web 2.0 as a medium for knowledge sharing and learning space
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Web 2.0 as a medium for knowledge sharing and learning space A brief review from the educational perspective Andreas Meiszner The Open University (UK) / Sociedade Portuguesa de Inovação (PT) Lexelerator conference, Brussels May 7thTRANSCRIPT
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Web 2.0 as a medium for knowledge sharing and learning space
A brief review from the educational perspective
Andreas Meiszner
The Open University (UK) / Sociedade Portuguesa de Inovação (PT)
Lexelerator conference, Brussels May 7th
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Agenda
Part 1 Web 2.0 – or so it’s called
Part 2 Web 2.0 from the business perspective
Part 3 Web 2.0 from the educational perspective
Part 4 The case of Free / Libre Open Source Software (FLOSS) Communities
Part 5 The Open Educational Resource (OER) movement
Part 6 Preparing the ne(x)t generation: towards open and participatory learning ecosystems
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Part 1
Web 2.0 – or so it’s called
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Knowledge sharing & learning as an active creation process Knowledge sharing & learning as an active creation process in disperse environmentsin disperse environments
Web 2.0 – or so it’s called
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Web 2.0 – a message beyond the hype
I think we're --in a lot of ways --in a period of the most profound reinvention of ...education and how people need to learn since the invention of literacy. Tim O'Reilly
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Web 2.0 – the Impact
The past The futureClosed OpenExpert driven only Everyone has a storry to tellIndividualistic CollaborativePower is knowledge, so hoard it Knowledge is wothless unless sharedProtect your part, don't share The whole is bigger than the sum of its partsCopyright CopyleftReproduction cost exist Reproduction cost close to zeroMass markets Niche marketsProduct oriented Service oriented
ICT and the web 2.0 ENABLES us to do things different and more ICT and the web 2.0 ENABLES us to do things different and more efficiently, but they are also significantly CHANGE the way we efficiently, but they are also significantly CHANGE the way we
live and work REQUIRING us to acquire new skills and mindsetslive and work REQUIRING us to acquire new skills and mindsets
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What does the future expect from us?What does the future expect from us?
Ability of being self-taught & self-learningHaving a mental model of how the world works to let you figure out
what's importantA new "digital divide" between those who know how to think about
search and those who don't; those who know where the current hotinformation is being shared, and those who don't
The importance of "doing things," "tinkering,", and "exploratory learning"
That "engagement" is not new to Web 2.0, but the opportunity isbeing democratized by the technologySource: Tim O'Reilly, May 2007
Web 2.0 – What it brings along for our citizens
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Part 2
Web 2.0 from the business perspective
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Web 2.0 – The business sectors’ response
"What I worry about much more is our ability to make the necessary cultural changes to meet the new demands of the digital native."
Rupert Murdoch, 14.4.05
“To me, the challenge is not awareness, the challenge is engagement,"John Hayes, CMO, American Express
Harley Davidson relinquished control of its brand to its biker community, withoverwhelmingly positive results.
Mark Blaxill, senior vice president, Boston Consulting Group
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What makes some projects more successful than others?
Clearly understand target group needs
Involve target group in all relevant activities
Seek regular feedback and provide updates
Foster openness and interaction
Establish the critical mass to create strong communities
Web 2.0 – The business sectors’ response
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Consumer power – growth of consumer communities
See-through companies – increased transparency in business
Your customers want to work for you – co-creation at work
Web 2.0 – The business sectors’ response
What makes some companies more successful than others?
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Part 3
Web 2.0 from the educational perspective
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I think we're --in a lot of ways --in a period of the most profound reinvention of ...education and how people need to learn since the invention of literacy. Tim O'Reilly
Recall: Web 2.0 – a message beyond the hype
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The expectations of digital technology for enhancing learning, individually as well as collaboratively, and in all corners of the educational arena, have become widely accepted……But why then is it – with a general agreement on expectations of technology for enhancing learning – that these visions are not realized and demonstrated more widely in educational design and practice? Is a core potential of technology for enhancing the quality of learning just a myth or an unattainable perception put forward by technophobes?
E.K. Sorensen
During the e-learning boom of the last five years hundreds of conference systems, learning management systems and virtual learning environments have been developed. Most of these environments have been designed to manage study materials, students, their basic cooperation and simple evaluation and grading of their work, ……rather than to promote engagement in active learning and knowledge building.
Dean, 2004
Recall: Web 2.0 – BEYOND THE HYPE
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Learning as a finished and delivered product to be Learning as a finished and delivered product to be consumed consumed
Education in the past
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Examples Examples -- formal educational settingsformal educational settings
Education today – the example of traditional HE
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A myriad of closed systemsA myriad of closed systems
Education today – the example of traditional HE
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Questions
? What’s the benefit of a myriad of closed learning environments?
? What do we protect and for which reason?
? What’s the benefit of letting our students play in TWO different worlds – the CLOSED world of formal education and the OPEN world of informal education?
? Why should educators explaining the basics over and over again if the web shows us that learning processes can be made visible and preserved and thus become learning resources for FUTURE learners
? In which way must the CLOSED world of formal education change to take advantage of the OPEN world the web 2.0 provides? After all, we are approaching an OPEN decade: OPEN SOURCE, OPEN CONTENT, OPEN ACCESS, OPEN RESEARCH, …
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Part 4
The case of Free / Libre Open Source Software (FLOSS) Communities
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What does the FLOSS case show us?What does the FLOSS case show us?
Looking at informal virtual learning environments, like Free / Libre Open Source Software (FLOSS) communities, shows that:
Content is not something static but dynamicLearning resources are manifoldUsers are also active creatorsSupport and learning resources are closely connected Open and transparent structures foster re-use and discourse, but
also continuous improvement and evolutionary growthExistence of a wide range of possible activities to engage at around
the core productSelf-studying and learning from what others did are pre-dominant
forms of learning, plus gaining soft skills “on the fly”
Today – The FLOSS Case
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The diverse FLOSS learning ecosystemThe diverse FLOSS learning ecosystem
Today – The FLOSS Case
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Content & Support in FLOSS Content & Support in FLOSS
Today – The FLOSS Case
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A large variety of information spaces A large variety of information spaces –– outsideoutside
FLOSS Community Places (source http://innovationcreators.com/wp/?p=70
Today – The FLOSS Case
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A large variety of information spaces A large variety of information spaces –– insideinside
Today – The FLOSS Case
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Individual learning, community support,...Individual learning, community support,...
Learning is happening...
Today – The FLOSS Case
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... product development, or off topic socialisation spaces... product development, or off topic socialisation spaces
... in a larger context...
Today – The FLOSS Case
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... provided by and for the community... provided by and for the community
117 new members within 4h41m
Today – The FLOSS Case
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Community support servicesCommunity support services
User help user; a double gain where both learn; lurkers welcome
Today – The FLOSS Case
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A greater range of inputs – not just from the educator, but from all contributors so the collective is the source of knowledge, not one individual
A more personalized learning experience – instead of learning objectives that apply to a whole cohort, this approach allows learners to gather the elements of knowledge they require.
Greater sharing of knowledge – in (higher) education much of the previous input is lost, whereas here the dialogue, resources, and outputs remain as learning resources.
Peer production – active engagement in producing something with a set of peers is a powerful motivational and educational driving force.
Real activities – engaging in legitimate activities that are not restricted to anartificial educational setting also provides valuable experience.
Peer support – a large support network provided voluntarily by peers in a collaborative manner nearly 24/7.
Open learning environment – The whole is bigger than the sum of its parts, thus there is the need of providing new educational models and scenarios that are not limited to students formally enrolled at a course.
What type of learning environment does FLOSS provides?What type of learning environment does FLOSS provides?
Today – The FLOSS Case
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Part 5
The Open Educational Resource (OER) movement
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Today – The OER Case, high quality, largely static
Teaser & Courses from expertsTeaser & Courses from experts
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Static OER vs. dynamic Web 2.0Static OER vs. dynamic Web 2.0
Today – OER vs. Web 2.0 & FLOSS
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At the current OER movementWe create repositories, but not learning communitiesContent is defined and produced in the traditional wayContent is static, not manifold and rarely updatedFormal students do not directly engage with OER and thus do not
engage with external students or free learners Students' / Free learners' learning processes and learning outcomes
do not become part of something (course, learning resource, product, etc)
Support and learning resources are not connectedWe don't really look at motivations and activities to attract free
learners to become active contributors
In which way is the Web 2.0 & FLOSS approach different from the In which way is the Web 2.0 & FLOSS approach different from the OER movement?OER movement?
Today – OER vs. Web 2.0 & FLOSS
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Part 6
Preparing the ne(x)t generation: towards open and participatory learning ecosystems
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Successful learning environments at the webSuccessful learning environments at the web
Source: Toru Liyoshi etal., OpenLearn conference 2007
Education Tomorrow
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How could this look for education?How could this look for education?
Education Tomorrow
Source: Toru Liyoshi etal., OpenLearn conference 2007
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How could this look for education? (continued)How could this look for education? (continued)
Education Tomorrow
Source: Toru Liyoshi etal., OpenLearn conference 2007
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Because the whole is bigger than the sum of its parts!Because the whole is bigger than the sum of its parts!
Education Tomorrow
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The Future – Towards OPLE
Open IssuesOpen Issues
Educational level: Assessment of learner & certification – who assesses whom and what?Quality assurance – is P2P sufficient?Underlying business models – Learning for free and class support and
certification against fees?Cultural restrains – educational sector & societyMotivation for free learners to engage – what are the motivational factors
corresponding to the FLOSS case and the participatory web at large
Political level:Response of the EC to ne(x)t generation’s demands – LLP too small scale,
meanwhile FP7 too technology focused. What should be the role of the EC & Member States Policies in this process?
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The NetGeners.Net Pilot Course
Towards Open Participatory Learning Systems Towards Open Participatory Learning Systems –– a Pilot Coursea Pilot Course
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Thank you for your attention!
Contact: [email protected]
Further information:
• The FLOSSCom project - www.flosscom.net
Outcomes:•1. Report on the learning environment of Free / Libre Open Source (FLOSS) communities•2. Report on the effectiveness of a FLOSS-like learning community in formal educational settings
• The NetGeners.Net pilot course – www.netgeners.net
• The Cape Town Open Education Declaration - www.capetowndeclaration.org