1. How the Web Changes
Education:
Web-Based Learning
Introduction to Web Science Session 4
Stefanie Panke
2. Finish
Session 1: Reflecting the
Past
Homework: Summarize
Web Science Conference
Paper
Session 2:
Understanding the
Present (Social Media)
Homework: One-paragraph
topic idea
Session 3: Web Science
Research Skills
Session 4: How the Web
Changes Society:
Education
Homework: Final
Presentation
Session 5: Web Futures:
Student Presentations
Homework: Final Paper
NEXT STEPS: Presentation & Paper
4. E-Learning Definitions & Data
North
America is the
largest market
for e-learning
Asia-Pacific is
expected to be
the fastest
growing
market
Learning
anytime,
anywhere
Estimated global market
size for e-learning:
$325 billion by 2025
Facilitated by digital
tools, Combines text,
audio, video, and
graphics
5. Learning Management Systems
For example: Moodle, Canvas, Blackboard, Brightspace,
Video Streaming Services
For example: Panopto
Student Information System (SIS)
Quiz/ Assessment / Questionnaires / Evaluation
Qualtrics, H5P, Learnosity, Slido
Authoring Tools for SCORM Learning Objects
For example: Adobe Captivate, Dominknow
Educational Technologies
Content Management Systems
For example: WordPress, Drupal, Zope/Plone, Typo3
6. Educational Technologies
New tools constantly emerge
Community Tools
Flipgrid, Padlet, VoiceThread
Micro-Authoring
Genial.ly, thinglink
Micro-Credentials
Badgr Credly
Virtual Worlds
Augmented Reality, VR
Mobile Learning
Podcast, mobile Apps, e.g. Citizen Science
Social Media / Social Networks
Social media platforms, learning communities
14. Evaluate critically: Failure as an option
If things do
not fail, you
are not
innovating
enough.
Experience is
the name
everyone
gives to their
mistakes.
Elon Musk Oscar Wilde
16. How does learning work?
• Neurological – What happens
in the brain?
• Cognitive – What happens in
the mind?
• Metacognitive – How does the
mind monitor what happens
in the mind?
• Social –What happens in the
environment?
17. How does learning work?
• Neurological – What happens
in the brain?
• Cognitive – What happens in
the mind?
• Metacognitive – How does the
mind monitor what happens
in the mind?
• Social –What happens in the
environment?
18. How does learning work?
• Neurological – What happens
in the brain?
• Cognitive – What happens in
the mind?
• Metacognitive – How does the
mind monitor what happens
in the mind?
• Social –What happens in the
environment?
19. How does learning work?
• Neurological – What happens
in the brain?
• Cognitive – What happens in
the mind?
• Metacognitive – How does the
mind monitor what happens
in the mind?
• Social –What happens in the
environment?
20. How does learning work?
• Neurological – What happens
in the brain?
• Cognitive – What happens in
the mind?
• Metacognitive – How does the
mind monitor what happens
in the mind?
• Social –What happens in the
environment?
32. Open Educational Resources (OER)
• term was coined in 2002 during a forum held by the
UNESCO. UNESCO
• open materials that are in the public domain or
introduced with an open license, which means that
anyone can legally and freely copy, use, adapt and re-
share them.
• OERs range from textbooks to curricula, syllabi,
lecture notes, assignments, tests, projects, audio,
video and animation.
33. Creative Commons Licenses
Creative Commons (CC) Licenses give universal permission for
certain types of use of a copyright protected work.
CC licenses can only be applied by the rights holder of the work,
or with explicit permission from the rights holder.
CC licenses cannot be revoked.
Creative Commons for Cultural Heritage
CC BY-SA
34. Creative Commons: three layers
CC licenses are built up of three layers:
• the deed (human readable summary).
• the legal code (complete license in a legal language).
• the data (the machine-readable layer for search engines).
Creative Commons for Cultural Heritage
CC BY-SA
35. Elements
There are 4 main elements of the Creative Commons licenses which
can be combined to form 6 different licenses (BY, BY-SA, BY-NC, BY-
ND, BY-NC-SA, BY-NC-ND):
BY Attribution Give attribution to the author and link to license
SA ShareAlike
Derivative works need to be made available under same
license
NC NonCommercial Re-use is only permitted for non-commercial purposes
ND NoDerivatives The work must not be modified
Creative Commons for Cultural Heritage
CC BY-SA
36. Creative Commons
Full copyright:
all rights
reserved
Creative Commons
Licenses:
some rights reserved
Public Domain:
no rights
reserved
Creative Commons for Cultural Heritage
CC BY-SA
38. A closer look at MOOCs
2011 Stanford University’s three inaugural MOOCs on
databases, artificial intelligence, machine learning
2008 MOOC as a pedagogy – Downes, Siemens
40. By a conventional
understanding . . .
See DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “course”: Reconceptualizing educational variables for massive open online courses. Educational
Researcher, 43(2), 74-84; and Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses: In depth. Educause Review, 48(3), 62-
63.
− But what’s the
denominator?
− Isn’t 7,157 still
pretty impressive?
MISERABLE
Source: edX spring 2013
Student retention in MOOCs
41. MOOCs: Learning in an Open World
Lanier & Weyl, 2018
https://imoox.at/mooc/
https://uncch.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3d95f825-c415-4e74-a1b5-
af4f00ee4255
43. Open Pedagogy: Removing barriers
(Hendricks, 2017)
• Remove barriers that block visibility: transparency
• Promoting creativity, multiple approaches & pathways to
learning
• Increase education & content access
• Promote student choice: autonomy
• Connect people, places & times
– between students and teachers: shared authority
– connecting to wider networks, contributing to public
knowledge
http://blogs.ubc.ca/chendricks
44. “Non-Disposable” Assignments
David Wiley on disposable
assignments (2013):
“… assignments that add no value
to the world – after a student
spends three hours creating it, a
teacher spends 30 minutes
grading it, and then the student
throws it away.”
https://opencontent.org/blog/archives/2975
47. Wikimedian in
Residance
• Example: Edinburgh University
(Melissa Highton)
• Serves as liaison
• Available to anyone interesting in
benefitting from and contributing to
Wikipedia
• Organizes events such as
editathons
48. Microcredentialing
• Educational institutions offer
credentials, content, community.
• The credentials we provide affect
the kind of teaching and learning
strategies we use.
• Badges offer an opportunity to
emphasize community-oriented
outcomes.
• They allow for more individualized
pathways and outcomes.
55. Over to you 15 minutes
• Pick a trend report (either Horizon 2022, Innovating
Pedagogy 2022 or Google Future of Education 2022)
and answer two questions:
– What is a trend Web Science Online Program should take
into account?
– What is a trend that is meaningful in your work?
56. Using Trend Reports:
Playful Instructional Design
Learning can be playful,
wonderful, a way of
understanding and
making sense of the
world.
Ferguson et al., 2019
57. Lego Serious
Play
Participants were instantly
engaged and interacted
quite literally at eye level:
Everyone was sitting on the
floor, scouring for bricks,
and curious to see the work
of others.
58. Love-Letter -
Break-up
Letter
• Allows participants to
balance different
perspectives in a personal
way (Molinari & Gasparini
2019).
• Participants were
randomly assigned in two
groups
• Prompt: Write a love
letter or a breakup note to
the university or program.
59. Design
Thinking –
Rapid
Prototyping
• Dyadic design teams
• One partner shared a
learning problem or
teaching challenge, the
other designed a solution.
• Faculty walked away with
concrete ideas for
changing classroom
practices.
61. Outlook: Future Studies
Make your prediction about the role of the Internet in
people’s lives in 2035 and the impact it will have on social,
economic, and political processes. Good and/or bad, what do
you expect to be the most significant overall impacts of our
uses of the Internet on humanity between now and 2035?
62. Self-Determined Technology Futures
• “Digital transformation is
remaking the human world, but
few are satisfied with how that’s
been going”.
• “The influence of the internet on
all aspects of human experience is
so great that we must demand
data dignity if we are to retain any
dignity at all”.
Lanier & Weyl, 2018
63. Supporting Data Literacy and Service
Learning
Lanier & Weyl, 2018
https://public.tableau.com/app/profile/school.of.government
64. Using AI to support, not replace
communication
Lanier & Weyl, 2018
https://www.aace.org/review/book-review-made-by-humans-the-ai-condition/
Chat GPT: https://chat.openai.com/
65. Approach with Creativity and Caution:
ChatGBT as Writing Tool
There is no
credible
evidence that
learning styles
exist or that
catering to
student
preferences
improves
outcomes.
