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Venus Summer School 6 September 2007

Venus Summer School 6 September 2007. Peter Scott, Elia Tomadaki Knowledge Media Institute The Open University,UK. Social Networking Concepts for Higher Education. Social Networking Concepts for Higher Education Peer support is cool. You don’t need to be told about:

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Venus Summer School 6 September 2007

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  1. Venus Summer School6 September 2007 Peter Scott, Elia Tomadaki Knowledge Media Institute The Open University,UK. Social Networking Concepts for Higher Education

  2. Social Networking Concepts for Higher EducationPeer support is cool • You don’t need to be told about: Social Content like Wikis Communicative Content like Blogs Social Awareness like IM Social Visualization like Second Life Social Search like Facebook Social Telepathy like Twitter • BUT If you are a teacher, you need to do this quiz http://www.gotoquiz.com/the_connected_academic

  3. Check out the full OU Schome Park movie: http://youtube.com/watch?v=g6j3uzduzao

  4. Build a 3d world Interact with others in 3d worlds Movement and interactions are engaging, but …

  5. Manual Telepathy IM/SMS style mini-blog for pervasive awareness (and a terrible waste of time?)

  6. The Knowledge Media Institute The future of learning = Knowledge + Media “The current teaching/learning paradigm is one where the faculty are expected to work very hard (preparing for class and lecturing) while the student sits back and listens. I want to reverse that dynamic” Professor Jack Wilson Rensselaer Polytechnic Maybe, in addition to getting STUDENTS to do the HARD work,THEY should be providing the SUPPORT for it and each other? IS that what it means to say that learning is a social process?

  7. UKOpenUniversityStory • ‘mega-university’ (no distracting physical students on our campus); • 250k students; approx 200k online. • Huge central production facility, admin, warehousing, distribution, quality control, broadcasting, tutors, … • 13 regional centres; >300 study UK centres; >4,000 exam venues (in >90 countries) • Cost effective (~50% of UK ave. Grad.Cost) • >80% of students in full time employment http://www.open.ac.uk

  8. Demands of Open Learning • Learner centric pedagogy • Expensive student support • Excellent learning materials • Driven by “logistics” • Driven by “timetable” • Excellent People • Cheap Student Support • Teacher centric pedagogy Demands of Classroom Learning

  9. Towards anOpen Participatory Learning Infrastructure OPLI work : starts with OpenLearn • Enables SenseMaking • Empowers peer support • Frames Mentoring http://openlearn.open.ac.uk

  10. New public spaces on the internet are transforming socio-spatial relations through flexible and multiple interactions (Dodge & Kitchin, 2000) • Cyberspace seems to be a useful way of constructing network of knowledge in virtual communities (Burbules, 2000; Davis, 1997; Lévy, 2001) • New technologies represent a genuine paradigm shift in human communications and learning, a transition from the modern to the postmodern (Porter, 1997; Smith & Kollock, 1988, Miah, 2000) • Communication and the movement of information are essential for collective building of knowledge (Jones 1998) • Nowadays, online community systems provide centralized areas in which participants can easily share all types of information and knowledge can be shared, reconstructed and stored (Eisenstadt and Vincent, 1988) • The age of mind for learning organizations means addressing the question of how knowledge technologies can be integrated in the learning process meaningfully(Jefferson, Kirschner and Buckingham Shum, 2003) • Open access can benefit learning communities by increasing the democratic circulation of knowledge (Willinsky, 2006)

  11. With open learning, people have greater access to higher education material than ever before, at their pace and time and from anywhere in the world.

  12. OpenLearnSupported Open Content Sites for Learners and Creators • 10 topics of study (arts and history, mathematics and statistics, modern languages etc.) • 3-20 hours study time for each unit • Samples from current OU courses plus other web based materials or discontinued courses • Course creation and management tools • For and community building and supporting tools

  13. Sensemaking Social Networking Tools MSG http://kmi.open.ac.uk/technologies/msg/ Flashmeeting http://www.flashmeeting.com/ Compendium http://www.compendiuminstitute.org/

  14. MSG – instant messenger Web based IM Integrated into OpenLearn

  15. Just another IM client? No…! Integration into forums (http://labspaceacct.open.ac.uk/mod/forum/discuss.php?d=34) Groups auto-created from course enrolments Google Maps

  16. Geolocation in MSG

  17. The FlashMeeting System designed to be simple and lightweight3+ years of research 4,000+ online meetingsOver 33 EU projectsDifferent communities of practice Highly varied events Various communication channels

  18. Managing contacts and events

  19. Public replays shared with the world • Academic seminar • Video lecture • Interview • Web-cast • Peer-to-peer learning event • Project meeting

  20. Knowledge Mapping with Compendium Knowledge maps related with a unit can be downloaded, remixed and re-uploaded to be shared with the community

  21. Tele-presencee.g. meetings

  22. FlashMeeting Memo recordingp2p learning, sharing and understanding In this event25 computer animation students show and tell

  23. Nov 05

  24. Instructor led : 03-05-05 Peer facilitated : 05-11-05

  25. DO IT; JOIN NOW AT http://labspace.open.ac.uk/

  26. References BURBULES, N. C. (2000). Does the Internet Constitute a Global Educational Community? In N.C. Burbules & C. A. Torres (Eds.). Globalization and Education: Critical Perspectives. (pp. 323-356). New York: Routledge. DAVIS, M. (1997). Fragmented by Technologies: A Community in Cyberspace. Interpersonal Computing and Technology, 5(1-2), 7-18. Distance Education Report, (June 15th 2005) World Conference calls for Open Educational Resources, DODGE, M. AND KITCHIN, R. (2000). Mapping Cyberspace. London: Routledge EISENSTADT, M. and VICENT, T. (1998) The knowledge web learning and collaborating on the net London: Kogan Page HOLMES, D. (ED.). (1998). Virtual Politics: Identity and Community in Cyberspace. New York: Sage Publications JEFFERSON,C A.; KIRSCHNER,P.; CARR, C. AND BUCKINGHAM-SHUM, S (2003). Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making. London: Springer JONES, S. (1998). Understanding Micropolis and Compunity. In C. Ess & F. Sudweeks (Eds.), Proceedings, Cultural Attitudes Towards Technology and Communication, 1998 (pp. 21-23). Australia: University of Sydney. LÉVY, P. (2001). Cyberculture. Minneapolis: University of Minnesota Press MIAH, A. (2000). Virtually Nothing: Re-Evaluating the Significance of Cyberspace. Leisure Studies, 19(3), 211-225 PORTER, D. (Ed.). (1997). Internet Culture. New York: Routledge SMITH, M. A. & KOLLOCK, P. (Eds.). (1998). Communities in Cyberspace. New York: Routledge. WILLINSKY J. (2006) The access principle: the case for open access to research and scholarship. Cambridge: MIT Press.

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