principles of the design of web2.0 learning environments cblt class

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/

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

contri

long tail

network effect

decentra

lizatio

eation

remixability

emergent

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

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

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

contributed

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?

contributed

remixability

emergent

communiting

feels like magic

contributed

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 atwolf@uni-bremen.dehttp://www.ifeb.uni-bremen.de/wolfhttp://www.slideshare.net/kadewe

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

open reputation

open technologies apis

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distributed computing

grid computing

Education

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