you learning - the impact of user generated content on education
DESCRIPTION
Keynote at ITK07 in Finland. Abstract: Time Magazine has voted You as the person of the year.In this case, You means all the users of online services such as YouTube, mySpace, Blogger, Wikipedia or Flickr, which provide software services for user generated content. While the first generation of the Web in the early 1990s enabled more people to publish to a potential large audience than the old media, a mass adoption has been hindered by the technical complexity and the sheer costs to do so. Today a next wave of online services allow technical laymen to publish media rich content on the Web for free, and millions of people are creating their own content. But is this content relevant to education? User generated content has been the focus of progressive education approaches since the 19th century, just to be recently rediscovered and used in the constructivist educational technology movement since the 1970s, probably starting with Seymour Paperts seminal work on Logo. Despite all the work on cognitive tools, collaborative inquiry, writing hypertexts and anchored instruction since then, these approaches have yet to find their way into the educational mainstream. This presentation focusses on the potential of user generated content on education from three points of view: (1) Educational policy and practice Education has always been a matter of power, or as Schleiermacher pointed out, Education is about the question, what the old generation wants from the young generation. Therefore formal education has always been a very top-down approach, not unlikely the "old" mass-media approach with a few senders and mass reception. User generated content breaks with this hierarchical model. New questions emerge, such as effects on power balances, impacts on democracy, formal vs. informal settings, learning culture, privacy, subjectivism, and legal issues. One of the questions which will be discussed in more detail is the value of "open" vs. "closed" books and other learning content. Can user generated content improve the learning of all citizens? What needs to be taken into account? What impacts can be expected for schools and universities? (2) Educational technology The current state of web technology and user interfaces has developed tremendously in the last two years, resulting in a much more interactive and collaborative Web, often labeled as "Web 2.0". Also the use of mobile web access has grown starkly. But most of the applications focus either on information organization and sharing, entertainment, shopping or business applications. What are the potentials for using and combining these new services for education? Are there new ways to support online learning? Will they benefit the creation of open repositiories for learning content? (3) Pedagogics and Educational research As stated above, pedagogical theory is quite ready for the next generation of the Web and user generated content. A multitude of questions need to be answered, though. For example, is user generated content dependend on You or on We? More specifically: what is the role of collaboration and sharing to create a culture of online learning? How can we support learning communities? What are the learning impacts of creating learning materials?TRANSCRIPT
cc by Karsten D. Wolf 2007
YOU Learning –the Impact of User Generated Content on Education
Karsten D. WolfDidactical Design of Interactive Learning Environments
interaktiivinen tekniikka koulutuksessa 2007Thursday, 19.04.2007
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and !
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really lots of peoplereally lots of people
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© Karsten D. Wolf 2007
really lots of people
171,502,194
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171,503,220 friends!
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Blogs9
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really lots of people
measures the „blogosphere“
„71 million blogs…some of them have to be good.“
–Matt
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http://www.sifry.com/alerts/archives/000493.html2003 2004 2005 2006 2007
10M20M30M40M50M60M70M
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http://www.sifry.com/alerts/archives/000493.html2005 2006 20072004
1,250,000/day
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1,731,000 569,000
474,000 367,000
353,000 288,000
283,000 251,000
222,000 221,000
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articles ratio
Suomi 109,454 48
German 569,000 176
native speakers of language Wikipedia article
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native speakers of language Wikipedia article
articles ratio
Suomi 109,454 48
German 569,000 176
Finnish speaking Wikipedians are nearlyfour times as productive as the German speaking ones!
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statistics*
really old: October 2005 = 1.5 Internet years ≈ 10.5 years ago
50% of all edits done by 0.7% of users (615 people)
72% of text written by 1.8% of users (1,500 people)
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actual data
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rough estimation
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very few people
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very few people
do very much
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20% of people are doing 80% of the work
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I am doing all the work and everyone else is lazy!
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equal participation
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# of
edi
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authors ranked by # of edits
as of February 2007
Datasource: http://en.wikipedia.org/wiki/Wikipedia:List_of_Wikipedians_by_number_of_edits
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# of
edi
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authors ranked by # of edits
Wikipediholism#1 159,825#10 79,162#30 53,500#50 46,529#100 36,608#500 17,305#1,000 11,101#2,500 5,300
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# of
edi
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authors ranked by # of edits
Wikipediholism#1 159,825#10 79,162#30 53,500#50 46,529#100 36,608#500 17,305#1,000 11,101#2,500 5,300
10 edits a dayfor 3 years
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# of
edi
ts
authors ranked by # of edits
logarithmic scales
as of February 2007
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# of
edi
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authors ranked by # of edits
as of February 2007
Long Tail of Authors
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having thousands of people*editing an online text
collaborativelyfor free
accessed by hundred of millions**is a major success…
* 63,000 active editors in November 2006 (English)** 43 million unique visitor in USA in January 2007source: http://www.comscore.com/press/release.asp?press=1214
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Wikipedias
WiktionariesWikiquotes
WikinewsWikibooks
Wikisources
Wikiversities
today
2 years
5-10 years
20-40 years
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thousands of user generated content tools & communities
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user generated content
is here to stay!
but does it change education as we know it?
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Youvs.
We35
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Youvs.
We
You do it for yourself, but all have benefits
We do it together to reach goals too large for each of us
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educational policy & practice
educational technology
educational research
didactics& design
user generated content
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didactics &design
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R.I.P.
Mass adoption of Constructivism in the Classroom
Idea born multiple timesNever received in practice
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cc by Karsten D. Wolf 2007Web 2.0 services
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literally thousands of „Web 2.0“ tools
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buildpublicentities
Seymour PapertFather of Logo
Constructionist43
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(networked)apprenticeshipenvironments:
see how expertswork and solve problems John Seely Brown
Xerox ParcCognitive Apprenticeship
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culture of participation
recreation to become a form of re-creation (remix, tinkering, sharing) based on productive inquiry situated in communities of co-creation
learning about ➙ learning to be
http://mitworld.mit.edu/video/419/45
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educationalresearch
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What is the role of collaboration and sharing in successful online learning?
How can we nurture learning communities and a culture of sharing?
What are the learning impacts of creating learning materials by students themselves?
How do we influence swarm/hive/collective motivation?
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à not only abundance, but better quality, too
Πthe hive mind is for the most part stupid and boring
vs.
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educationaltechnology
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Does Web 2.0 makes Learning 2.0?
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mashup = combing services + adding some usefulnessre-mix = re-using material in a novel combination
symbiotic relationships and rich learning ecosystems
Google Maps*
*http://googlemapsmania.blogspot.com/
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re-mixes and mashupsmashup = combing + adding some usefulness
re-mix = re-using material in a novel combination
symbiotic relationships and rich learning ecosystemsGoogle Maps*
*http://googlemapsmania.blogspot.com/
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challenges
robust and usable learning environments to support remixing, re-creating and mashups?
Personal learning environments helping me to learn, find, collect, organize, collaborate etc.
Traditional Learning Management Systems are mostly dead
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user generated content
ideas from Sony‘s„Little Big Planet“
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educational policy& practice
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What is the value of "open" vs. "closed" books / content
Can user generated content improve the learning of all citizens or just a few?
What impacts can be expected for schools and universities?
Will universities be old school and do informal learning settings take over?
Does user generated content improve or undermine education?
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from content wasteland
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to content jungle
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open content for open education
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open content for open education
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controlling the jungle again?
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(Source: Atkins, Brown, Hammond 2007)66
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(Source: Atkins, Brown, Hammond 2007)
sounds like expertsgenerated content access ≠ education
focus onrepurposing
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Faculty educational scienceDidactical design of
interactive learning environments
What does it mean to me?
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© Prof. Dr. Karsten D. Wolf 2006
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Phase 1 Phase 2 Phase 3
metutors
studenttutors
studentstudents
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before: my average course had 30 pages
today: 250 - 350 pages, ~90% done by students
higher motivation & deeper learning
much smaller participation gap
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hopefully!
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© P
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Dr. K
arst
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f 200
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http://www.karsten-d-wolf.de/
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