framing your digital footprint: edna keynote

FRAMING YOUR DIGITAL

FOOTPRINTMegan Poore

FRAMING YOUR DIGITAL

FOOTPRINTMegan Poore

• Web 2.0, Web 3.0

• Educators online: paths

• Educators online: activity

• Impact of read/write culture

• Personal and professional learning journeys: issues

• The future: Where are you headed?

COVERAGE

• Web 2.0 is not a software package

• It is the ‘read-write’ web

WEB 2.0

WEB 1.0 WEB 2.0

Ofoto Flickr

Mp3.com Napster

Britannica Online Wikipedia

Personal websites Blogging

Publishing Participation

Content mgt systems Wikis

Directories (taxonomy) Tagging (‘folksonomy’)

Stickiness Syndication

Software as package Software as service

O’Reilly (2005: online)

WEB 2.0

• Social networking• Wikis• MySpace, Face book• Blogs• Podcasting• Tagging, RSS• YouTube• Social bookmarking

WEB 2.0

Source: http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/

Lankshear and Knobel (2006: 1)

Mindset 1.0 Mindset 2.0

The world is appropriately interpreted, understood and responded to in broadly physical industrial terms.

The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only.

Value is a function of scarcity Value is a function of dispersion

Products as material artifacts Products as enabling services.

Tools for producing Tools for mediating and relating

Focus on individual intelligence Focus on collective intelligence

Expertise and authority ‘located’ in individuals and institutions

Expertise and authority are distributed and collective; hybrid experts

Space as enclosed and purpose specific

Space as open, continuous and fluid

Social relations of ‘bookspace’; a stable ‘textual order’

Social relations of emerging ‘digital media space’; texts in change

O’Reilly (2005: online)

• The long tail• The long tail

O’Reilly (2005: online)

WEB 2.0 DESIGN PATTERNS

Cosmos (2007: online)

WEB 2.0 DESIGN PATTERNS

• Users add value

• Some rights reserved

• Perpetual beta

• Co-operate, don’t control

• Constructivism

O’Reilly (2005: online)

WEB 2.0 DESIGN PATTERNS

TECHNOLOGY TO WATCH

Horizon Report (2007)

2007 2008

User-created content Grassroots video

Social networking Collaboration webs

Mobile phones Mobile broadband

Virtual worlds Data mashups

New scholarship and forms of publication

Social operating systems

Educational gaming Collective intelligence

Horizon Report(2008)

• User-created content

• Social networking

• Mobile phones

• Virtual worlds

• New scholarship and forms of publication

• Educational gaming

TECHNOLOGY TO WATCH: 2007

Horizon Report, EDUCAUSE (2007)

• Grassroots video

• Collaboration webs (group docs, online meetings, info and data swapping)

• Mobile broadband (mobile access)

TECHNOLOGY TO WATCH: 2008

Horizon Report, EDUCAUSE (2008)

• Data mashups (combining data from different sources to create new understandings of the data)

• Collective intelligence (Wikipedia and Freebase; practice in knowledge construction)

TECHNOLOGY TO WATCH: 2008

Horizon Report, EDUCAUSE (2008)

• In denial

• In between

• Into it

• In denial

• In between

• Into it

EDUCATOR PATHS: ATTITUDES

Alan AtKisson (1991)

EDUCATOR PATHS: ATTITUDES

Image from Sue Waters’ wiki

EDUCATOR PATHS: ATTITUDES

• Where are you on the curve?

• Do Meg’s ICT attitudinal survey

EDUCATOR PATHS: ATTITUDES

• Two main paths:

• Formal

• Informal

• The path you take, depends on your idea of trustworthiness

EDUCATOR PATHS: ATTITUDES

• Departmental or institutional support

• One to many

• It’s about the department, institution, policies, guidelines

• Must cater for all

EDUCATOR PATHS: FORMAL

EDUCATOR PATHS: FORMAL (schools)

EDUCATOR PATHS: FORMAL (schools)

EDUCATOR PATHS: FORMAL (schools)

EDUCATOR PATHS: FORMAL (schools)

EDUCATOR PATHS: FORMAL (H Ed)

• ‘People’ support

• One to many/many to many

• It’s about ideas, sharing, niche, experience

• Catering for niches

• Catering for ourselves

EDUCATOR PATHSINFORMAL

• Blogs, wikis• Creative Commons• Facebook/social networking• Second Life• RSS, Social bookmarking• Video

EDUCATOR PATHSINFORMAL

• How to harness this in one location?

• me.edu.au

EDUCATOR PATHSINFORMAL

• Share resources, ideas, thoughts, discoveries, current issues, experiences

ONLINE ACTIVITYBLOGS

ONLINE ACTIVITYBLOGS

ONLINE ACTIVITYBLOGS

• Share individual interests

• If I like someone, I will follow their profile

• Random discoveries

• New networks with like-minded individuals

ONLINE ACTIVITY:FACEBOOK

ONLINE ACTIVITY:FACEBOOK

• Groups

• Share common experiences

• Professional networks

ONLINE ACTIVITY:FACEBOOK

ONLINE ACTIVITY:FACEBOOK

• To share stories, resources, info, solutions

• To get answers

• Should be using them better: to help us trouble-shoot the tech and teaching problems

ONLINE ACTIVITY:DISCUSSIONS

ONLINE ACTIVITY:DISCUSSIONS

• Share resources, discoveries

• Tagging: nimble, agile

• Allows for unpredictable, capricious connections

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY: BOOKMARKING

• Push AND pull

• Personalised via feedreaders

ONLINE ACTIVITY: BOOKMARKING

ONLINE ACTIVITY:RSS

ONLINE ACTIVITY:RSS

ONLINE ACTIVITY:RSS

ONLINE ACTIVITY:RSS

• Share resources, PD

• Create spaces for meeting

• Create identity (as teacher, professional, as learner)

ONLINE ACTIVITY:SECOND LIFE

ONLINE ACTIVITY:SECOND LIFE

• Share access, copyright

• Allows for personal re-mixing of others’ creations

• Ease of distribution of work, flexible, responsive to my needs

ONLINE ACTIVITY: CC

ONLINE ACTIVITY: CC

• Create resources, for others

• Repositories, links

ONLINE ACTIVITY: WIKIS

ONLINE ACTIVITY: WIKIS

ONLINE ACTIVITY: WIKIS

• Share resources

• Help and support

• Instruction, tutorials

• Showcases of student/class work

ONLINE ACTIVITY: VIDEO

ONLINE ACTIVITY: VIDEO

ONLINE ACTIVITY: VIDEO

FORMAL INFORMAL

Web 1.0 Web 2.0

Fixed Flexible

Static Dynamic

Stable Unpredicatable

Standardised Flexible

Proprietorial Personal

Permancy Impermanent

Cater for all Niche

Sites, sites, sites People, people, people

COMPARISON

• Sites, sites, sites

• Web 1.0, fixed, static, stable, conservative, standardised, white bread, unspectacular, middle-of-the-road, impersonal, permanency, proprietorship, bounded

• Must cater for all ...

EDUCATOR PATHS: FORMAL

• People, people, people

• Web 2.0, nimble, flexible, dynamic, radical, energetic, spectacular, ends of the earth, personal, unpredictable, impermanency, vagrancy, grassroots, boundless, random

EDUCATOR PATHS: INFORMAL

• BUT!

• We will eventually see a shift away from the tools --> people

• SOSs

ONLINE ACTIVITY

• SOSs will take all the data available and aggregate it to give info about

• Strength

• Depth

• Endurance

of our connections

WEB 3.0: SOSs

• Social networking systems (Bebo, Facebook, MySpace) = uncontextualised info

• Only the connections we’ve told them about.

• This is a problem.

• Have to enter the data myself every time.

WEB 3.0: SOSs

• Social graph

• Every click of a mouse: ‘clickstream’

• If you take away the documents, you have the connections between people

WEB 3.0: SOSs

SOSs

Image from Google’s social graph page

• No multiple log-ins

• The system will focus on YOU, not the website or software service

• e.g., SOS will integrate all flight info from various sources and present that: it is the flight that interests me, not the website

SOSs

SOSs

Network/devices/infrastructure

Websites/software services

Event/situation/me

Higher ed culture works against read/write culture

1.Scholarly isolation

2.Aggressive competitiveness

3.Lack of mentoring

4.Valuing product over process

5.Disciplinary nationalism

IMPACT OF READ/WRITE CULTURE

Diane Zorn

• More academics are pre-publihing via blogs etc -- does this count?

• How to ‘control’ ideas? Can/should we do this?

• How to control the amount of info available? Can/should we do this?

IMPACT OF READ/WRITE CULTURE

• On research: more stuff is ‘findable’

IMPACT OF READ/WRITE CULTURE

You and your students need expanded literacies:

• Basic (reading, writing, numeric)• Scientific• Economic• Visual• Technological• Multicultural• Global awareness

Pletka (2007: 47)

IMPACT OF READ/WRITE CULTURE

• Social• Technical• Professional

LEARNING JOURNEYS

• How to ‘be’ online

• Personal cultural changes

• Our socialness online will look facile, underdeveloped to future generations

LEARNING JOURNEY: SOCIAL

• Keeping up with the latest

• Knowing how and why to deploy certain tools

• But let the students show you how they work

LEARNING JOURNEY: TECHNICAL

• Feeling uncomfortable with changing role

• Learning more from colleagues

• Becoming multi-literate

• Professional cultural changes

LEARNING JOURNEY: PROFESSIONAL

• We are NOT fighting above our weight

• Education must be a driving force of the future

• Must stop being reactive and passive -- must be active

EDUCATION’S DIGITAL FOOTPRINT

• Education has a poor reputation for holding on to systems foreverrrrrr

• Must claim our market share: do not accept poor product, e.g., WebCT/Blackboard (web 1.0)

• Use the free stuff and demand what we need

EDUCATION’S DIGITAL FOOTPRINT

• Must start leading

EDUCATION’S DIGITAL FOOTPRINT

• Compacts between management and teachers to encourage innovation

• Must get support in policy to experiment and innovate and try stuff out

EDUCATION’S DIGITAL FOOTPRINT

• I don’t need to understand it all

• I don’t have to know it all• I will learn it when I have to• I am no longer the sole

repository of information in my life -- and that’s OK!

YOUR NEW MINDSET

LICENCE