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TRANSCRIPT
Vilnius October 2nd 2010
Facebook in the classroom: Can web 2.0 work policy
miracles?
Joe Cullen,Arcola Research,Tavistock Institute
Vilnius October 2nd 2010
This presentation covers
• Factors driving the use of Web 2.0 in the classroom
• Teachers needs
• How Web 2.0 is responding to teachers needs
• Some examples of the use of Web 2.0 in the classroom
• What has been learned
Vilnius October 2nd 2010
Key Drivers
New teaching roles
Seamless learning –school; home; society,
Personalisation of learning: PLE’s
NEEDS
Over-arching:
User Groups
Technical skills Pedagogic Support
Drivers
EU 2020Changed learning
paradigmsNMLs
New identitiesWeb 2.0
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iLANDS
Learning
&
Achieving
Prim
ary Educatio
nSecondary Education
Higher Education T
eachin
g
Pra
ctice
Personal Development
Society
Diversity
NetworkingTeacher
Training
Voc
atio
nal
Tra
inin
g
i n n ov a t i on
Vilnius October 2nd 2010
What is Web 2.0?
• Social Networking services – Facebook, MySpace, LinkedIn. • Syndication and notification technologies - RSS (Really Simple Syndication)
and Atom • Weblogs or blogs - Twitter • Wikis - collaboratively add, remove and edit content e.g. Wikipedia• Tagging, Social Bookmarking and Folksonomies – recording (bookmark) of
web pages, and tagging with significant words (tags) e.g. del.icio.us• Media-sharing devices - YouTube (movies), iTunes (podcasts and
vodcasts), Flickr (photos), Slideshare (presentations), DeviantArt (art work) and Scribd (documents).
• Podcasts and Vodcasts• Virtual and immersive environments – e.g. Second life• Online office and discussion applications - Microsoft Office or Open Office
• Web 2.0 Tools for learning – e.g. Moodle = LEARNING 2.0
Vilnius October 2nd 2010
The increasing ubiquity of Web 2.0
45% of teens aged 12-14 have online profiles
9-17-year-olds spend more time social networking than watching TV- (Attwell, 2009)60% of young people
focus on education-related topics; 50% discuss schoolwork (Childnet International, 2008).
Vilnius October 2nd 2010
New Millennium Learners
• Post 1982 – 1st generation to grow surrounded by digital media
• ‘Hardwired’ to use multiple web-based participatory media (Baird & Fisher 2006 )
• Technologically savvy
• Multi-tasking
• Technology shapes social values
• Changed cognitive patterns and learning styles – no linear thinking: ‘Grasshopper mind’ (Pedro, 2006)
• Egocentric and individualistic
• NML ‘will become mainstream’ (OECD, 2008)
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NML Learning Styles
PersonalisedUse of variety of tools simultaneously,
to suit individual needs
AdaptiveUse adapted to purpose
OrganisedSophisticated information management
IntegratedMixing and matching different tools
New working patternsComplex thinking,
evaluation & synthesis
Time/space boundariesContinuous & immediate support; multitasking, multiple resources
Transferableskills and knowledge are transferred to other aspects of private and professional life
PervasiveSupporting all aspects of study
To find, manage, produce & share resources
Student Use and Perception of Technology (Conole et al,
2008)
Vilnius October 2nd 2010
Who uses ‘Learning 2.0’?
Source: IPTS database (Cullen et al, 2009)
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Why is Learning 2.0 used?
Source: IPTS database (Cullen et al, 2009
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Web 2.0 tools
Source: IPTS database (Cullen et al, 2009
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What do teachers use Web 2.0 for?
• Build repositories of re-usable material that can be distributed for teachers to use in their lessons
• Support networking and on-line knowledge-sharing.
• Deliver and share both content and also interactive discussion and learning on teaching practice (co-production of knowledge and content)
• Sometimes involves collaboration and co-production with students
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Example: Protovoulia
• Umbrella’ site of innovative online services for teachers and pupils in Greek primary and secondary schools
• Collaborative learning through LMS combined with blogs, wikis, forums
• low drop-out rates of participating schools and teachers (approx. 8%);
• Increased digital competences of teachers
Vilnius October 2nd 2010
Nettilukio
• Teacher Training i.e. Adult Learning & Secondary Education -Otava Folk High School, Finland
• Complete online study programme of Finnish upper secondary school level using a learning platform; Virtual classroom technology, wikis and blogs
• Improved basic computer skills
• Students report about high motivation, especially in the beginning of the programme
Vilnius October 2nd 2010
MOSEP
• More self-esteem with my e-portfolio’
• Targets early school leavers by improving the skills and qualifications of their teachers and career counsellors
• Wiki, Moodle, FlashMeeting, blogs, Skype, bookmarking, tagging, RSS feeds, FlickR, SlideShare
• Tutors are ‘learning companions
Improved soft skills e.g. time-management and team-working. Improved student self-esteem. Advanced technical tools improved learning participation and outcomes
Vilnius October 2nd 2010
Schome
• Originally aimed at ‘gifted’students
• Now includes students who don’t do well in conventional school environment – ADD; autism; BEGMs
• explores potential and pitfalls of ‘Teenage Second Life’
• ‘open pedagogy’ based on collaborative learning involving students and teachers
• Second Life; Machinima; blogs; wikis
Supports active citizenship -students have say in who runs ‘Schome Island’Expands learning horizons through virtual field-trips e.g. Mayan temples; Virtual world builds confidence – safe environment.Develops high-level e-skills.
Vilnius October 2nd 2010
What did Web 2.0 contribute to learning?
• Radical technological or pedagogic advances limited – Schome
• Innovation in integration of tools and approaches
• Pedagogic innovation – new shared roles based on co-production of knowledge e.g. MOSEP; ‘open pedagogy
• More personalized and learner-centred environments (individual documentation of competencies; e-portfolios; personal learning plans, learning diaries)
Vilnius October 2nd 2010
Impacts for teachers
• ‘General’ teaching practices aimed at supporting professional development and better teaching practice; tutoring and mentoring;
• organization of collaborative and group-based work, for example linking classroom sessions and homework in the online environment;
• personalised and self-organised learning;
• Special Education Needs;
• promoting PLTS (Personal Learning and Thinking Skills) for teachers and students.
Vilnius October 2nd 2010
Problems and Issues
• Issue of assessment and formal certification of Web 2.0 experiences and knowledge gained by these means
• Acceptance and support by the organisation vs. bypassing of traditional institutional systems
• Costs and rapid obsolescence of high-tech solutions and content
• Accessibility in media-rich environments – penalises lower skilled teachers and students
• Resistance to change of educational enterprise – some schools ban You-tube and Facebook
• Globalisation/commercialisation of education
• The role of the teacher
Vilnius October 2nd 2010
Restructuring the enterprise –the new orthodoxy
• Education systems dysfunctional – not responding to societal demands (Attwell, 2008)
• Schools need to adopt creativity and networking students do outside
• Owen (2008) – personalisation of educational experience; death of school; ‘always on’students; integrated with family life
• Teachers become obsolete
• Digital competences integrated with normal and everyday behaviours
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Peter Thiel Jim Breyer
Mark Zuckerberg
Substitution of real world ‘nature’ by virtual worldConsumer behaviours integrated in branding and marketingThru ‘collaborative social networking’
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Which of these is a pedigree racing bicycle?
A
B
C
Vilnius October 2nd 2010
Which of these is a pedigree racing bicycle?
A
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CivilisationalChoices
18th C Spanish Flintlock Blunderbuss Pistol
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Conquistadores
• 1532 – Pizarro destroys 80,000 army of Atahuallpa with 168 Spanish soldiers
• Why? Because indigenous knowledge and culture considered uncivilised
• Led to economic, social and cultural decimation of most powerful New World civilisation
• 21st century legacy
• Peru GDP per capita: $2,300
• Spain GDP per capita: $20,150
• Contribution to current globalisation problems
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Technical coding and civilisational choices
• Technical coding (Feenberg, 1996)
• Many possible innovation scenarios and trajectories –‘interpretative flexibility’
• But shaped by the powerful and the educated
• Educational Technology has ‘civilisational choices’
• Globalisation and neo-imperialism – 80% of e-learning exported to ‘developing countries’ in English and culturally compromised
• Learning 2.0 reproductive not ‘transformative’
• Untapped creative potential of billions of teachers and students
Vilnius October 2nd 2010
Summary
• Web 2.0 beginning to promote new learning paradigms• Supports acquisition of new digital competences for
teachers – and students • Requires broader range of e-skills for teachers: co-
producers of knowledge; learning companions• Promising results with hard to reach; early school
leavers• Problem of organisational resistance and school culture• Lack of evidence base on outcomes and impacts• Competing theoretical paradigms – the struggle for the
‘soul of education’• What is the role of the teacher?