Charles crook

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    18-Nov-2014
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SoMobNet talk 21 Nov

Transcript of Charles crook

  • 1. Barriers to Web 2.0 transfer [email_address] Learning Sciences Research Institute University of Notingham
  • 2. John Cummings Tony Fisher Rebecca Graber Colin Harrison Cathy Lewin Kit Logan Rose Luckin
  • 3. Shared PC access at home Sole owner Shared & owned
  • 4. Percent of KS3-4 pupils using service in past 24 hours
  • 5.
  • 6. Here are some ways that people think we could make more use of computers in school work. Which of these do you think are important to use more in class? % agree/strongly endorse
  • 7.
    • Whats really popular on the internet right now?
    • Why do you like doing those particular things?
    • Can you think of examples of clever things that others here have done on the web?
    • Can you think of people having had bad experiences on the web?
    • Do you know people who keep blogs?
    • What do you think of social networking sites?
    • Does the web help you with your homework?
    • Do you think you learn things on the web apart from school work?
    • Should the web be used more in school?
  • 8. Collaboration Inquiry Publication Literacy
  • 9. Web 2.0: New communicative themes Collaboration
    • recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it
    • - willing to participate in loose co-ordinations
    Inquiry Publication Literacy
  • 10. Web 2.0: New communicative themes Collaboration
    • recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it
    • - willing to participate in loose co-ordinations
    Inquiry
    • In a universal (browser) space of multiple voices
    • information in widely varying representational formats
    • interrogation through tagged search
    Publication Literacy
  • 11. Web 2.0: New communicative themes Collaboration
    • recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it
    • - willing to participate in loose co-ordinations
    Inquiry
    • In a universal (browser) space of multiple voices
    • information in widely varying representational formats
    • interrogation through tagged search
    Publication
    • Recognise open arena for democratising access to views
    • publication can attract commentary
    Literacy
  • 12. Web 2.0: New communicative themes Collaboration
    • recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it
    • - willing to participate in loose co-ordinations
    Inquiry
    • In a universal (browser) space of multiple voices
    • information in widely varying representational formats
    • interrogation through tagged search
    Publication
    • Recognise open arena for democratising access to views
    • publication can attract commentary
    Literacy
    • recognition of representational richness and choice
    • cultivating expressiveness beyond text
  • 13. Collaboration Implicit model: Independent research that then might be shared/integrated But concern for potential redundancy, inefficiency: I dont think theyre [internet tools] realistic for group work because if like everyone has to find some information then youll all come up with different things. Because if everyones looked at different websites then youre all going to get different things. Or, in Google, when you type in someones name and you get the same thing, everyones going to get the same information and then its just going to be a waste Informal collaboration: unbounded conversational constructions formal collaboration: circumscribed, (assessed?) projects to deadlines
  • 14. Inquiry Dominant practice: Google keyword search and BBC But concern for diversity of voice, uncertainty of authority, lack of scaffolding: I would prefer to read it in a book because its more believable isnt it? On the internet anybody can say anything So if you like went in to search for something about Anne Frank then it will tell you a load of other stuff which you dont really want to know like it will cover all these different options but it wouldnt actually have the facts that you were looking for on there Informal inquiry: improvised, unsystematic formal inquiry: abstracting, taxonomic, documented for sharing
  • 15. Publication Dominant practice: Blog or forum posting But concern for visibility, evaluation, permanence Let's put it this way. Some people that I know if they walked in the library they'd never hear the end of it. [On a school blog] eople would be taking the mick out of them Like, you get judged on that. If you write a really rubbish thing because youre having a really bad day and just dont know the topic, and then someone can look at that, theyd think Oh gosh, this girls stupid or something Informal publication: Identity and audience controlled formal publication: Visible and judged
  • 16. Literacy Dominant practice: Video, image, animation But perception as inherently recreational Informal literacies: versatile and varied, consumption emphasis formal literacies: dominated by text, production emphasis
  • 17. Informal/formal tensions Web2 themes Collaboration Meandering co-ordinations / Goal defined episodes Cumulating perspective / Negotiated consensus Inquiry Fragmented assemblies / Integrated schema Narrative structures / Taxonomic structures Undocumented / Documented & authorised Publication In personal communities / in institutions Conversational postings / Project formats Culture of camaraderie / culture of assessment Literacy multi-modality orientation / text and oracy orientation Consumption emphasis / Production emphasis