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Proud and happy to call myself a 'Master of Arts'

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Edited by Jonathan Vernon, Wednesday, 29 Oct 2014, 14:13
From E-Learning V

Fig.1. Mr Kung Fu - was he the master or the pupil?

When I completed enough modules early last year to graduate as a 'Master of Arts: Open and Distance Education' I felt like a fraud; I'd scraped through, more importantly I didn't feel I was 'fluent' enough in the subject. One module, H817 had been replaced and had felt a little dated at the time. This is why I've ended up doing a couple more MA modules from the MAODE - I have only one missing from the full set (H817 Open) which I may do in due course. I could even put it towards an M.Ed (Masters degree in Education) for which I also need the compulsory 60 point module Educational Enquiry which next registers a year from now. 

From E-Learning V

Fig.2 The forgetting curve

Confidence to call myself a 'Master' and belief by others that I know my subject led me to being asked to join the Open University advisory panel on the MAODE and in the same week to join the board of advisors for a national educational body that recently met. Now I feel I have enough of 'the knowledge' at my fingertips. I prepared for this first meeting my searching through this blog: it shouldn't surprise me to know how much I'd forgotten, studying why and how we forget is very much a part of education - it is summed up in the Forgetting Curve (fig.2) that Hermann Ebbinghaus thought up over a hundred years ago. 

From E-Learning V

Fig.3. SatNav (not me)

It intrigues me that no gadget we own can circumvent this: that in fact, take a SatNav for example, let's assume that it takes you on a journey in the correct direction. Let's say you keep using the SatNav regardless. You could probably turn it off after two or three of these trips as your brain lays down the landmarks in your longterm memory. Thinking of which, I think the SatNav makes an excellent model for e-learning; just image you need to learn 120 absolute facts as a junior doctor - you could have your SatNav 'peg' the facts to specific points of a familiar journey. When you sit the exam it's then as easy as driving this route in your mind's eye visualisation everyone of the facts along the way.

I wander, cloud like.

I'm writing up my notes from this national advisory panel and over the next four years can hopefully nod at the courses that appear on which I've had some influence. Still not there yet, but I'm one heck of a long way further on since February 2010 when I re-booted this malarkey.

The answer has to be a P.hD. And I guess the only place to do that would be with the Open University. I went off the boil on that one a year ago, though I did secure a couple of interviews but came away suitably crushed.

It will have taken by then, at least ten years, more like 12 or 13, to call myself a 'Digital Scholar'.

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D is for Digital Literacy

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Edited by Jonathan Vernon, Wednesday, 7 May 2014, 06:50
  • Digital Literacy

  • Data Visualization

  • Diaryland

  • Design for all

  • The Digital Scholar

  • Deep Learning

  • Dewey

Everyone needs to develop digital literacy alongside literacy and numeracy. Knowing your way around the Internet and skill at using computers, whether they are in your pocket or on someone else's desktop matters in the 21st century.

Data visualised and animated, with a voice over, can help explain the complex. Beware the nonsense infographic produced by an advertising agency though.

The Digital Scholar is a spurious and elitist concept. Either a person is or is not scholarly whether or not they use the Internet a lot or not at all. For digital we could just as well so e-Scholar, which rather undermines my idea for the 'A to Z or e-learning' as, if not already, and to some, learning is learning however it is achieved and where it matters is in the brain of the student wherever they read or do.

Whether learning goes deep or is left a the surface is platform non-specific too. Indeed, too many games or watching videos might be the surface learning that is of such little value compared to the effort of reading, the effort of sitting in class and the effort of revising for and taking an exam.

Diaryland is one of the earliest blogging platforms where much that we see online was first played with: friends, likes, groups, surveys, stats, advertising ... 

Dewey is one of a couple of dozen learning gurus that you need to know about to understand learning, which is no less important just because you stick an 'e' in front of it. Dewey saw reflection as a specialised form of thinking. ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. More on reflection later. Here the Internet has a valuable role to play - you reflect online in order to share thoughts, issues and ideas.

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Blogging as an acdemic and scholarly acitivty

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Edited by Jonathan Vernon, Tuesday, 25 Feb 2014, 13:00

What's going on in there? How do bloggers react, respond and coalesce?

Anjewierden, A. (2006) Understanding Weblog Communities Through Digital Traces: A Framework, a Tool and an Example.

My own interest was sparked by an article in the Washington Post on Ellen Levy who had spent 1998 keeping a journal and putting it online.

Druckerman, P (1999) Ellen Levy Has Got The Write Project For the Internet Age --- It's a Year of Scribbling Down Almost Everything; Ah, Yes, It Was a Raisin Bagel

This ‘user generated content’ has value to its author and the community that reads it. This is a key outcome of open, collaborative and connected learning, where the blogger is a ‘produser’.

Efimova, Lilia (2008) Bloggers and 'produsers'

Having blogged consistently since this period it is interesting to understand that as it encroached upon student and academic practice, as it was impinging on journalism, that it was considered disruptive.

Fiedler, S. (2004) Introducing disruptive technologies for learning: Personal Webpublishing and Weblogs, Part I

While my passion felt like a niche practice it has been of value to see blogging recognised.

Kaiser, S. (2007) Weblog-technology as a trigger to elicit passion for knowledge 

Why MAODE students blog (Kerewella et al, 2009) depends on their perceptions of, and for:

  • an audience
  • community
  • the utility of and need for comments
  • presentational style of the blog content
  • overarching factors related to the technological context
  • the pedagogical context of the course 

Kerawalla, L, Minocha, S, Kirkup, G, & Conole, G  (2009) An empirically grounded framework to guide blogging in higher education

Knowing the practice to be of value personally as part of a number of specialist groups made research on blogs as wikis, Sauer (2005) or as e-portfolios of interest.

Sauer, Igor M. (2005) “ Blogs” and“ Wikis” Are Valuable Software Tools for Communication Within Research Groups

As Smolkin (2007) points out it is about creating or finding and then sharing your niche - in this case the niche being personal stories of participants, witnesses and combatants in the First World War.

Smolkin, Rachel (2007) Finding a Niche. (cover story)

This is a key outcome of open, collaborative and connected learning, where the blogger is a ‘produser’. Efimova (2008) It has taken over a decade, but blogging is now considered to be a valid, scholarl acitivity. Weller (2012).

Weller, Martin (2012) The virtues of blogging as scholarly activity

 Bishop, D. (2013) ‘Blogging as post-publication peer review: reasonable or unfair?’ LSE Impact of Social Sciences blog. 21 March.

Available at:http://blogs.lse.ac.uk/

impactofsocialsciences/ 2013/ 04/ 15/ blogging-as-post-publication-peer-review-reasonable-or-unfair/

 

 

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H818 Activity 2.2 eBooks vs. Textbooks

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 16:03


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Ones to  watch:

  • Amazon
  • Pearson
  • Academic publishers
  • Writers
  • Educators
  • University Faculties
  • Schools
  • Research in and of faculties.
  • Initiatives to give eReaders preloaded with course books to students.
  • Proactive use of eReaders by learners, say junior doctors.
  • Research in schools. Related research on mobile learning.
  • Drivers include cost savings.

The purchase of books and their distribution is expensive compared to digital versions that are easily uploaded and include a multitude of affordances:

  • highlighting,
  • book marking,
  • annotating,
  • sharing,
  • searching ...

Whilst digital versions of millions of books, journals and papers increase access and scope of reading, developers are producing new interactive, multimedia formats even blending eBooks into the learning process with assessment and student analysis through quizzes and games.

A student can find rapidly from vast sources the material they need to see, though distraction is an issue. They can fast track through 'reading', branch out or study something else in parallel. 


20131013-091924.jpg

 

Has this been cornered by Martin Weller?

The Institute of Educational

Technology at the OU is a leader.

Ones to watch:

  • Paul Anderson
  • Graine Conole
  • Tim O'Reilly
  • Eileen Scanlon
  • John Seely Brown
  • George Siemens
  • Clay Shirky
  • Rhona Sharpe
  • Lave
  • Wenger
  • M Wesch
  • Victor
  • Mayer-Schonberg
  • Adam Greenfield
  • Brian Kelly
  • Stephen Heppel

20131013-091947.jpg

Ones to follow:

  • Martin Weller
  • Helen Beetham
  • Rhona Sharpe
  • Allison Littlejohn
  • Chris Pegler
  • Sara De Frietas

Open Access: Guardian Higher Education Network

 

 

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H818 Activity 2.1 Openness in a connected world of education

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 08:14

Fig.1 Posing for a scamp at the School of Communication Arts, 1987

H818 Activity 2.1

I will only publish in open access journals.

I'm not a professional academic. Should I publish then I imagine the calibre of the journal will count for something. As a professional writer (copy, scripts, speaches), with exception of blogging I am used to being paid for my words.

I will share all learning material that I create and own openly online.

From the moment I started to blog I have been part of self-help groups 'publishing' openly on everything from blogging to creative writing, swimming teaching and coaching, social media, the First Worldd War and e-learning. My goal over the next year or so is to produce under a Creative Commons module a series of 30 to 1500+ micro- OERs, one minute pieces with Q&A attached, as what Chris Pegler terms 'Lego Techno Bricks'.

I maintain an online social media identity as a core part of my professional identity.

It lacks professionalism as I don't edit it or write to a definable audience but I have a substantial e-learning blog that largelly, though not exclusively, draws on my MA ODE experiences (in fact I started on the MA ODL in 2001 and blogged on that too). I use Google+, Linkedin and Twitter haphazardly by pushing blog content to actual and potential commentators, participants and followers.

I take a pragmatic approach and release some resources openly if it’s not too much extra work.

I come from corporate communications where created content is closed to employees.

I have concerns about intellectual property and releasing my content openly.

Actual words of fiction I write is my copyright, Factual I care less about. Whilst a blog is largelly like a recorded conversation, a formal paper would need to be recognied in the appropriate way.

I will share all material that I create and own openly online, as soon as I create it.

No. I cannot hope to earn a living or sustain my interests if I cannot both charge for my time and my ouput.

 

 

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Who are the digital scholars ... and what does it take?

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Edited by Jonathan Vernon, Monday, 17 Jun 2013, 05:36

 

The development of digital resources has changed scholarly practice by fundamentally changing the process of scholarly research and communication (Lynch, 2006).

REFERENCE

Lynch, C. (2006), Research Libraries Engage the Digital World: a US-UK Comparative Examination of recent History and Future Prospects’, Arriande Issue 46, http://www.ariande.ac.uk/issue46/lynch/intro.html

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How would we recognise a digital scholar from the other kind if we met one?

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photo%2520%25286%2529.jpg

Martin Weller, in 'The Digital Scholar' looks forward to the time when there will be such people - a decade hence. I suggested, in a review of his book in Amazon, that '10 months' was more likely given the pace of change, to which he replied that academia was rather slow to change. That was 18 months ago.

Are there any 'digital scholars' out there?

How do we spot them? Is there a field guide for such things?

I can think of a few candidates I have come across, people learning entirely online for a myriad of reasons and developing scholarly skills without, or only rarely, using a library, attending a tutoral or lecture, or sitting an exam. But can they ever be considered 'scholarly' without such things? They'll need to collaborate with colleagues and conduct research.

On verra.

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H818 - The Networked Practitioner - New for Autumn 2013

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 07:50

Fig. 1. The Digital Scholar

Martin Weller's Digital Scholar becomes the basis for H818 - The Networked Practitioner

This new e-learning module from the Open University uses Martin Weller’s book The Digital Scholar is part of a wide range of open access material used for the module and Martin is one of the authors of the module content.

Chapter 1 - Read it here on the Bloomsbury website

Over the last couple of years I have said how much I would like to 'return' to the traditional approach to graduate and postgraduate learning - you read a book from cover to cover and share your thinking on this with fellow students and your tutor - perhaps also a subject related student society.

Why know it if it works?

Fig. 2. The backbone of H810 Accessible Online Learning is Jane Seale's 2006 Book.

Where the author has a voice and authority, writes well and in a narrative form, it makes for an easier learning journey - having read the Digital Scholar participants will find this is the case.

As in the creation of a TV series or movie a successful publication has been tested and shows that there is an audience.

The research and aggregation has been done - though I wonder if online exploiting a curated resource would be a better model? That e-learning lends itself to drawing upon multiple nuggets rather than a single gold bar.

There are a couple of caveats related to this tactic:

  1. Keeping the content refreshed and up to date. Too often I find myself reading about redundant technologies - the solution is to Google the cited author and see if they have written something more current - often, not surprisingly from an academic, you find they have elaborated or drilled into a topic they have made their own in the last 18 months.
  2. Lack of variety. Variety is required in learning not simply to avoid the predictable - read this, comment on this, write an assignment based on this ... but this single voice may not be to everyone's liking. Can you get onto their wave length? If not, who and where are the alternative voices?

 

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Why academics should blog. Matin Weller (from his blog)

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Edited by Jonathan Vernon, Tuesday, 19 Jun 2012, 15:06

The%2520Digital%2520Scholar%2520Mind%2520Map.png

Professor Martin Weller's BLOG

'In terms of intellectual fulfilment, creativity, networking, impact, productivity, and overall benefit to my scholarly life, blogging wins hands down. I have written books, produced online courses, led research efforts, and directed a number of university projects. While these have all been fulfilling, blogging tops the list because of its room for experimentation and potential to connect to timely intelligent debate. That keeps blogging at the top of the heap'.

Martin Weller (2011)

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Digital Scholarship

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 12:01

The%2520Digital%2520Scholar%2520Mind%2520Map.png

Mindmap on Digital Scholarship

drawing on ideas from 'The Digital Scholar' Martin Weller,

'Blended E-learning' Chris Pegler

and my own OU and e-learning blogs

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(some of ...) My favourite blog posts (out of 15,000+)

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 07:41

I've done an inadequate sweep of the 600+ entries here in order to select 7 entries and have it roughly down to these 27: If I do another sweep I'd find another 27 and be none the wiser. I have another blog with 16000+ entries and some 16 blogs. What interests me is what iWriter next.

I work in an Orchard Emotional intelligence means more ...

Email is a snowball

Is education a problem or a business opportunity?

Grayson Perry and Rose Tremain on creativity

Fingerspitzengefuegel How where and when do you learn?

152 blogs I try to keep an eye on

 E-learning is just like Chicken Masala

Life according to Anais Nin, Henry Miller and Samuel Pepys

100 novels personally recommended

12 Metaphors visualised to aid with the brilliance of blogging

Prensky and the concept of the Digital Native deserves to be lampooned

Love your memories in a blog

The Contents of my brain : a screenplay

We can't help to think in metaphors it's what makes us human

Maketh up a quote at ye beginning of thy book

Personal development planning as a thermal

What makes an e-learning forum tick?

Why Flickr on the Great War?

Social Media is knowledge sharing

Making sense of the complexities of e-learning

Social Learn (Like Open Learn but networked)

Twelve books that changed the world

Some thoughts on writing by Norman Mailer

Visualisation of the nurturing nature of education according to Vygotsky

Woe betide the Geordie linguist

Does mobile learning change everything?

The Digital Scholar. Martin Weller

The pain of writing and how the pain feeds the writing too

Digital Housekeeping and the Digital Brain

My heads like a hedgehog with its paws on a Van den Graff generator

Where's education in technical terms compared to the car?

My preference, having created an @random button for my original blog started in 1999 (and the first to do so) is to do exactly that: hit the 'enter@random' button 7 times and see where it takes me.

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Is Social Media a one man band, a chamber orchestra or the full philharmonic?

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Dan%2520the%2520Man%2520the%2520One%2520Man%2520Band%2520SNIP%25201.JPG

Dan the man

As a social media manager am I first flute, composer or conductor?

With direct experience working in an organisation of 4,000+ and in our faculty the only Social Media Manager and person with a social media and online communications remit I have good reason to reflect on the way the role of 'Social Media' is changing. The one man band metaphor falls down when you consider the number, size, scale and volume of the 'instruments' this bandoliers must play. Decades ago Roy Castle set a Guinness Book of Record by playing x different instrument in a set period of time. (Done live on Blue Peter in the late 1960s or early 1970s perhaps?). It can be like that.

Is the 'Jack of All Trades' the answer?

That depends on the kind of results you want. To stretch the metaphor we are yet to see the full philharmonic orchestra as an in-house social media team, though this might be what the large agencies offer. Those where social media is crucial, I've seen it at the FT, I would say they are moving towards the 'chamber orchestra' model: they have to, everything is going on line and opinion, not news, is the currency.

Where does this leave education? We shall see.

How much can you learn simply by join a group, say in Linkedin? You listen, you learn, you take guidance. You may offer some initial thoughts. Slowly and vicariously, depending on your motivation and skill set, you become more engaged, from the periphery you gravitate towards and are drawn to the centre of things. It may take two or three years (or months) and you find yourself considered to be a voice, an opinion maker, a leader. Are you?

What makes the Digital Scholar?

I'll find out as I aim to complete an MA in Open and Distance Education and am increasingly inclined to press on with an OU MBA too, as I currently take one of the modules. Mostly online, it could all be online. I share it all, empty my head into a blog each night and thus share my progress (or lack of progress) with a broad and eclectic mix of fellow students (undergraduates and graduates) ... and the occasional academic.

We live in interesting times.

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The digital scholar Prof. Martin Weller recognises the value us amateurs bring

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'Amateurs' often create content which addresses subjects that academics may not and also in a manner which differs from traditional teaching', Weller (2011) reference Weller, M. (2011) The Digital Scholar
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E-scholar, digital scholar, e-prof or e-reader?

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Edited by Jonathan Vernon, Sunday, 13 Oct 2013, 13:50

We'll have dropped the suffix 'e' with a year and the descriptors such as 'digital' sooner.

Learners should not be defined by the technology they use, whether books, TV, computers, or interactive web-content; they should be defined by the processes of myelination that is going on regardlessly, in it's most mysterious ways, under our thick skulls.

Who indeed is the 'digital scholar', an academic now an 'e-reader' in 'Enter Subject Specialisms Here'.

Some answers are offered in Martin Weller's book 'The Digital Scholar'.

My favoured observation post is to watch out for this slippery fish in the OU Student Blog Roll, more a stream of fish-fry commencing their online, 'electronically-enhanced' learning journey, than a mere list, more news feed, though refreshing from the perspective of the new, rather than the rehearsed and practises mind.

Once a fish, now a fisherman?

I have another 12 months in these waters, more if I postpone completing the MA (more by accident than design, I've not registered for the next module yet - whatever that might be).

The choices are bewildering, not least because I can drift off to do something with a different Faculty.

Part of the brilliance of The OU to enable such choices. Creativity and Innovation with the Business School is attractive.

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Four ways to be a 'Digital Scholar'

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Edited by Jonathan Vernon, Sunday, 16 Oct 2011, 05:05

If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'.

Weller (2011 in Chapter 4, 20% of the way through, Kindle Location 1005. Is there a page number related to a print version? Amazon say not in a polite, informative and lengthy e-mail. What therefore is the answer to this referencing conundrum?)

Does Weller's suggestion make anyone who keeps a student blog and shares it openly like this a scholar?

Making us all digital scholars?

(I love the term as a hundred years ago in Census Returns it was used to describe anyone attending an academic institution, whether school or university).

Goals of the Scholarly Activity

  • Provide students with an opportunity to employ their unique skills and talents to pursue a project of their choosing under the mentorship of an expert in the field.
  • Provide mentorship and guidance for students interested in careers that integrate research, teaching, and clinical service (academic medicine).
  • Foster development of analytical thinking skills, rational decision making, and attention to the scientific method.
  • Enhance communication skills.
  • Enhance self-directed learning.

 

Reference

Boyer, E.L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.

Weller, M., (2011) The Digital Scholar

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The Digial Scholar - Martin Weller - Creative Commons

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Edited by Jonathan Vernon, Monday, 5 May 2014, 06:25

Weller, M (2011) The Digital Scholar. How technology is transforming scholarly practice. Bloomsbury

This OU profs new book 'The Digital Scholar' deliberately had a Creative Commons licence allowing all kinds of things to be done to it.

All I've done is read it cover to cover, type up notes and my thoughts along e way and then posted up ALL of this. See Below or use the 'search this blog facility.'

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4 digital scholar

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Edited by Jonathan Vernon, Thursday, 31 May 2012, 16:10

'If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'. Weller (2011).

Reference

Weller, M (2011) The Digital Scholar. How technology is transforming scholarly practice. Bloomsbury

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Blogging and digital scholarship

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Edited by Jonathan Vernon, Tuesday, 3 Jun 2014, 15:26

Blogs as thought sharing

Non-linearity

Criticalness and multivariate collision

Shaohui and Lihua (2008)

'Amateurs' often create content which addresses subjects that academics may not and also in a manner which differs from traditional teaching', Weller (2011)

Generating content as a by-product of what is done anyway: Keeping notes working up ideas Weller (2011)

Networking = crowd sourcing

Lazy web = access to experts

Reciprocity is key

The relationship between a blogger and a reader is maintained if the blogger provides interesting and regular updates.

Reference

Weller, M (2011) The Digital Scholar. How technology is transforming scholarly practice. Bloomsbury

Shaohui, W and Lihua, M. (2008) The application of blog in modern education

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24 Reasons to Blog

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Edited by Jonathan Vernon, Tuesday, 20 Mar 2012, 05:03

'Many if the characteristics which would be frowned upon in scholarly articles, such as subjectivity, humour, and personal opinion, are vital elements in developing a dialogue in blogs'. Weller (2011)

I had another stab at this (did one yesterday on the fly). This one I've given a bit more thought as I am keen to promote the idea of blogging to colleagues; the more the merrier to me. It goes under the title 'User Generate Content'.

I do wonder though if it isn't a mindset, that I'd have the same issues getting people to take up drawing or singing.

You either do or don't?

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I realise that to get this right in the learning context you must define who the learner is and put it in context.

QUESTIONS

  • Why do you blog?
  • If you've just started will you keep going?
  • What's the incentive?
  • Do you have an external blog too?
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The Digital Scholar (2011) QUOTES

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Edited by Jonathan Vernon, Monday, 18 Nov 2013, 12:36

CAMELOT

'The Camelot comparison - accentuating the positives of the entrenched practice'.

ASSESSMENT

'Assessing quality in a reliable and transparent manner is a significant problem in the recognition of digital scholarship, and its intangibility and complexity are enough to make many give up and fall back on the practices they know and trust'. Weller (2011)

'The Trucker's Deal' Wiley 2009b

'A digital scholar is likely to have a distributed online identity, all of which can be seen to represent factors such as reputation, impact, influence and productivity'. Weller (2011)

BLOGGING

'Many if the characteristics which would be frowned upon in scholarly articles, such as subjectivity, humour, and personal opinion, are vital elements in developing a dialogue in blogs'. Weller (2011)

KNOWLEDGE ACQUISITION

'Knowledge is acquired through research, synthesis, practice and teaching'. Boyer (1990)

'The fact that there is hype doesn't mean the overall direction isn't correct. A technology may not completely change the world in the next 18 months, but it may significantly change practice in the next decade'. Weller (2001)

Publication associated with promotion and tenure.

Shaohui and Lihua (2008)

· Blogs as thought sharing.

· Non-linearity

· Criticalness and multivariate collision

Where Academics get stuck - identity and status.

Zittrain (2008) 'generatively'

'A system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences'.

Low product OERs encourages further participation.

The implicit message in these OERs is that the consumer can become a producer - they are an invitation to participate precisely because of their low quality.

KEY

'In educational terms it may be that both (big OERs and little OERs) have a role to play within a learning context or course. Learners may want to feel the reassurance of the quality brand material for core content, but they may also want a mixture of the more social, participatory media that encourages them to contribute'. Weller (2011)

Joshua Bell playing on the underground story.

Top violinist using an instrument worth 3.5 million dollars.

Context of big OER compared to little.

Naive to think putting stuff onto YouTube will get it noticed.

REFERENCE

Boyer, E. (1990), Scholarship Reconsidered: Priorities of the Professoriate, San Fancisco: Jossey-Bass.

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Digital Scholar (Part 3) Chapters 10 to 14

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Edited by Jonathan Vernon, Thursday, 31 May 2012, 10:22

The Digital Scholar Martin Weller

Chapter 10

Network Weather

Adam Greenfield (2010) Networked Weather

He talks of Foursquare and a night out, Weller talks of the academic conference.

· Knowledge sharing

· Validation

· Networking

· Recognition

· Socialising

· Remote participation

· Twitter backchannel

· Amplified events

· Socialisation

Twitter hashtags

Blogging

Live blogging

Video

Flickr

Cloudworks and Friendfeed

50% networking

75% content

In 25% of the time

75% greener

Participants not an audience

Backchannel adds another layer, but can be a negative experience for the speaker (Boyd, 2009)

Amplification of the conference

Archive of multimedia, range of tone.

Preservation and curation of such a record

Brian Kelly (2008)

Amplification of:

· Audience's voice

· Speaker's talk

· Across time

· Of slides

· Of feedback

· Collective memory of the event

· Of the learning

· Of the long term conference outputs

Experimentation with:

· Micro-presentations

· Nan-presentations

· Random selection of speakers

· Backchannel

Used to be a choice of attending or not, now there are many alternatives (JV least attending more than one conference at the same time).

2010 Martin Weller ran Openness in Education over two days using Elluminate and Cloudworks.

Four sessions all recorded and made available through Cloudworks.

Sessions chinned and released as podcasts

Also used:

· Twitter

· SurveyMonkey

· Blogs

· YouTube

· slideShare

· Animoto

· Xtranormal

· Pre conference

· And video before and during

Speakers, including Jimmy Wales of Wikipedia.

287 attended synchronous Elluminate sessions

3,500 viewed in CloudWorks

From 14 countries

48% would not have attended in person

Cost 2,500 rather than 30,000

They have a legitimacy deficit to some.

· Attendees not given time from the workplace to attend virtually and readily interrupted.

· Doesn't command as much attention

· Don't plan ahead, so may drop out.

· Technical problems on the day are too late to resolve.

'The Camelot comparison - accentuating the positives of the entrenched practice'.

Hard to compare as they do things differently (and can be blended)

Chapter 11 Reward and Tenure

If it isn't recognised then it isn't recognised when it comes to getting promotion.

Research (more equal than the others)

Teaching

Service or management

Contribution to society

Academic esteem

A conservative value and reward system

'Assessing quality in a reliable and transparent manner is a significant problem in the recognition of digital scholarship, and its intangibility and complexity are enough to make many give up and fall back on the practices they know and trust.

· Recreating the existing model

· Finding digital equivalents

· Generating guidelines that include digital scholarship

· Using metrics (500 views, 4 embeds and a keynote too simplistic)

· Peer review

· Micro-credit

· Developing alternative methods

Keynote speech and reputation

Metrics can be cheated (Hirsh 2005) and gamed (Ealagas and Alexiou 2008)

REF Research Excellence Framework

'A digital scholar is likely to have a distributed online identity, all of which can be seen to represent factors such as reputation, impact, influence and productivity'.

'We continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes'. Stephen Heppell (2001)

'Many if the characteristics which would be frowned upon in scholarly articles, such as subjectivity, humour, and personal opinion, are vital elements in developing a dialogue in blogs'.

· Towards the portfolio approach:

· A range of digital outputs demonstrating impact

· Commendations from the community

· Recognised experts

· Overarching narrative making the case for the work as a whole.

· Peer review = reliability and authority.

· Which could also strangle innovation. (Fitzpatrick 2009)

Chapter 12 Publishing

· Research

· Authoring

· Submission

· Rejection/modification

· Publication

· Dissemination

WHY?

· Accepted practice

· Academic respectability

· Reward and tenure

· Dissemination

· Curation

NB Bellow's Law

'Once the journal has been liberated from the printed format, a number of related assumptions begin to unravel and lead to more fundamental questions.'

22,000 peer reviewed journals from 9,900 publishers.

Questioning the scholarly communication process ... Often the current model does not stand up to scrutiny.

The trucker's deal Wiley 2009b

McGuigan and Russell (2008) Deutsche Bank on how 7,000 people in academic publishing add value to justify 40% margins - they don't.

Advantages of open access publishing Harnad (2005)

· Early advantage

· Arxiv advantage

· Quality bias

· Quality advantage

· Competitive advantage

· Usage advantage

Weller's POV

· Citation advantage

· Time lag to publication

· Copyright

· Alternative publishing methods

Desire for greatest impact and widest dissemination (without compromising its quality or findings).

VS. Time to publication due to peer review and a print mentality that restricts number of items in a journal and how often it is published.

Creative commons keeps rights with the author.

Alternative methods for communication, publishing and debate which are more rewarding.

The traditional article begins to seem remote and dry in comparison.

Google knol web-based authoring.

PLoS hubs

New forms of representation and communication.

Shift from filtering on the way into filtering on the way out. Weinberger (2007)

As they are the product of public funding they should be out there.

We're at a transition state, and Weller gives in ten years for the change to occur. I see it differently as one of the early aeronauts looking out across at English Channel wanting to cross as soon as the weather permits knowing that I may just make it, wait ten years and others will be looking to cross the Atlantic.

Ware (2008) reasons to peer review (for free)

· To play your part as a member of the academic community

· To enjoy being able to improve the paper

· To enjoy seeing Newquay work ahead of publication

· To reciprocate the benefit when others review your postings.

Towards the 'approbation of discerning readers'. Martin Rees (2010)

Chapter 13

Skimming and skipping about instead of deep reading. Easily distracted, or persuasively detracted. But the overall tenure will be rearing to you hear the narrative.

· British Library Google Generation study (Rowlands et al. 2008)

· Has the need to learn by rote diminished?

· Outsourcing mundane memory to Google.

· Skittish bouncing behaviour Wijekumar et al. (2006)

· Web 2.0 and the 'mass democratisation of expression'.

NB 'low quality individual items because of their obvious ease of production, can be seen as an invitation to participate'. Weller

'If the intention is to encourage engagement then low-quality routes may be more fruitful than seeking to produce professional broadcast material'. Weller

'Amateurs' often create content which addresses subjects that academics may nit and also in a manner which differs from traditional teaching', Weller

A facial truism.. Any time you learn anything your brain is 'rewired' at a synaptic level. VS. The pronouncements of the likes of Carr and Greenfield.

Vague and ill-founded arguments.

Plasticity is as true of playing a computer game, or from my experience, coaching swimmers. Adaptation is desirable, ditto for touch-typing, drawing, sight reading when playing a musical instrument even driving a car.

... Based on supposition and anecdote.

'The Internet hasn't changed the way we think any more than the microwave oven has changed the way we digest food'. Joshua Greene.

Also see Gerschenfeld (2010)

... VS pseudo-scientific explanations to back up prejudices will not help us address the issues. Weller

CF Delete: The Virtue of Forgetting in the Digital Age. Mayer-Schonberger (2009)

Idea of giving internet content a shelf-life. I disagree. Once rain water flows from a river into the ocean it is there, for potentially consigned to the depths, for ever.

Bug successes, something going viral, is not the norm.

For success, choice of tools and their perceived relevance to the main area of study are crucial elements. See Cann and Badge (2010).

VS. Creepy tree house syndrome (Stein 2008)

VS an LMS that is 'organisationally controlled, bland and singular in focus'.

NB how to do it? 'By making mistakes' with each iteration generating an improvement (Hilbert space et al. 2000/2001)

Experience is required to understand what approaches are suitable.

It also requires a reasonable mass of contributions to work, a motivation for those contributions and an easy means to contribute.

Just as with the initial dot.com. Hubble, the fact that there is hype doesn't mean the overall direction isn't correct. A technology may not completely change the world in the next 18 months, but it may significantly change practice in the next decade'. Weller (2001)

Roy Amara: we tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run. In Weller (2011)

It will never go back to the way it was.

The people best placed to understand it and adapt to it will be those who have immersed themselves in the current technological climate.

A willingness to experiment with new approaches and to explore the tensions between new possibilities and established practice is essential. Weller 2011

Chapter 14 Digital Resilience

Current scholars - anxieties, scepticism and resistance should be replaced with engagement and reflection.

Just as Clay Shirky looks at 20 years ahead.

QWERTY has been too entrenched to over through.

When distribution becomes abundant, rather than scare, open and shared rather than rivalrous, 'whole industries begin to look weak'.

We are learning what role those new tools play in our lives, and there will inevitably be mistakes, misapplication, overuse and correction'. Weller (2011)

CF Kahneman and Tversky's prospect theory (1979) and our feelings about loss and gain.

The world my daughter will inhabit ...

Rather grand-parents and great-grandparents with cars, planes, cinema, radio and TV and for someone born in 1896 who died in 1993 two world wars, the atomic bomb, men on the moon, the Pill, higher education for all, loss of Empire and a video player that allowed him to see his favourite films from Charlie Chaplin to 'All Quiet on the Western Front'.

'This is a period of transition for scholarship, as significant as any other in its history, from the founding of universities to the establishment of peer review and the scientific method. It is also a period that holds tension and even some paradoxes: it is both business as usual and yet a time for considerable change; individual scholars are being highly innovative and yet the overall picture is one of reluctance; technology is creating new opportunities while simultaneously generating new concerns and problems'. Weller (2011)

Research, Application, Integration and Teaching to Engagement, Experimentation, Reflection and Sharing

If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'. Weller (2011).

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The Digital Scholar (20011) Part 2 (Chapters 4 to 9)

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Edited by Jonathan Vernon, Friday, 16 Sep 2011, 15:26

The Digital Scholar (notes 2)

Revolution not imminent, significant trends are as far as it goes.

(More than a Model T Ford getting a lick of green paint, more akin to flight making the shift to jet propulsion?)

Something of a revolution in other sectors, from external agencies or bottom up.

Digitisation of content. Perfectly distribution.

Social networks and the easy distribution of content.

  • Newspapers
  • Music Industry

WPP near 20% drop in traditional advertising in papers.

Craig's list has double the traffic of the New York Times

Unbundling if newspaper advertising

Don't confuse function with form, we don't need newspapers, we need journalism. Shirky.

John Naughton

Think Ecologically

Think long term

JV Abandon voice in favour of large text, three to four words per line, like a TV autocue, the Kindle in my right hand typing with my left and skim reading rather faster.

See my scrapbook of images in Picasa Web, or put in Tumblr, or image favouring Wordpress layout.

VS industries based in ownership.

So music returns to the live concert,

Blurring of boundaries between sectors.

What Apple has over Microsoft and many others, is a passion sand vigour when it comes to design both of hardware and software.

So what's the equivalent for universities?

If they are the record company then they are redundant, let’s go for the author as artiste, even their free books to promote the live lecture?

Atoms, molecules and filters.

Google and an eBay for education?

  • A community of learners
  • Approved mentors
  • Credits based on learning they can demonstrate

University Functions:

1. Teaching

2. Research

3. Dissemination

4. Outreach

5. Curation

· Change can be quick

· No assumptions are unassailable

· Form and function are different

· Boundaries are blurred.

· We can't wrap libraries and such like in cotton wool if their time is over.

· Global networks, unpredictable environments, rapid response.

The life experience of the university campus and college.

Resistance

Chapter 4

The Nature of Scholarship

Unsworth (2000)

Scholarly promotes:

· Discovering knowledge

· Adding layers

· Comparing

· Referencing and acknowledging

· Sampling

· Illustrating

· Representing

Palmer, Teffeau and Pirmann (2009)

  • Searching (browsing)
  • Collecting
  • Reading
  • Writing
  • Collaborating

 

Boyer (1990)

Need to recruit to teach, not research.

'Knowledge is acquired through research, synthesis, practice and teaching'. Boyer (1990)

· Discovery

· Application

· Teaching

Favours humanities, lone scholars and a culture of 'possessive individualism'(Rosenzweig, 2007)

Isn't the term digital harking back to the 1990s? Should we not be talking about E-scholarship?

· Build

· Create tools to build and analyse

· New intellectual products

Borgman (2007)

'The Internet lies at the core of an advanced scholarly information infrastructure to facilitate distributed, data and information-intensive collaborative research'.

N.B. The sharing of data and data itself constitute knowledge capital, comparable with published articles

Changes in how scholars communicate, outputs and the networks they operate in.

Discovery or 'genesis research'

Datasets being more readily shared.

Data visualisation and information is beautiful.

New forms of journal publishing see the journal of Visualized Experiments. Jove.com

Academics as brand

Outreach and viral appeal ...when the right person tweets you.

Through openness of two kinds, sharing and being.

Chapter 5

TED Rapid innovation being driven by sharing. Anderson (2010)

Crowd accelerated innovation

X3

· Crowd

· Light

· Desire

Driven by observation, competition and being seen.

Research?

Using SlideShare?

n.b. Clarity & engagement

VS. Caution and hostility of the research community.

Inherent values and attitudes

Chapter 6

· Integration

· Cross-fertilisation of knowledge

· Wissenschaft

· Interdisciplinary

Publication associated with promotion and tenure.

Shaohui and Lihua (2008)

· Blogs as thought sharing.

· Non-linearity

· Criticalness and multivariate collision

(JV but only if people become alerted to it or familiar with its content)

Loic Le Meur (2005)

· Early sharing

· Input from others

· Launching collaborative projects impossible to do alone

· Gathering content continually from many sources

· Code of blogging practice? DISAGREE

· Speed LESS IMPORTANT THAN FREQUENCY, RESPONSIVENESS.

Recognition DISAGREE WHY ELSE SO MANY ANONYMOUS?

Tricks can mean that blogs get traffic and readership because of SEO actions: key words, tags, links, subscriptions, PPC.

The personal mix renders blogs interesting. MW

No, it is apposite disclosure or exposure, wit and pertinence.

E.g. John Cooke Rock and Business

REF: Shaohui, W. & Lihua, M. (2008), The Application of Blog in Modern Education'. Proceedings of CSSE 08,4:1083-1085

· Conferences

· Trending

· Retweets

To amplify, entertain, comment, visibility, validation, loyalty, friendship,

LL tail models when there is sufficient content for the tail.

Wasted time:

· Meetings

· Lectures

Or share. Blog posts


Generating content as a by-product of what is done anyway:

  • Keeping notes
  • Working up ideas

Chapter 9

Openness in education

A set of characteristics of the open scholar.

Sharing

· Frictionless

· Quick

· Content sharing

Higher citation impact of open articles of 36% to 172%

Networking = crowd sourcing

Lazy web = access to experts

Reciprocity is key

The relationship between a blogger and a reader is maintained if the blogger provides interesting and regular updates.

An economy of reciprocity

The more you give online that is of value to those in your network then the more 'credit' you establish.

Sarah Horrigan (2009) lists Twitter etiquette that could be ... Advice on establishing reciprocity.

· Fill in your profile

· Picture please

· Not a private club

· Participate

· Update

· Learn the importance of @ and 'd'.

· Retweet selectively

Nowak and Roche (2007)


Upstream reciprocity

A recipient of an act of kindness is more likely to help others.

Openness the sine qua non

· Sharing

· Reciprocity

GSA. Centralise LMSs:

David Wiley

Michael Wesch

Larry Lessor

Where Academics get stuck - identity and status.

Zittrain (2008) 'generatively' 'a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences'.

Low product OERs encourages further participation. The implicit message in these OERs is that the consumer can become a producer - they are an invitation to participate precisely because of their low quality.

KEY

In educational terms it may be that both (big OERs and little OERs) have a role to play within a learning context or course. Learners may want to feel the reassurance of the quality brand material for core content, but they may also want a mixture of the more social, participatory media that encourages them to contribute'.

Joshua Bell playing on the underground story.


Top violinist using an instrument worth 3.5 million dollars.

Context of big OER compared to little.

Naive to think putting stuff onto YouTube will get it noticed.

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The Digital Scholar (2011) Martin Weller NOTES

Visible to anyone in the world
Edited by Jonathan Vernon, Thursday, 31 May 2012, 10:26

Martin Weller (2011)

INTRODUCTION

Introduced to the power of blogging by John Naughton

(Worth following in the Guardian. Surely a demonstration of how academics blur the line between academic and journalistic writing styles successfully, just as Weller intimates that students will have to learn to differentiate between social networking writing styles and the academic style of an assignment, paper or thesis?)

· Explain things in depth

· Give all sides to the argument

· Why academics can't do the elevator pitch

The Digital Scholar was written through a blog to explore the advent of new technologies.

Wrote his last book on VLEs in 2004.

(By coincidence I am using it to prop up the iPad)

  • Online databases
  • Searching
  • Bookmarks from Delicious
  • Google Reader
  • cited posts from blogs, but not only text, also video.

Blogging for around five years

Also keeps a scrapbook like blog in Tumblr.

(I’ve used Flickr, and Tumblr, even Kodak Gallery in its time. Now I put everything into Picasa Web. The 250 grabs, charts and images are open to share. Dion Hinchcliffe offers his social media diagrams free as separate assets in Flickr River).

  • A way to offer drafts to ask for feedback
  • Sharing resources
  • Working in an intellectually vibrant environment
  • Google alerts providing updates on key words
  • Keeping abreast of the field
  • Declining attendance of conferences

‘With special thanks to’

By sharing content online I believe I may finally find my own way to publication.

Many of these services did not exist or were in their infancy in 2004.

Blogs in particular

A book

There significant changes:

1) The quantity of information available - all digital compared

2) 3000 on Twitter, 2000 subscribe to his blog

Appeals

Distributed, global resource to contemporary issues, puss of new technologies,

contributions by video and audio

3) The richness and range of contributions to include blogs, comments and

debate, video and conferences.

 

A shift I attitude to the legitimacy of these contributions.

 

Both a physical object and complementary material.

Grainne Conole using cloudworks.

Another posting a weekly video to encourage debate.

 

Concept of scholarship

 

Suffiently broad term, not only teaching and research,

not just engaged in research and employed by universities.

 

In a digital

Someone who employs digital and open technologies in a particular field.

Bloggers link to each other, democratic and easy to set up.

Epitomy of the kind

of technlogy that results in innovation.

Read or unread, daily or months,

specialist or generalist.

 

How do we recognise talent?


Should people separate out that academic and informal lives?


· Quantity

· Role of social networks

· Range of resources

 

Transformation of practice


All scholars are digital if they use a word processor and PowerPoint. But this

is 'business as usual'.

 

1) Digital

All digital files and shared by the same method.

 

2) Networked, nor longer isolated.

Easy distribution VS restriction of

scholarship to libraries, conferences, lectures and seminars. Once digitised the

barriers come down.

Dunbar. Friends 150. Reinforce with interaction. Online with a wide group of

peers.

 

3) Openness

Tim O'Reilly 2004 the architecture of participation.

Finely worked material of the journal, compared to seeing where things will lead

by sharing.

 

Digital, Networked, Open.


E.g collaboration between two people (Frank & Sally)

 

The value of a person's individual network for distribution.

The collaboration of two academics sharing their outputs they go along ... Just

a shift?

Collective impact changes everything.

 

Fast, cheap and out of control.


Brian Lamb. 1970 documentary. intersection of

all three is significant to education.

Fast to write and set up, no need for central services.

Cheap tools that have a premium, no need to turn to a budget holder.

Out of control. Outside normal institutional controls.

Money/payment and the need to persist with a certain system.

Student record systems need to be robust.

 

The good enough revolution. Wired (2009)


E.g. Flip video ... Cheap, fast and everywhere.

Dinky, lower power technology that is just good enough.

VS. Dystopian and Utopian points of view.

VS. Technological determination - humans controlled by the kit, rather than the

kit controlling the people.

 

Unpredictable

 

Taking something and using it in a way never imagined

E.g. Flickr started as a game that used photo sharing.

Social construction of technology

Complex process of co-construction

Adoption of new technology is changing scholarship. Boyer 1990

1) Context

2) Evidence

3) Other industry changes in music and newspapers

4) Boyer 1990 scholarship discovery, integration, practice, application,

teaching

*

*

*

*

9) How digital scholarship may change teaching

10) Analogy of networked weather - you can't help but be touched by it.

Digital

Networked

Open

New publishing and conferencing

13) adoption

14) anxieties

Education

1

2

3) Irrelevant

 

Not peripheral, or an issue to resolve, but rather changes to society ... As

John Seely Brown.


VS. Suggestions that our students have changed and cites Marc Prensky.

 

Separating myths from the hype.

What are the solid foundations.

A truism regarding exposure to computers. Prensky 5,000 books, 10,000 digital,

20,000 TV US

75% of 9-19 have access to a computer at home UK

72% South Africa

To get information

To research say on personal health

Oblinger and oblinger

Livingstone

 

Net Gen disappointed


Gen X against pointless interaction in class and kind of connection online.

Cannot correlate truancy to educational irrelevance.

net Gens more likely to be disappointed by how tech is used.

Net gens differentiate between writing to socialise compared to writing for

school.

Those who like writing and have an aptitude are more likely to blog so no point

in getting those with poor writing skills to blog.

 

A good deal of variance.

 

Brown 2009.

 

Teens poor performance, low patience, poor

reading and poor research skills.

 

· Express themselves in personal language

· Just print off

· Visiting a narrow range of sites

· Don't question its reliability

· 21% blogs

 

The net Gen literature sees difference where none exists.

 

  • Older gens did homework in front of TV
  • Did a previous gen have an ambiguous view.
  • Similar angst amongst students in 1908, 1960s and now. Unable to show causality.
  • Differences between net gen students and general public. Differences are not
  • significant.
  • General decline in literature reading.

Bennett et al (2008) not net Gen difference.

 

18-22 students outnumbered by mature students in the US.

 

Google, Dec 2009.

87 billion of 131 billion searches.

55.6 million in 2007 to Wikipedia

Facebook, 500m, 130 friends, once a day

YouTube, in June 2008, content 91 viewers in 2008

 

Significant activity online across a range of society.

 

Future liberation of topics.

 

Griffiths (2008) graffiti artists share and behave in a way that educationalists

would design into a programme of learning, and so it is with many other topics,

on or off the curriculum, formal or informal, from knitting to physics.

Learn as the key motivational desire.

 

Physics 100,000

FLOSS communities

Demonstrates many of the characteristics:

Mentoring

Communities of practice

Learning by doing

Self directed learning

 

Communities can form that would have previously been unable to do so due to

geographical and other barriers.

 

Openness in education - shift driven by technology.

Make academic papers open.

 

Broader trend and philosophy of the Internet.

 

Web 2.0

Top 10

Public or semi-public sharing of personal information

MIT Open 2002

1 million visitors

132 million tertiary students worldwide in 2004

OU 3 million within 2 years and helped recruit students to courses 7,000.

Slideshare

More traffic than MIT

Several hundred years to create the lecture Based models

Using third party content in their lectures.

 

How do universities remain relevant to society?


Apple to iTunes

Guardian to Podcasts

Stephen Downes 10,000 hits per day (video)

Boundaries between sectors less clear-cut

Some perfect storm ... Convenient for some to see. The Net Gen literature is

exaggerated, overblown, HE is not about to face a tectonic shift.

Firm evidence of benefits and that it is necessary.

 

Critical mass

 

Ubiquity

Invisibility

Brown

2007 those using social networks in the minority, now in the majority.

Give students relevant skills.

Asses which of these technologies will be significant.

 

Why do Students choose a university?


Not because of the technology used.

Core suitability

Academic reputation

Jobs

Teaching qualities

 

Non-academic reasons:


Proximity to homes

Scholarships

Non academic services

Cost of living in the uni area

Job prospects (while studying)

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The Digtal Scholar (2011) Martin Weller

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Edited by Jonathan Vernon, Monday, 18 Mar 2013, 06:38

photo%252520%2525286%252529.jpg

Alerted by a Tweat, I bought the book in minutes.

There's never a better time than 'Now'.

Purchase your copy here.

Unwell, so having it read to me on the Kindle, while taking notes on an iPad.

When I wander off I pick up the thread on the iPhone.

It's surprising how much can be read while the kettle boils.

In due course and I'll have my very own 3,000 word interpretation of this 50,000+ worder, far more once I've added my notes, thoughts additional references and illustrations.

My web 2.0 sensibilities are for the online equivalent of the Illustrated, hardback coffee-table book, with video and podcasts, interactivity and links.

I'd have Dion Hinchcliffe's graphic designer do some colour diagrams, Steven Appleby provide some cartoons, while I would interview the author for YouTube and set it all to something suitably camp like Mike Oldfield with a Roger Dean poster decorating the set.

When do we get the webinar?

And I pre-emptivelly wrote a review in Amazon on the basis of the first two chapters, hearing the author debate and speak the subject and reading his blog (as well as his earlier book that he brings up as a way of looking at how things have changed since 2006).

P.S. Buy you e-book version now then return here to discuss, or find you in Linked in or Google+ ...

Or for some blended learning if you live near Lewes, East Sussex, over at the Needlemakers for a coffee.

My 'take-aways' so far:

  • Digital, Networked, Open.
  • Fast, cheap and out of control.
  • Why students choose one university over another.
  • The 'good enough' revolution. Wired (2009)
  • The unpredicatable use of technology.
  • (and Martin Weller's daughter, he writes on page one, didn't think, based on his 'ellevator pitch' that the book would do very well. This, with a bit of 'airplay' on the blogosphere, need not be the case. Get to work tweeting, noting, sharing, putting into Linkedin, Twitter, Facebook, Xing and Viadeo. I can't see a movie in it though).

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