ne(x)t gen learning spaces@soton
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cc by Karsten D. Wolf 2008
Ne(x)t Generation Universities –Making a Subculture Mainstream creating Ne(x)t Learning Spaces
Karsten D. WolfDidactical Design of Interactive Learning Environments
Erasmus teaching exchange @ SotonWednesday, 5. 11. 2008
www.vollwertmedia.at
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cc by Karsten D. Wolf 2008
cc by Karsten D. Wolf 2008
Net = Next?
attribution: //bwr on flickr
Ne(x)t Gen Students?
attribution: wasta on flickr
Not necessarily so!
Internet & Media usage of 12-19 year olds in Germany
25% (Total)
30% (Boys)19% (Girls)18% (12-13)28% (14-15)28% (16-17)24% (18-19)
„Web 2.0“-Activities 2007 daily/few times a week
Publicity and usage of „Web 2.0“ tools among youths
Publicity and usage of „Web 2.0“ tools among youths
4%
9%
7%
1%
<1%
Wikipedia
YouTube
MySpace
Flickr
Second life
Read blogs7%
© Karsten D. Wolf 2008
Publicity and usage of „Web 2.0“ tools amongyouths in the UK: Ofcom studies 2006 & 2008
• no gender difference in total internet use (12-15 year olds)
• big increases
• 8h/w in 2006 -> 13.8h/w in 2008
• 22% have an online photo album in 2008 (7% in 2006)
• girls use differs qualitatively
• school work, communication & celebrity news
• creative activities: 72% girls vs. 61% boys
• social networking: 51% girls vs. 38% boys
• creating own websites: 36% girls vs. 25% boys
Cutting through Ne(x)t Gen Babble
Rolf Schulmeister (2008): Is there a „Net Generation“?
What Javascript Framework to use…
9.427 saves on del.icio.us10.950 saves on del.icio.us
29.178 saves on del.icio.us
2.137 saves on del.icio.us
Objective-J / Cappuccino
126 saves on del.icio.us
…more alternatives
set up a datastructurefor a web application
with Hibernate
create a rich internet appto mashup online auction sites
with Adobe Flex
write some SPARQL queriesto find info about „The Roots“?
create a PLE combining
netvibes: personalized web content & widget aggregator
Yahoo!Pipes: RSS feed filter & aggregator
twine:sharable semantic collections
zotero:a firefox plugin for organizing info overload & do bibliographic reference lists
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Next wave!
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What wave?
70.000.000+ „active“ users
85% market share of 4-year universities
#1 applicationphoto sharing
14 million photos uploaded daily
Datasource: facebook press room
Most often used internet application by young people is
instant messaging
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Expectation vs. Reality
25% of German 12-19 year olds play MUGames daily
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Expectation vs. Reality
25% of German 12-19 year olds play MUGames daily
creating a SOAP service in Eclipse
cc by Karsten D. Wolf 2008http://dougmccune.com/blog
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adobe labs
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adobe labs
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Ne(x)t GenUniversity
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Ne(x)t GenUniversityhow to make
this kind of subculture
mainstream?
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easy
hard
technology
space
people
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prototype with „Web 2.0“ tools
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then select & supportservices
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easy
hard
technology
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„recent“ entry on TBL‘s blog (March 2008):
„The benefit of the Semantic Web is that data may be re-used in ways unexpected
by the original publisher.
That is the value added.
So when a Semantic Web start-up either feeds data to others who reuse it in interesting ways, or itself uses data produced by others, then we
start to see the value of each bit increased through the network effect.“
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easy
hard
technology
space
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cc by Karsten D. Wolf 2008Hypermedia Lab, University of Tampere, Finland
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next images are sampled fromNext Generation Learning Spaces
Colloquium 2007presentations
http://www.uq.edu.au/nextgenerationlearningspace/forum-2007
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kind of wifi‘d Starbuckswith whiteboards…
where is the integrationof ubiquitous computing?
re-organize teaching & learning
Unconferences -> Unseminars?
mix in open technolgy and open space
Barcamps -> Unicamps?
http://de.wikipedia.org/wiki/Bild:Barcamp2005-ioerror-01.jpg http://www.flickr.com/photos/briansolis/1164708440/
typical barcamp setup… Wiki Documentation Blogs ReportingTwitter Micro-BloggingSlideshare Presentations & CommentsScribd Sharing documentsGoogle Docs Creating documentsMogulus Live video reportsPodcasts Audio & video reportsdel.icio.us Link sharingFlickr Photo documentationTwine Semantic shared collections…
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learning spaces
collaborativespontaneousopen to self-organisationnice to hang-outflexible & adaptable…barcamping
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new tech≠
new teach
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how does technology make learning…?
politics: cheaper | better?learners: convenient | easier | faster | richer?teachers:timesaving | satisfying | richer?
cc by Karsten D. Wolf 2008
how does technology make learning?
politics: cheaper | better?learners: convenient | easier | faster | richer?teachers: timesaving | satisfying | richer?
tech for teaching supports- takes out drudgery- sparks thinking & ideas- fun & flow- recruit good students- learning & research of teacher
1.0 blueprint
„classic“ E-Learning: distribution + control„Blended Learning“ / hybrid courses: tutoring„Microlearning“: self-service
2.0 blueprint
user generated contentnurturing communitiescollaborationfilteringsocial software + personal learning environments
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literally thousands of „Web 2.0“ tools
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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
my channels…
Mail wolf@uni-bremen.deNews http://www.ifeb.uni-bremen.de/wolf http://tinyurl.com/3kvfyq (Newsfeed)Blog http://blog.didactalab.deNtwrk FaceBook, Xing, LinkedIn, NingSlides http://www.slideshare.net/kadeweURLs http://del.icio.us/kadeweTeach http://www.everlearn.infoWiki http://www.didactalab.de/assessment http://www.didactalab.de/repf
• 3.0 blueprint by Nova Spivack
• seamlessness & interoperable whole
• ubiquitous connectivity (fast & mobile)
• network computing (SaS, distributed computing, grid computing, cloud computing)
• open technologiews (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)
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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
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Können und wollen wir uns Illiteralität leisten?
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Können und wollen wir uns Illiteralität leisten?
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Können und wollen wir uns Illiteralität leisten?
Geotate Geotagging Camcorder30. September 2008
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Können und wollen wir uns Illiteralität leisten?
cc by Karsten D. Wolf 2008
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Ne(x)t GenUniversity
cc by Karsten D. Wolf 2008
Ne(x)t GenUniversityhow to make
this kind of subculture
mainstream?
© Karsten D. Wolf 2008
Understanding Open Content Authors Motivation
• Altruism – for the love of other people
• Reputation – showing off one‘s own capability = self-promotion
• Interest, Fun and Flow – doing it for the Joy of it
• Learning – learning by authoring public entities
• Collaboration – tackling something not feasible for oneself
• Job – getting a paycheck
• Assignment – getting a grade and a diploma
• Saving – no need to buy textbooks and giving back some time
• Political Statement – e.g. anti capitalist point of view, anti copyrights pov…
• Convenience – it is easier to find notes in public repositories than on my HD
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< 7 <14 <20 <30 <40 40+ h/w
World of Warcraft study (Wolf 2007, n=1100)
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casual authors are looking for community
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authors out for reputation and knowledge spend top hours
summary
• change won‘t be automatic
• internet-savvy students remixing the web: rare
• technology is at hand
• we need to change the architecture
• paradigm shift 1: openess & distributed authority
• paradigm shift 2: performance more important than „keep it to your chest“ knowledge
• brick & mortar more important than ever
• we need to train next gen teachers and students
my channels…
Mail wolf@uni-bremen.deNews http://www.ifeb.uni-bremen.de/wolf http://tinyurl.com/3kvfyq (Newsfeed)Blog http://blog.didactalab.deNtwrk FaceBook, Xing, LinkedIn, NingSlides http://www.slideshare.net/kadeweURLs http://del.icio.us/kadeweTeach http://www.everlearn.infoWiki http://www.didactalab.de/assessment http://www.didactalab.de/repf
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