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E-Learning at the University: Challenges for the web 2.0 generation Frederik Truyen, K.U.Leuven

E-Learning at the University: Challenges for the web 2.0 generation Frederik Truyen, K.U.Leuven. A Changed Environment. Information overload. 'Digital Natives'. The Mobile Knowledge Worker. Expectations towards knowledge. Patients’ grandparent “knows” more than family doctor

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E-Learning at the University: Challenges for the web 2.0 generation Frederik Truyen, K.U.Leuven

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  1. E-Learning at the University:Challenges for the web 2.0 generationFrederik Truyen, K.U.Leuven

  2. A Changed Environment... • Information overload • 'Digital Natives'

  3. The Mobile Knowledge Worker

  4. Expectations towards knowledge ... • Patients’ grandparent “knows” more than family doctor • IT professional “knows” how to install a Linux Operating System • Laboratory assistant “knows” result of epo-test • CEO “knows” his annual balance is correct K.U.Leuven

  5. What happened? • In these cases, today’s availability of information and its inherent complexity defy our traditional conceptions about what one should and can know • The individual often can’t cope any longer on his own to make a justifiable knowledge judgment • New requirements are set out for what is socially accepted as knowledge • Separation of Duty challenges hierarchical knowledge organization K.U.Leuven

  6. K.U.Leuven

  7. (E-)LEARNING at the University

  8. The Learning organization “The university as a reflective organization is in its totality involved in its education” Onderwijsbeleidsplan 2006-2009, K.U.Leuven K.U.Leuven

  9. Toledo – K.U.Leuven homepage • 1 University & 12 University colleges with a customized portal & specific branding • More than 95.000 active users • About 32.000 different users online per day

  10. Integral Learning Environment • Integration of tools • Blackboard LCMS integrated with SAP ERP system and Campus Management • Integration of Library system through SFX metadata • Integration of Wiki's, Blogs • Integration of streaming video • Integration of people • Students & professors • Assistants, tutors, librarians, course builders, IT specialists, laboratory aides, administrative people K.U.Leuven

  11. Two parallell movements • Automation • The computer network acts on the content, it plays a role in content selection • Information selection through metadata (tags): Resource Description Framework • >> Rich Content • Socialisation of the web • The web connects people. It allows peer-to-peer knowledge development • Information selection through the social network, e.g. social bookmarking • >> Rich Use K.U.Leuven

  12. Social software and web 2.0 • Integrate aspects of group interaction (different forms of online interactivity and different modes of communication) • Easy to use. Accessible, simple technology • Emergent: enables group self-organisation, rather then imposing an organisation to a group. • Bottom-up, adaptive and subversive K.U.Leuven

  13. Growing role of Informal learning Slide presented by Harm Weistra. Learning activities and their relative importance Sara Lee/DE (source: AKC, 2002) http://www.informl.com/2006/12/08/a-dutch-8020/

  14. Open content K.U.Leuven

  15. IMPACT ON (E)LEARNINGWEAVING THE WEB OF KNOWLEDGE K.U.Leuven

  16. Track while Scan • In a wide sweep, we keep track on a whole range of adjacent knowledge fields, without going into details • We trust others to do so … • Depending on the need, we will engage specific details in depth • We learn others to trust we are doing so … K.U.Leuven

  17. Knowledge workers … • Introduce themselves in a « community of practice » • Mix private and professional knowledge development • Gain authority in the network • Have good situational awareness of the knowledge network • Feel responsible for a particular knowledge domain • Weave their personal web of knowledge, often on their laptop and other mobile devices K.U.Leuven

  18. Professional knowledge … Traditional Today Knowledge as … a responsibility a resource a task an asset • Knowledge as … • a requirement • a commodity • an effect • an output K.U.Leuven

  19. Conclusions … • Meeting the millennium challenge in E-Learning • coping with the new learner • supporting the mobile knowledge worker • integration of web 2.0 and social software • mainstreaming the stakeholder community • knowledge becomes a shared responsibility K.U.Leuven

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