With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
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
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23. Academic teachers and learners are exploring technologies … … independently, in their own ways
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
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.
This also relates to the third of a university’s three missions – learning, teaching and public good.
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.
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
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.