Web 2.0 and a Changing World
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The document discusses the transformative impact of Web 2.0 on various domains including e-learning and libraries, highlighting the shift towards user-centered, collaborative environments that empower individuals. It emphasizes the declining role of traditional gatekeepers in media and education, as well as the ethical responsibilities adults and educators face in a digitally-connected world. The piece calls for institutions to adapt to new learning paradigms shaped by networked technology and changing values of individual control and collaboration.
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Web 2.0 and a Changing World
- 1. http://flickr.com/photos/7447470@N06/1345266896/ WEB 2.0 and A Changing World
- 3. We’re going to have to rethink a few things: Copyright Authorship Identity Ethics Governance Privacy Commerce Ourselves TECTONIC SHIFT Original image from http://upload.wikimedia.org/wikipedia/commons/d/dc/Tectonic_plates.png
- 4. The Internet – more than just a book
- 5. FROM WIKIPEDIA: " Web 2.0 " refers to web development and web design that facilitates interactive information sharing , .... user-centered design and collaboration on the World Wide Web . Examples of Web 2.0 include web-based communities, ... social-networking sites , video-sharing sites , wikis , blogs , mashups and folksonomies . A Web 2.0 site allows its users to interact with other users or to change website content , in contrast to non-interactive websites where users are limited to the passive viewing of information that is provided to them.
- 6. eLearning 2.0/Web 2.0 (Stephen Downes/Tim O’Reilly) Elearning 1.0: static packaged content little true interactivity and learner input and very little contact with a tutor represented by Learner Management Systems. (eg WebCT, Blackboard, etc) Elearning 2.0: more student-centred centred around a Personal Learning Environment using social software. students generate and share content. they interact not only with teachers and their peers, but with anyone in the world they can learn from . (this description courtesy of Sean Fitzgerald)
- 7. Library 2.0 (L2) L2 is about being relevant L2 is going to require a great deal of inter-departmental integration. In order to be adept at navigating L2 waters, the old fiefdoms need to disappear. L2 requires a fundamental change in how we handle “authority” (source: http://www.blyberg.net/2006/01/09/11-reasons-why-library-20-exists-and-matters/)
- 8. “ The Read/Write Web” (Tim Berners Lee) Original photo by Hummanna .
- 9. PARTICIPATORY MEDIA/CULTURE SOCIAL MEDIA SOCIAL NETWORKING SOCIAL SOFTWARE YouTube Flickr MySpace Facebook Twitter Ning, etc
- 10. WHAT HAS CHANGED? (the locus of control is shifting) Decline of the Gatekeepers (disintermediation) Publish then evaluate is now the norm Content Creators; Content Rankers Everyone has access to everything The World is Flat (Thomas Friedman) “ People just don’t subscribe to magazines anymore; they also subscribe to people.”
- 13. TIME: end user innovation (http://www.time.com/time/business/article/0,8599,1902604,00.html) 'mid-career professionals‘ are predominant users Exemplifies power of networks (PLNs) Is revolutionising the way we communicate Powerful real time search tool
- 14. CONNECTIVISM: A Learning Theory for the Digital Age (George Siemens, University of Manitoba, Canada) Principles of Connectivism: Nurturing and maintaining connections is needed to facilitate continual learning . Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 15. CONNECTIVISM: A Learning Theory for the Digital Age Charles Jennings: We are moving to a world … where the capability to find information and turn it into knowledge at the point-of-need provides the key competitive advantage, where knowing the right people to ask the right questions of is more likely to lead to success than any amount of internally-held knowledge and skill
- 17. 9000 hrs of extra content each day (approx 20 hrs/minute) In 6 months generates as much content as major broadcasters in US did in 60 years Superb video from Michael Wesch: An Anthropological Introduction to YouTube www.youtube.com /watch?v=TPAO-lZ4_hU
- 18. HERE COMES EVERYBODY Clay Shirky
- 19. Killing our Culture? Or Rewriting It? Author: Andrew Keen
- 20. THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Culture? (Andrew Keen: the cult of the amateur)
- 22. “ For the Powerhouse the aim of placing some of our “no known Copyright” photography into the Commons on Flickr was to seed these photographs to a large, broader and interested audience who, in return, could add value to the collection by commenting and tagging the photographs.”
- 23. Powerhouse Then and Now Mashup (Flickr and Google) http://www.paulhagon.com/thenandnow/
- 24. Indian Initiative: babajob.com/babalife.com NY Times, Oct 30 th , 2007
- 26. HAS WEB 2.0 BECOME MAINSTREAM? ‘ Social television’ (Ewan McIntosh) Talkback radio now accommodates input from Twitter Facebook now has approx 500 million users and is estimated to account for 80% of all Internet traffic
- 28. HAS WEB 2.0 BECOME MAINSTREAM? Over 50% of the world’s population is under 30-years-old 96% of them have joined a social network 1 out of 8 couples married in the U.S. last year met via social media 80% of companies use social media for recruitment; % of these using LinkedIn 95% The fastest growing segment on Facebook is 55-65 year-old females Wikipedia has over 15 million articles… …78% of these articles are non-English There are over 200,000,000 Blogs 34% of bloggers post opinions about products & brands 78% of consumers trust peer recommendations Only 14% trust advertisements 24 of the 25 largest newspapers are experiencing record declines in circulation
- 29. MySpace/Facebook in the Media September 2 nd , 2008 POLICE are trawling social networking sites and tracking text messages to find the organisers of a wild party shut down by the riot squad in Sydney. About 1500 people crammed into a Camperdown warehouse in Sydney's inner west for the party which was publicised through Facebook and other online forums. ( http://www.news.com.au/technology/story/0,25642,24273455-5014108,00.html ) September 2 nd , 2008 A wild teenage party promoted on MySpace has been condemned by Geelong police who were pelted with glass bottles when they tried to close it down. ( http://www.theage.com.au/national/myspace-party-teens-pelt police-with-bottles-20080902-47hg.html ) fear
- 31. ARE WE SOCIOLOGICALLY READY? What are our ethical responsibilities as adults/educators : to our children/students? to ourselves? (teacher sacked for posting photo on MySpace) TOGETHER - ACKNOWLEDGE AND CONFRONT THE RISKS WITH SHARED RESPONSIBILITY FOR THOSE RISKS
- 33. CHANGING NOTIONS OF PRIVACY Individual privacy is now everybody’s responsibility. Some have no respect for traditional notions of privacy.
- 34. THE QUESTION OF OPENNESS
- 35. PRIVATE V OPEN http://www.pcworld.com/businesscenter/article/203547/google_ceo_exposes_dark_side_of_social_networking.html
- 36. Open Content
- 37. Creative Commons Licensing from Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/
- 39. The Future of (Learning) Institutions in a Digital Age “ Traditional learning environments convey knowledge via overwhelmingly copyright-protected publications. Networked learning, contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.” (HASTAC Report, June 2009)
- 40. The Future of (Learning) Institutions in a Digital Age “ traditional institutions must adapt or risk a growing mismatch between how they teach and how this new generation* learns” (and works) (HASTAC Report, June 2009) Note*: this new generation includes a good many Baby Boomers. It is not just about younger people.
- 41. TENSION Web 2.0 (Personal Learning Network - PLN) ORGANISATIONAL DEMANDS (standards, auditing, duty of care, copyright, proprietary technology, etc) V
- 42. The Question of Values Our philosophy determines ...how (or if) we choose and use e-learning technologies. (http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf) http://www.flickr.com/photos/konarheim/4073209881
- 43. The Question of Values Mark Pegrum: “ discussions about the Internet and education often reflect deep-seated social beliefs” “ technology is a battlefield on which contests over different visions of society are still being fought out.”
- 44. The Question of Values Web 2.0 embodies a process of openness and collaboration that reflects the values of those who prefer to place the individual at the locus of control, and who assume that individuals working together without the presence of an overarching controlling authority will naturally drift to working for the common good . There are examples of wonderful achievement being realised in this fashion – Wikipedia being perhaps the most well known . Others see this uncontrolled sharing of unmediated content as a recipe for disaster , and seek to ban or heavily regulate what citizens can see – as is the case in China.
- 45. http://flickr.com/photos/7447470@N06/1345266896/ Organisations will need to adapt to the fact that web 2.0 citizens will enter places of work and learning highly connected to a network of peers that they rely on for entertainment, mutual learning, and collaboration. They may expect to be able to make use of these personal learning and social networks, and the technologies that make these networks possible, in their places of work or study. These web 2.0 citizens operate in a world that is open and mobile, and they are unlikely to accept authority that is automatically assigned to a position. Their world is flat and devoid of hierarchy. In a world where information about their areas of interest or expertise is increasing exponentially they will place greater store on connected networks, which may extend beyond classroom or workplace boundaries,and knowing where to get the knowledge and information they need, rather than having that knowledge and information themselves.
- 46. Further Resources LIBRARIES V CLASSROOMS - check the 5 minute video at http://www.youtube.com/watch?v=999ZEf2EpHg 21ST CENTURY LEARNING SPACES Comprehensive list at http://www.educationau.edu.au/jahia/Jahia/home/pid/777 Skills for the 21st Century Librarian (Meredith Farkas)
- 47. Michael Coghlan [email_address] THANK YOU http://www.speedofcreativity.org/2010/01/12/implications-of-almost-free-online-storage-for-educators-and-students