/e=5689
80. Web 2.0
Read/Write, two-way, anyone can be a publisher
Social Web
The term “Web 2.0” defines an era; like “Dot Com”
Search (Google, Alternative Search Engines)
Social Networks (MySpace, Facebook, OpenSocial)
Online Media (YouTube, Hulu, Last.fm)
Content Aggregation / Syndication (Bloglines, Google Reader,
Techmeme, Topix)
Mashups (Google Maps, Flickr, Amazon)
Image credit: catspyjamasnz
Richard MacManus Web 3.0 or Not, There's Something Different About 2009
81. Web 3.0?
“People keep asking what Web 3.0 is. I think maybe when
you've got an overlay of scalable vector graphics […] on
Web 2.0 and access to a semantic Web integrated
across a huge space of data […]”
Tim Berners-Lee, 2006
”The Web of Openness. A web that breaks the old siloes,
links everyone everything everywhere, and makes the
whole thing potentially smarter.”
Greg Boutin, May 2009
“The Web 3.0 term misleads organizations by implying
that a new version of the web is upon us.”
Anthony Bradley, Gartner, April 2009
Richard MacManus Web 3.0 or Not, There's Something Different About 2009
82. Web 3.0 in a Nutshell
Cartoon by
Geek and Poke
Richard MacManus Web 3.0 or Not, There's Something Different About 2009
83. Web 3.0 or No, We’re Seeing Something
New
There is a difference in the products we're
seeing in 2009 compared to the ones we
saw at the height of 'Web 2.0' (2005-08).
More products based on open, structured data e.g.
Wolfram Alpha
More real-time e.g. Twitter, OneRiot
Better filters e.g. FriendFeed (and Facebook, which
copies FF)
Google evolves (Search Options and Rich Snippets,
Search Wiki, Google Squared)
• real-time information, adding more meaning to the data
(aka Semantic Search), and filtering results. The new
features show that Google is adapting to this
environment.
Richard MacManus Web 3.0 or Not, There's Something Different About 2009
84.
85. Web 3.0?
If Web 2.0 was about user generated content and social
applications such as YouTube and Wikipedia, then Web 3.0
is about open and more structured data - which essentially
makes the Web more 'intelligent'.
Web 3.0 is an amorphous term, and possibly one that
people shouldn't even attempt to use. Nevertheless, it's
clear to us that the time for structured data has
come. We're beginning to see it in the current
wave of Linked Data sets being released, and in
the support that big companies, like Google and
Yahoo, are showing for structured data. Who
knows, maybe the Semantic Web is nearly upon us too.
Richard MacManus Understanding the New Web Era: Web 3.0, Linked Data,
Semantic Web May 14 2009
86. Firenze, 17 Aprile 201086
Linked Data (RDF, SPARQL)
Semantic Web (RDFS, owl)
Web 3.0
Web 2.0
Web 3.0 extends current Web
applications using Semantic
Web technologies and graph-
based, open data.
87. Firenze, 17 Aprile 201087
IEEE Computer, Jan 2010; IEEE Computing Now, Feb 2010 (free)
94. Firenze, 17 Aprile 201094
Altri Esempi Web 3.0
Social database (freebase.com)
TipTophealth
95. Firenze, 17 Aprile 201095
Altri letture su Web 3.0 Search
http://www.novaspivack.com/technology/the-
next-generation-of-web-search-search-3-0
http://www.novaspivack.com/uncategorized/eli
minating-the-need-to-search
96. Firenze, 17 Aprile 201096
Web 3.0 excitement
(hype?)
Significant and growing commercial interest…
Web: Google, Amazon, Travelocity…
Web 2.0: Facebook, Wikipedia, YouTube, Twitter…
Web 3.0: the big ones are still out there
97. Firenze, 17 Aprile 201097
Web 3.0 e Semantic Web
The Semantic Web is going just fine thank you
People asking “how,” not why
So far the commercial driver has been “weak
semantics”
In the enterprise
Web 3.0 adds semantics as a value add to
regular Web functionality
Semantic search
Semantic match
Semantic etc
The big one is still out there
98. Tempo di domande, idee & commenti
http://www.google.com/moderator/#16/e=5689
100. Firenze, 17 Aprile 2010100
Peña-López, I. (2010) “Centralization vs. decentralitacion in Government
and Education” In ICTlogy, #78, March 2010. Barcelona: ICTlogy.
http://ictlogy.net/review/?p=3321
VLE custom VLE general
Gestione in
casa
Gestione in
rete
PLE/PKE
101. Horizon key trends - 2010
• The abundance of resources and relationships
made easily accessible via the Internet is
increasingly challenging us to revisit our roles as
educators in sense-making, coaching, and
credentialing.
• People expect to be able to work, learn, and
study whenever and wherever they want to.
• The technologies we use are increasingly cloud-
based, and our notions of IT support are
decentralized.
• The work of students is increasingly seen as
collaborative by nature.
103. Firenze, 17 Aprile 2010103
Cloud computing, in education, is able to be both good
and bad. Why?
http://www.dontwasteyourtime.co.uk/elearning/what-is-cloud-computing-and-what-can-it-do-for-
education-2/#ixzz0kV8VIGBw
• The ‘good’;
• It allows you to work from
multiple PCs (home, work,
library, etc), find your files,
and edit them through the
cloud.
• It can be used to support
teaching and learning
experiences.
• Most software is free,
available and ready-to-use.
• Students can have a richer
and more diverse learning
experience, even outside
standard school hours.
• Schools and jurisdictions can
minimize costs; e.g.
outsource Institution email to
Google or Microsoft.
• It allows users to create
content through the browser,
instead of only searching
through the browser.
• The ‘bad’;
• Not all applications run in the
public cloud.
• Sensitive student data is no
longer completely controlled
by the school or the teachers.
• Internal networks are still
needed for disseminating
policies, printing, grouping
students, web filtering and
local storage.
• Who owns the intellectual
property rights over some
things you posted on cloud
services?
• A deleted account does not
mean deleted content.
• Can you truly rely on the
cloud to correctly and
accurately filter (adult)
content?
104. Altri riferimenti su Cloud Computing
http://cloudworks.ac.uk/
http://blogs.educationau.edu.au/jmillea/2009/06
/23/heading-into-the-cloud-cloud-computing-
and-education/
106. • So I am now on an Internet diet, in order to understand the world a
bit better — and make another bet on horrendous mistakes by
economic policy makers. I am not entirely deprived of the Internet;
this is just a severe diet, with strict rationing. True, technologies are
the greatest things in the world, but they have way too monstrous
side effects — and ones rarely seen ahead of time. And since
spending time in the silence of my library, with little informational
pollution, I can feel harmony with my genes; I feel I am growing
again.
NASSIM N. TALEB
Distinguished Professor of Risk Engineering, NYU-Poly; Principal, Universa
Investments; Author, The Black Swan
THE DEGRADATION OF PREDICTABILITY — AND KNOWLEDGE
http://www.edge.org/q2010/q10_1.html
107. … grazie per avere
passato questo
Sabato insieme!
Pettenati.mariachiara@gmail.com
nbenven@gmail.com
Hinweis der Redaktion
Formal – informal
Da lms/vle fino a PLE
L’assesment dove sta
Social dovunque
Prima che un problema tecnologico, un problema concettuale
Opportunità -> porta nuove questioni (es. formal/informal, assesment, management, literacy etc.)
Tanto più che le digital generation -> digital generation gap
Minuto 8-13
Minuto 13- 17
Minuto 1.15 -> fine
Commento sul movie: http://blogs.talis.com/education/2009/09/16/the-vle-is-dead-or-is-it/
I’m sure everyone who was lucky enough to attend this immensely engaging session will remember it for a long time. Its provocative title certainly grabbed everyone’s attention and ensured that it played to a packed house. It’s on video now, so if you fancy an hour of edifying but entertaining debate, then watch it here.
Josie Fraser, who was chairing, kicked off by saying how delighted she’d been to have landed this particular gig, which turned out to be a well-structured (and very well-chaired) debate between four learning technology luminaries, each taking a distinctive stance on the controversial subject of the VLE (or LMS, for those of you outside the UK).
First up was Steve Wheeler, who proclaimed that VLE has had its day; it’s not fit for purpose and VLE stands for VLE! What the VLE really is, Steven went on to say, is a CMS – only the tools connected to it promote learning, the VLE does not. Interestingly, he referred back to an article that Mark Stiles (in the audience) wrote called Death of the VLE?: a challenge to a new orthodoxy. I say interesting, because I’ve always regarded, and frequently alluded to, this concise article as a perfect expression of what the VLE should and should not be. The VLE homogenises content, and yet the student body is understood to be increasingly diverse. He also pointed out the limitation of the VLE for discursive types of learning – the large-scale discussion facilities are poor, and block interaction beyond the institution.
Graham Attwell took a broad view on a similar position. He explained that the education system itself, modelled originally on factories, is now dysfunctional and doesn’t fit need. And technologies such as VLE are modelled on that outdated paradigm. The VLE has to be seen in the context of the managerialism of the late 1990s, and had efficiencies as its central concern. He asked the audience why should we tell students to go to the VLE for learning materials when it isn’t where we would go ourselves if we wanted to learn stuff. We have social software now, which people are able to shape themselves.
James Clay took a very different tack, pointing out, with faux weariness, that we’ve spent the last 10 years saying that the VLE is dead. He does believe that we’ll bury the VLE one day – but not today. We’ve abandoned the idea of the Google generation (throughout the conference it was clear that there is broad consensus on this position in the learning technology community). Students still need guidance at this stage; neither they nor academics have the confidence to make good use of social networking tools, and that’s where the VLE comes in.
The final speaker was Nick Sharratt who also pointed out the lack of clear generational characteristics coming through. His central point, though, was hat the VLE is not yet complete. Students aren’t pushing for it, and he perceives an element of eagerness to play with the latest toys, rather than a genuine sense of freedom in stepping outside the VLE. He’s concerned that the PLE amounts to little more than a bunch of heterogenous tools held together with string.
In the lively discussion that ensued, Mark Stiles predicted that the PLE would probably go the same way as the VLE as we’re already giving it a label. Scott Wilson swiftly pointed out that the PLE is not meant to be a “thing”, but a point of discourse to reveal the deficiencIes of the VLE. Another point of disagreement occurred over informal learning – James Clay believing that it can’t be designed, and Middleton countering this by saying yes, you can allow it to happen by signalling that it is an ethos.
James Clay believes that the problem with the VLE is that it’s being run by the Innovation Prevention department, the sort of people who say you can’t have an iPhone because the institution only deal with T-Mobile. This chimes with a point that Nick Sharratt made, namely that you have to separate the issues that are intrinsic to the VLE from institutionally-generated problems.
But the best thing about this session was that at the end a show of hands revealed that the majority of the audience had reconsidered their original position on this question over the course of the debate. I thoroughly recommend you watch the video if you haven’t already done so.
Minuto 8-13
Minuto 13- 17
Minuto 1.15 -> fine
The Personal Web. Springing from the desire to reorganize online content rather than simply viewing it, the personal web is part of a trend that has been fueled by tools to aggregate the flow of content in customizable ways and expanded by an increasing collection of widgets that manage online content.
The term personal web was coined to represent a collection of technologies that are used to configure and manage the ways in which one views and uses the Internet. Using a growing set of free and simple tools and applications, it is easy to create a customized, personal web-based environment — a personal web — that explicitly supports one’s social, professional, learning, and other activities.
(HR, 2009)
The ability to tag, categorize, and publish work online, instantly, without the need to understand or even touch the underlying technologies provides a host of opportunities for faculty and students. By organizing online information with tags and web feeds, it is a simple matter to create richly personal resource collections that are easily searchable, annotated, and that support any interest. (HR, 2009)
(non direi proprio)
Link esterno e navigazione commentata in alcuni schemi
Aggiungere:
43Things, a social networking site based around the concepts of describing and sharing personal goals (in many cases learning goals) and then collaborating towards achieving them with others with similar goals. 43Things distinguishes between 'peers' and 'experts', in the sense of enabling connections of people who want to achieve a goal, and those who report already having achieved it. 43Things proved highly influential to many in the e-learning field, and is notably present in the early architectural models of a PLE
We're well into the current era of the Web, commonly referred to as Web 2.0. Features of this phase of the Web include search, social networks, online media (music, video, etc), content aggregation and syndication (RSS), mashups (APIs), and much more. Currently the Web is still mostly accessed via a PC, but we're starting to see more Web excitement from mobile devices (e.g. iPhone) and television sets (e.g. XBox Live 360).
Heavy use of tagging in Web 2.0 applications
Keywords, tags
Folksonomies (taxonomies that emerge through the use of tags) can be used as metadata to explain the content of the object being described?
Need of context in tagging
The continuing acceptance and adoption of cloud-based applications and services is changing not only the ways we configure and use software and file storage, but even how we conceptualize those functions. It does not matter where our work is stored; what matters is that our information is accessible no matter where we are or what device we choose to use. Globally, in huge numbers, we are growing used to a model of browser-based software that is device-independent. While some challenges still remain, specifically with notions of privacy and control, the promise of significant cost savings is an important driver in the search for solutions.