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Social:Learn Martin Weller
Social:Learn assumptions  <ul><li>There is a major shift in  society  and  education  driven by the possibilities new tech...
 
What principles should it embody? <ul><li>Openness </li></ul><ul><li>Flexibility </li></ul><ul><li>Disruptive </li></ul><u...
<psd http://www.flickr.com/photos/psd/1805709102/>
Some higher ed problems Formalising the informal <ggsmith http://www.flickr.com/photos/ggsmith/1408812410/>
Informalising the formal <Tushar http://www.flickr.com/photos/pokle/99599997/>
The topography of formality <TPorter2006 http://www.flickr.com/photos/tporter2/1392077364/>
<clicker bee http://www.flickr.com/photos/clickr-bee/1799382501/>
The granularity of education
&quot;For decades we've been buying albums. We thought it was for artistic reasons, but it was really because the economic...
 
So what is s:l? <ul><li>A profile  -  </li></ul><ul><li>An API </li></ul><ul><li>A suite of learning applications -  </li>...
Horizontal and vertical spread
Up for a challenge? Student adapts to educational system
System adapts to the learner
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Social:Learn Introduction

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An introduction to the Open University's social:learn project

Veröffentlicht in: Business, Bildung
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Social:Learn Introduction

  1. 1. Social:Learn Martin Weller
  2. 2. Social:Learn assumptions <ul><li>There is a major shift in society and education driven by the possibilities new technologies create for creating and sharing content and for social networking. </li></ul><ul><li>Higher education, to date, has not really addressed how to engage with these fundamental shifts and their impact on the core business model of higher education. </li></ul><ul><li>There is educational value in the application of both the technologies seen in web 2.0 and the approaches they embody. </li></ul><ul><li>The status quo is no longer feasible or advisable </li></ul><ul><li>Competition in the learner sphere is ever more complex , multi-faceted and fragmented </li></ul>
  3. 4. What principles should it embody? <ul><li>Openness </li></ul><ul><li>Flexibility </li></ul><ul><li>Disruptive </li></ul><ul><li>Perpetual beta </li></ul><ul><li>Democracy </li></ul><ul><li>Pedagogy </li></ul><dnwallace http://www.flickr.com/photos/dnwallace/848001061/>
  4. 5. <psd http://www.flickr.com/photos/psd/1805709102/>
  5. 6. Some higher ed problems Formalising the informal <ggsmith http://www.flickr.com/photos/ggsmith/1408812410/>
  6. 7. Informalising the formal <Tushar http://www.flickr.com/photos/pokle/99599997/>
  7. 8. The topography of formality <TPorter2006 http://www.flickr.com/photos/tporter2/1392077364/>
  8. 9. <clicker bee http://www.flickr.com/photos/clickr-bee/1799382501/>
  9. 10. The granularity of education
  10. 11. &quot;For decades we've been buying albums. We thought it was for artistic reasons, but it was really because the economics of the physical world required it: Bundling songs into long-playing albums lowered the production, marketing, and distribution costs ... As soon as music went digital, we learned that the natural unit of music is the track.&quot; (Weinberger) <Klmonty http://www.flickr.com/photos/klm_digital_snaps/560648054/>
  11. 13. So what is s:l? <ul><li>A profile - </li></ul><ul><li>An API </li></ul><ul><li>A suite of learning applications - </li></ul><ul><li>A site - </li></ul>
  12. 14. Horizontal and vertical spread
  13. 15. Up for a challenge? Student adapts to educational system
  14. 16. System adapts to the learner

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