Principles Of The Design Of Web2.0 Learning Environments Cblt Class

Pau

l May

ne o

n fli

ckr

Principles of the design of Web 2.0 learning environments:what should be the key characteristics of future VLE?

Prof. Dr. Karsten D. WolfFachbereich 12 Educational Sciences & Pedagogy, Universität BremenDidactical Design of Interactive Learning Environments

cc by Karsten D. Wolf 2008

thousands of „Web 2.0“ tools

http://del.icio.us/kadewe/



attribution: wasta on flickr

cc by Karsten D. Wolf 2008antikris on flickr

cc by Karsten D. Wolf 2008Web 2.0 services


user generated content

ideas from Sony‘s„Little Big Planet“


http://www.adaptivepath.com/ideas/essays/archives/000547print.php





user

contri

buted

value





long tail





network effect





decentra

lizatio

n





co-cr

eation





remixability





emergent

syste

ms



cc by Karsten D. Wolf 2008Source: adaptive path

• 3.0 blueprint by Nova Spivack

• seamlessness & interoperable whole

• ubiquitous connectivity (fast & mobile)

• network computing (SaS, distributed computing, grid computing, cloud computing)

• open technologies (APIs, Creative Commons)

• open identity, open reputation, roaming personal data & preferences

• semantic web

• distributed databases accessible by semantic search

• „intelligent“ applications (natural language processing, machine learning, agents)


most realistic semantic informationis semantic meta-data automatically created

without the user filling out some kind of form

best candidates right now:location (GIS)

community-context


Können und wollen wir uns Illiteralität leisten?

Geotate Geotagging Camcorder30. September 2008


Können und wollen wir uns Illiteralität leisten?

openessubiquitousness

end of control

inconvenience doesn‘t scale

Gerd Leonhardhttp://www.endofcontrol.com/

Ian Rogers (Yahoo)to music industry

communiting

feels like magic

„Any sufficiently advanced technology is indistinguishable

from magic“Arthur C. Clarke

inspired by thetawelle bloghttp://www.ifeb.uni-bremen.de/thetawelle

© Karsten D. Wolf 2007

And

reas

Joh

n 20

06

Open Content Species

• Open Access (Journals / Papers)

• Blogs

• Open-Source-Journalism

• Open Law

• Open Gaming

• Open Music / Free Music

• Open Books / Textbooks / Documentation / Encyclopedias…


Semi-Open Contents - The Web 2.0 Landscape

• Pictures (Flickr)

• Newsaggregations (Google Reader)

• Videos / Screencasts (YouTube)

• RSS-Feeds

• Link Collections (del.icio.us)

• Presentations (slideshare)


open content for open education

cc by Karsten D. Wolf 2008http://www.ifeb.uni-bremen.de/wordpress_staedtler/?p=141

http://www.ifeb.uni-bremen.de/wordpress_staedtler/?p=141

http://www.ifeb.uni-bremen.de/wordpress_staedtler/?p=141


user

contributed

value

long tailnetwork effect

decentralizationco-creation

remixability

emergent

systems openessubiquitousness

communiting

feels like magic


What kind of content makes good candidate for OCP?

• both basic and advanced level of content, doesn‘t matter

• both Super Special Interest and Mass Audience

• Opportunity costs of making it open is low for most scientific SSI

• Reputation gain is great for Mass Audience


Content size, team size & collaboration

• Smaller snippets are easier

• Wikipedia = collective

• Blogs = individual

• The bigger, the more authors = more difficult

• Solution: snippets!

• Problem: Thousands of snippets do not make great textbooks


Commented Collections

• DRY = Don‘t Repeat Yourself

• DRY(AO) = Don‘t Repeat Yourself and Others!

• Good bye Open Content Books

• Hello Commented Collections of Open Snippets

• Makes sense from the Personal Learning Environment viewpoint, too!


Textbook 2.0shared commented personal learning collections?


user

contributed

value



remixability

emergent


communiting

feels like magic


user

contributed

value



remixability

emergent


communiting

feels like magic

Partner-work „Future VLE“1. Find a partner2. agree on 2 - 3 characteristics3. each one writes down ideas individually4. read ideas to each other5. mash it up6. feel free to add some magic


more info [email protected]://www.ifeb.uni-bremen.de/wolfhttp://www.slideshare.net/kadewe

mailto:[email protected]


http://www.ifeb.uni-bremen.de/wolf


http://del.icio.us/kadewe/videospiele


cc by Karsten D. Wolf 2008Brent Davis 2004

Metaphysical Physical


Mysticism

Religion

Rationalism

EmpirismStructuralism

Post-Structuralism

ComplexityScience

Ecology


Mysticism

educatingnurturingfosteringtutoring

Religion

discipliningindoctrinating

inductingtrainingguiding

Rationalism

instructinginforming

edifingdirectinglecturing

Empirism

schoolinginculcating

conditioningtraining

remediating

Structuralism

facilitatingmediatingmentoringmodelinginitiating

Post-Structuralism

emancipatingliberating

empoweringgiving voicepedagogy

ComplexityScience

improvisingoccasioning

structuringframing

participating

Ecology

conversinglisteningmindingcaring


Post-Structuralism

emancipatingliberating

empoweringgiving voicepedagogy

ComplexityScience

improvisingoccasioning

structuringframing

participating

Structuralism

facilitatingmediatingmentoringmodelinginitiating

Brent Davis 2004

participative net as „Bildungsraum“

die Anregung aller Kräfte des Menschen, damit diese sich über die Aneignung der Welt entfalten und zu einer sich selbst bestimmenden Individualität

und Persönlichkeit führen

Humboldt

Participation as a pedagogical change agent

• support of interest and long-term learning motivation

• deeper learning strategies and higher learning success

• „real world“ support of complex learning environments

• supporting discourse in society

• negotiating post-modern curricula

Principles Of The Design Of Web2.0 Learning Environments Cblt Class

Education

Transcript of Principles Of The Design Of Web2.0 Learning Environments Cblt Class