matching the communication needs of rural learners to web 2.0 tools and services sally reynolds
TRANSCRIPT
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Matching the Communication Needs of Rural Learners to Web 2.0 Tools
and Services
Sally Reynolds
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Presentation
• Background• Rural learning context and user requirements• Social networking tools – common functionalities• Examples of Social Networking tools in use• Success factors• Critical issues and challenges
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Background
• SoRuraLL – investigating potential for enhanced lifelong learning offered by social networking tools and platforms to those in geographically and socio-economically disadvantaged rural areas
• ATiT: • Test social networking tools with 10 pilot sites – rural
schools in west of Ireland• D3.1 Initial Scenarios of Use - mapping of the identified
user groups with a view to highlighting needs and requirements based on the partners’ knowledge and experience in this area and other relevant resources
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Rural Learning Context
Where does learning typically take place in rural contexts?
• In primary and secondary schools• In rural telecentres• In local training or professional development
centres
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Rural Learners’ Requirements • Teachers who want to
exchange good practice with other teachers
• Trainees who want to work with other trainees on joint projects
• Pupils who would like to have contact with pupils in schools in other countries for eTwinning activities
• Professionals who want to collaborate with other professionals on joint issues and problems
Communication and Collaboration
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Rural Learners’ Requirements • Rural schools engaging local
communities including parents
• Representation of rural communities as vibrant and creative places to live
• Building networks with other rurally based communities for promotion and support purposes
• Provide better visibility of rural communities
Engagement and Recognition
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Rural Learners’ Requirements • Farmers and others needing
better access to markets• Importance of being able to
gather market intelligence quickly and effectively
• Need to develop cultural and eco-tourism in ruralareas
• Provide opportunities to form co-operative purchasing schemes for rural services like Internet access
• Improving employment opportunities
Standard of Living
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Rural Learners’ Requirements
• Support teachers who feel isolated in the classroom in small rural schools
• Importance of providing access for specialist interest groups to extend hobbies and pastimes
• Provide opportunities and choice for pupils in rural communities so that their careers are not dictated by their birthplace
• Provide contact with other cultures and ethnic communities as a counter to racism and xenophobia
Combat isolation
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Rural Learners’ Requirements • Specialists topics in schools
like languages, higher level subjects for final examinations
• Need to provide access to specialist knowledge for professionals
• Opportunities to access laboratories and cultural resources
• Teachers and trainers need to keep up to date with new developments and resources
Access to knowledge
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Rural Learners’ Requirements • Learn the skills to function in
a multicultural and networked society
• Pupils need to enhance their digital and media literacy in preparation for the workplace
• Telecentre clients need to enhance their multimedia skills
• Enhance all citizens skills to enable them to become responsible online citizens
ICT and digital skills
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Web 2.0…….. Social networking….
• You are the creator and driver of your use of the tools
• You are driven by your interests and needs
• You can involve anyone, anywhere
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What to choose?
From http://www.go2web20.net/
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Analysis by function
• Definitions and differences with previous tools and services
• Describe by function – what they can allow you to do
function tool
Collaborative working and content sharing
wikis
Presentation of ideas and content blogs
Messaging within a community online discussion sites
Sharing still and moving images Flickr, YouTube
Commenting Twitter, Ning
Tagging YouTube
Polling NetLog
Social bookmarking Delicious
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Social Networking tools in use……..
• Vary in in terms of complexity – simple tool like Flickr to Social Networking sites that combine many functions
• Vary in relation to skills required – Blogger easy to set up and use – creating your own website with Drupal more complex
• Vary in terms of popularity and reach – Facebook in comparison with communities related to a single institution
• Vary in terms of openness and access to wider community
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Voices against Corruptionhttp://voices-against-corruption.ning.com
• World Bank Initiative
• Event in Brussels in May 2010
• Future leaders in fragile states
• Aim: communication and collaboration
• Ning site
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Rural Irish Schools Blogs
• Part of SoRuraLL• First step into the
online world• Very small schools• Links with
community – including local community
http://www.feaklens.com
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Success factors in SoRuraLL work
• The extent to which the use of social networking tools add value or have an impact on learning processes
• The extent to which social networking tools add value or have an impact on the notion of inclusion and empowerment
• The extent to which social networking tools add value or have an impact on institutional and pedagogical innovation and change
• The extent to which social networking tools add value or have an impact on increasing users’ awareness of any ethical, moral, legal and human security issues arising from their use of such tools
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Challenges and issues
• Boundary issues – right to be forgotten?• Security and safety issues – right not to be
insulted?• Generational issues – expectations and
know-how• Open vs closed communities – walled
gardens vs. global communuties• Ownership issues – IPR and digital property• Digital and media literacy – skills and know-
how
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Contacts and further information
• Sally Reynolds: [email protected]• ATiT: www.atit.be
Interests:• Media and Learning: www.media-and-learning.eu• MEDEA Awards: www.medea-awards.com• Media in Education Newsletter: www.media-in-
education.net
Thank You!