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from individuals to networks and sustainable communities?

Institutional Web Managers Workshop 2007. from individuals to networks and sustainable communities?. Steven Warburton King’s College London http://claimid.com/stevenw. “the first IWMW was more like therapy”. dimensions of communities. descriptors:

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from individuals to networks and sustainable communities?

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  1. Institutional Web Managers Workshop 2007 from individuals to networks and sustainable communities? Steven Warburton King’s College London http://claimid.com/stevenw

  2. “the first IWMW was more like therapy”

  3. dimensions of communities • descriptors: • connected, authentic, visible, bounded (fuzzy), symbolic artefacts • processes: • social, shared purpose, self identity (enlightening), collaborative, negotiated, emergent, ephemeral • typologies: • formal, informal, non-formal • ‘real’ and ‘virtual’ • communities of practice, of innovation, of interest, of learning and so on

  4. community • problematic • negotiated and fluid • community exists in relation to the individual • boundaries are contested • roles

  5. architecture the discourse of virtual learning environments • rigid, formal and hierarchical - a scaleable industrial model with an agenda of control (tracking and administration) • teacher/course centric push model (content delivery and assessment) • standards (SCORM, LOM, QTI, LIP, IMS LD) and quality frameworks • contributions are owned by the institution, designed to protect IP • poor record of innovation and interoperability • self centred knowledge acquisition where is the locus of power? discourse of control?

  6. policy institutional IA design/brand IPR access accessibility AUP knowledge quotas monitoring web managers users

  7. paradigm shift?

  8. merely rhetoric? • freedom, choice, ownership • sharing, collaboration • creativity, creative commons • technical choices expanded (free, open source, proprietary, in-house, outsourced, distributed) • informal versus formal - disruptive spaces

  9. ecology the discourse of personal learning environments • open, distributed, interconnected - a flattened structure with user chosen services linked by feeds • integration of both personal and professional interests • provision collaborative and individual workspace • a profiling system for making social connections • support for community-based knowing within disciplines, programs, institutions and individual learning contexts • protects and celebrates identity • respects academic ownership • net-centric supporting multiple levels of socializing, administration and learning

  10. community mapping?

  11. or network mapping? driven by the individual as node rss/tags

  12. digital identities • curating the self • leveraging a number of services • structured and unstructured data • creating a distributed identity

  13. digital identity: impact and policy? personal reputation management institutional reputation management

  14. ethical issues

  15. consent • personal, autonomous, owned • how do we reconcile personal freedoms and institutional responsibilities • public and private domains • respect for and protection of student privacy • student visibility/invisibility, the quiet learner • identity performance • adding personal spin, managing reputation, transparency • tracks and traces • the permanence of blog posts • developing new policies in these areas? responsive and agile?

  16. first step? digital literacy for participation(Eshet-Alkalai, 2004) • photo-visual literacy: the art of reading visual representations • reproduction literacy: the art of creative recycling of existing materials • branching literacy: hypermedia and non-linear thinking • information literacy: the art of skepticism • socio-emotional literacy “Digital Literacy: A Conceptual Framework for SurvivalSkills in the Digital Era” Jl. of Educational Multimedia and Hypermedia (2004) 13(1),93-106

  17. second step? towards empowerment • cultural literacy (judgment, self knowledge) • digital literacy to identity literacy • acknowledging institutional structures (inscribe power) • unlearning (tutor literacy)

  18. iwm community and roles • developing shared purpose • how will this community coalesce and respond to emerging pressures • how and where to articulate understandings of self, role and community • consideration of issues that are both socio-cultural and socio-technical

  19. Thank you

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