Bridging the gap between web 2.0 and higher education
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The document explores the evolving landscape of learning design, emphasizing the potential of Web 2.0 technologies and user-generated content to reshape education. It discusses the shift from traditional formal learning structures to more informal, flexible learning formats that cater to individual needs and preferences. Additionally, it highlights the necessity for new metrics, accreditation methods, and tools to facilitate this transformation in higher education.
Bridging the gap between web 2.0 and higher education
- 1. Learning Design – bridging the gap Martin Weller & James Dalziel
- 2. Why are we excited? Enthusiasm Stickability Ease of use Communities that actually work
- 5. Web 2.0 characteristics Technology User generated content Informal learning Democracy Bottom-up Socially oriented Web as platform Harness collective intelligence Perpetual beta
- 6. Higher education characteristics Controlled technology Us generated content Accredited learning We know best Top down Individual achievement Review before release Filtered intelligence Aim for perfection
- 7. Implications Technology – loosely coupled vs centralised VLE User generated content – vs academic produced Pedagogy – informal/community vs structured/didactic Content and resources – new metrics, 3 rd party, new formats vs lectures, articles Philosophy
- 8. The granularity of learning We think the course is the granularity for learning, but that may be a result of the economics of HE – place, accreditation, teaching What if the natural granularity is much smaller – akin to a blog post or a twitter post? Or at least varies for user/topic/need "For decades we've been buying albums. We thought it was for artistic reasons, but it was really because the economics of the physical world required it: Bundling songs into long-playing albums lowered the production, marketing, and distribution costs ... As soon as music went digital, we learned that the natural unit of music is the track." (Weinberger)
- 9. The topography of formality At the moment one or two big peaks then flat plains Perhaps flatter Lots of informal learning through social networking, Then come together for formal learning chunks What we do as educators
- 12. Threat to HE Content industries i) Find ways of maintaining the publisher model, by managing the rights and use of content through a combination of technological and legal controls. ii) Find new business models that give away content but build and sell services around it.
- 13. ,Manic street preacher - http://www.flickr.com/photos/manicstreetpreacher/323054510/>
- 16. plus … Social Convenience Guidance Accreditation
- 17. What’s LD got to do with it? Meno’s paradox – still offers structure and guidance Granularity of learning – range of user generated sequences, e.g. blogs Topography of formality – long tail Cultural clash – allows both guidance and user input Web 2.0 quality – focus is on quality of learning experience, but different metrics will be required Personalisation - not only the subject you want but the way of learning it.
- 18. We need.. Tools to generate and share LDs Motivation to share Alternative accreditation methods Critical mass A flickr for learning design
- 19. Or.. Is education/learning intrinsically different? Should it hold out against 2.0/user generated content “ A few endorse Wikipedia heartily. This mystifies me. Education is not a matter of popularity or of convenience—it is a matter of learning, of knowledge gained the hard way, and of respect for the human record. A professor who encourages the use of Wikipedia is the intellectual equivalent of a dietician who recommends a steady diet of Big Macs with everything.” Michael Gorman