Transcript Haythornthwaite ture_1 ppt Dec 1 2009x

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Learning in the
Age of Web 2.0
First in a series of six
Leverhulme Trust
Public Lectures
on the theme of
Learning Networks
Caroline Haythornthwaite
Leverhulme Visiting Professor, Institute of Education, University of London
Professor, Graduate School of Library and Information Science,
University of Illinois at Urbana Champaign, USA
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Leverhulme Trust lectures on Learning Networks
Thanks to
Leverhulme Trust
Institute of Education
Professor Richard Andrews
London
Knowledge Lab
Professor Celia Hoyles
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My background and interests in learning
 How do people work, learn and socialize
together at a distance and through
computer media?
 communication, collaboration, community
 Studies : Learning Networks
 Online, distributed learners / e-learning
 Collaborative research teams / distributed knowledge
 Online social networks /information networks
 Online information and learning / ubiquitous learning
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Leverhulme Trust series on
Learning Networks
Dec. 1, 2009
Learning in the age of Web 2.0
Feb. 4, 2010
Learning and scholarly communication in the age of
the Internet
Feb. 23
New theories and perspectives on learning in the
digital age
Mar. 11
Social networks and learning
Mar. 30
Social informatics: E-learning as a socio-technical
intervention
{Apr. 15}
Ubiquitous learning
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Parameters

Adults
 Adult
learning, working relationships among adults,
adult pedagogies
 Higher education
 Institutional level
 Teachers / instructors/ faculty & students
 Changes in scholarly
practice
 Lifelong learning
 Class-based
settings
 Outside classroom settings
 Local knowledge / community informatics
+ Stages of information and communication
technology (ICT) development
 Pre-Internet


Expert computing needed for production; data fields
Education: tutoring systems, training modules, learning objects
 Web
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– Automation: in-house sysems, email, file sharing
1.0 – Web presence: web pages, search engines, online texts
Moderate expertise, Separate and/or serial production
Education: web pages, owner controlled sites, closed communities
 Web
2.0 – Participation: Blogs, wikis, twitter, YouTube - broad
contribution, retrieval, rating, classifying, evaluating
 Low expertise, simultaneous updating, shared production
 Education: some wiki use, little open, shared production
 Web
3.0 – Convergence: Semantic web, cross-platform convergence
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Major transformations
Design and build
Automate and Informate
Users and Producers
Information and Knowledge
Anytime, anywhere, anyone
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Design and Build
 IT: Systems
development life cycle
 Alpha and Beta
version
 1.0: Prototyping
and
rapid prototyping
 2.0: Open source,
Mash-ups
 2.0+: Perpetual Beta
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Learning Systems
 IT model
 Systems delivered on company
schedules
 Blackboard, Desire2Learn, etc.
 Open source
 Systems move and modify according to developer
interests
 “Personal-but-shared everyday need”
 Moodle, Sakai, Bodington
 Perpetual Beta
 Applies to systems
and to the knowledge base
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Perpetual Beta of Knowledge
 Pre-Internet


Courses created, packaged, delivered
Individual interaction with content
 1.0


Same course goes online, with links to pre-approved content
Interaction among known participants
 2.0


Feedback, collaborative products
Information created, joined and mashed-up from multiple sources
 What is plagiarism in the age of creative commons
licensing?
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Automate and Informate
 Office automation
 Electronic data processing (EDP)
 Transaction processing (TPS)
 Management information systems (MIS)
 Computer-mediated communication (CMC)
 Decision support systems (DSS)
 Group decision support systems (GDSS)
 Provide the groundwork for
 Surveillance (IT, 1.0) and Sousveillance (2.0+)
 Persistent conversations  Text and data mining
+ Anonymity gained …
 On the Internet, no one
Anonymity
knows you’re a dog …
+ Anonymity lost …
 But everyone knows
your profile of access,
retrieval, posting,
friends, work and
gaming matches that of
other dogs
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Persistent Conversations:
Text and Data Mining
 New techniques
of data
mining + computing +
statistics

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Computational linguistics –
automated analysis of texts
Computational journalism –
where stories are covered,
where, with what emphasis
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Sentiment analysis – of
attitudes expressed online
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Network analysis – who is
talking to whom, and about
what
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Facial recognition – and no doubt
other forms of image and video
analysis

Audio analysis – also for content,
sentiment, etc.
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E-research, digital humanities, esocial science
 Questions

Where are the parallels in elearning? What would e-learning
look like if we considered it a
branch of e-research? What
would a ‘computational learning’
look like?
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Users and Producers

Changing cultural attitudes to
engagement

Web-based information and
communication orientation

Observers, recorders, witnesses
 Capturing local content for
instantaneous release providing
alternative information streams
 Photoblogging, citizen
journalists
(London, Iran,
SE asian tsunami)

Distributed crowds of
interest & communities
of inquiry
 Local and global
 Producers,
commentors,
evaluators
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Participatory Culture
Henry Jenkins, 2006
 What of learning? What of Web 2.0 teaching?
 Where do we
integrate local data collection into classes,
assignments, etc. ?
 Where do we teach future teachers to integrate these
concepts into the teaching curriculum?
 This is in essence what Jenkins calls for in his
paper Confronting the Challenges of Participatory
Culture
 It is a call
to include education in new media, but
particularly in the use and integration of participation
into the education system
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Information and Knowledge
Two major observations
① The new player is not just an empowered user,
but a participant in the production, direction,
commentary, discussion, and reproduction of
information and knowledge
 Beyond information, attention is given to the
 knowledge domain
created, e.g., boundaries to the
area of interest
 others who create it, i.e., membership and its rules,
responsibilities, visibilities and privileges
② Information, like the systems before it and the
systems it resides on, is in a state of perpetual
beta
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An aside
A lot of what is said of the 2.0 world
begins to resemble an academic world
 A transformation to a participatory
culture may, in learning, be a
transformation to an inquiry culture
taught, practiced and used at all levels of
education
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Anytime, Anywhere, Anyone
Shifting nature of authority
 Authoritative
 Collaborative
people, authoritative sources
learning, Web 2.0 and the changing
roles and relationships of learners with
 Authorities
 Concurrent learners
 Previous learners
 Documents
 Information gatekeepers
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Web 2.0: State of the Art
Long tail
Open source
 Peer production
 Participatory culture
Perpetual Beta
E-Research
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Long Tail
Chris Anderson, 2004
 Disaggregation
 A finer granularity
 Bypassing storage and display space
 On demand
From an object economy to a
transaction economy and a retrieval
economy
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Education in the Age of the Long Tail
Is education Barnes and Noble/Waterstone’s or Amazon? A CD
distributor or iTunes?
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Models from publisher side
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Book series, journal runs, standing
orders == university suite of degrees
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Single, whole print or e-books ==
whole programs
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Separately retrievable journal
papers or book chapters == single
courses
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Movie theatres vs Blockbuster vs
Netflix == delivery choices
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Whole CDs vs digital sales of single
tracks == pieces of courses
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digital libraries of personal text,
music and video collections, mixes,
etc. == personal hand-picked degree
composition
Models from aggregators
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Models from distributors
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Models from consumers
recompilations, clearing houses ==
could a virtual university be a
clearing house for certification of a
hand picked, cross-university, crossdepartment courses
Terminology Note
University  program  course 
lecture
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Long tail of education
Any where
 the long tail of location
Any time

the long tail of lifelong learning
Any topic

the long tail of communities of interest
Any one

the long tail of ability, interest, community
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Teachers selling lesson plans
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The marketplace for educational tips and tricks is too new to have generated
policies or guidelines in most places. In Fairfax County, Va., officials had been
studying the issue when they discovered this fall that a former football coach
was selling his playbook and instructional DVDs online for $197; they
investigated but let him keep selling.
A high school English teacher in upstate New York said her bosses
barred her from selling plans used in her classroom; she spoke on the
condition that she not be named.
Beyond the unresolved legal questions, there are philosophical ones.
Joseph McDonald, a professor at the Steinhardt School of Culture, Education
and Human Development at New York University, said the online selling
cheapens what teachers do and undermines efforts to build sites where
educators freely exchange ideas and lesson plans.
“Teachers swapping ideas with one another, that’s a great thing,” he
said. “But somebody asking 75 cents for a word puzzle reduces the power of
the learning community and is ultimately destructive to the profession.”
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Winnie Hu (Nov. 15, 2009). Selling lessons online raises cash and questions.
NY Times.
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Open source/ Peer Production
 Aggregation
into communities of interest
 Manga enthusiasts, learing to translate Japanese
(Mimi Ito)
 Video creators creating conversations by referencing
each others’ productions (Lori Kendall)
 Support groups for rare or not so rare conditions
 Multiplayer online games
 Academic interest groups
 Open Source production
 The Cathedral and the Bazaar (Raymond)
 Wikipedia
 Voluntary Geographic Information
Open Street Map
+ What would open source education look like?
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Virtual communities
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Serious leisure
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Wikiversity
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Participatory Culture
 Education for peer production and
contribution
 Expectations
 That young adults are fully wired
 That teachers can pick
up and teach each new form
of contribution
 Knowledge
 Social and technical use
 How
to be a collaborative, peer producer
 How to be a knowledge domain creator and manager
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Perpetual Beta
 Constant reimaginings
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
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Technologies, media and its use, state of knowledge, online
content, roles and relationships
Peer review does not ‘gate’ knowledge flow, nor knowledge
retrieval
Education
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Responding to changes in content, knowledge, means of
delivery, theories of learning
 Education 2.0
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Principles of evaluation, inter- and trans-disciplinary inquiry,
transferrable skills, participation skills
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E-Research
What would it mean to treat
e-learning
as a branch of e-science, or e-research?
What would it mean if e-learning
concerned itself with e-research?
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E-Research
JISC definition of e-research
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e-Research refers to the development of, and the support for,
information and computing technologies to facilitate all phases of
research processes. The term e-Research originates from the term
e-Science but expands its remit to all research domains not just
the sciences. It's concerned with technologies that support all the
processes involved in research including (but not limited to)
creating and sustaining research collaborations and discovering,
analysing, processing, publishing, storing and sharing research
data and information. Typical technologies in this domain include:
Virtual Research Environments, Grid computing, visualisation
services, and text and data mining services.
http://www.jisc.ac.uk/whatwedo/themes/eresearch.aspx
+ E-Research
Oxford e-Social Science definition
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Scientific collaboration is increasingly coming to be seen as critically
dependent upon effective access to shared digital research data and the
advanced information tools that enable data storage, search, retrieval,
visualization, and higher level analysis. The increasing role that advanced ICTs
play in the practice of scientific research promises the potential to transform the
way facts about the physical and social world are acquired, shared, analyzed, and
translated into useful knowledge.
The terms 'e-Research', 'cyberinfrastructure', 'Grid computing', 'e-Science',' eSocial Science' and 'e-Humanities' all refer to distributed, collaborative, data- and
information-intensive research activities. Building large, collaborative systems is
not just a technical challenge: by looking at e-Research from a social shaping
perspective, we are able to understand how researchers shape the technologies
they use, and how they in turn have their behaviour shaped by the technologies
and by social, ethical, legal and organizational forces.
By understanding how e-Research projects negotiate various constraints, we
hope that our work can help researchers avoid the problems others have faced as
they build these scientific collaborations.
http://www.oii.ox.ac.uk/microsites/oess/
+ What would it mean to repurpose the term “e-learning”
to be used in the same way as e-research?
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It would mean addressing
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“the development of, and the support for, information and
computing technologies to facilitate all phases of research
learning processes” [JISC]
and “the potential to transform the way facts about [the
physical and social world learning are acquired, shared,
analyzed, and translated into useful knowledge” [OeSS]
 It would

mean being
“concerned with technologies that support all the processes
involved in research learning including (but not limited to)
creating and sustaining research learning collaborations and
discovering, analysing, processing, publishing, storing and
sharing research learning data and information. [OeSS]
+ And, as a corollary, what would it mean if e-learning
concerned itself with e-research?
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Where “Scientific collaboration is increasingly coming to be seen
as critically dependent upon effective access to shared digital
research data and the advanced information tools that enable
data storage, search, retrieval, visualization, and higher level
analysis” (OeSS)
  e-learning has to be concerned with the social processes
that enable and enact learning in collaborations, with shared,
digital resources, on and through digital tools.
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Together, through “a social shaping perspective” or other views of
collaboration, technology, learning, e-learning researchers also
can come
 “to understand how researchers {and learners} shape the
technologies they use, and how they in turn have their
behaviour shaped by the technologies and by social, ethical,
legal and organizational forces.” [OeSS]
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E-Pedagogies
Some ideas about pedagogy for an e-world
Co-learning pedagogy
Beta pedagogy
Participatory pedagogy
Borderless
pedagogy
E-pedagogy … for an e-research world
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Questions?
Image created using Wordle (Jonathan Feinberg, 2009)
based on text used in this presentation.
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Selected References and Other Writing
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Andrews, R. & Haythornthwaite, C. (Eds.) (2007). Introduction to e-learning
research. (pp. 1-52). Handbook of E-Learning Research. London: Sage.
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Haythornthwaite, C. (2009). Crowds and communities: Light and heavyweight
models of peer production. Proceedings of the 42nd Hawaii International
Conference on System Sciences. Los Alamitos, CA: IEEE Computer Society.
[http//hdl.handle.net/2142/9457]

Haythornthwaite, C. (2009). Participatory transformations. In W. Cope & M.
Kalantzis (Eds.), Ubiquitous Learning. Champaign, IL: University of Illinois Press.
[http://hdl.handle.net/2142/14200]

Jenkins, H., with Clinton, K., Purushotma, R. Robinson, A. J., & Weigel, M. (2006).
Confronting the Challenges of Participatory Culture: Media Education for the 21st
Century. Chicago, IL: MacArthur Foundation.
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
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Raymond, E. (1999). The Cathedral and the Bazaar. Cambridge, MA: O’Reilly.

Sproull, L. & Kiesler, S. (1991). Connections: New ways of working in the networked
organization. Cambridge, MA: The MIT Press.
Permission is granted to use this presentation in accordance with the Creative
Commons Attribution-Noncommercial-No Derivative Works 3.0 United States
License) http://creativecommons.org/licenses/by-nc-nd/3.0/us/