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Title: Graham Attwell


1
Web 2.0 and the changing ways we are using
computers for learning - implications for
pedagogy and curriculum
Graham Attwell
2
We are at present undergoing a deep and prolonged
industrial revolution based on digital
technologies
3
The reform and reshaping of social systems and
institutions has tended to lag behind in periods
of rapid technological change
4
Profound innovations in technology tend to be
reflected in older paradigms
5
for example the virtual classroom or the
Virtual Learning Environment
6
The challenge
7
It is not the development of technology per se
which poses such a challenge to education systems
and educational institutions
8
but the changing ways in which people are using
technologies to communicate and to learn and the
accompanying social effect of such use
9
My Space and Bebo
10
Web logs
11
Flickr, Second Life
12
forming and participating in on-line social
networks and communities
13
The reaction of education systems and
institutions to the rise of social networking has
been at best bewilderment, at worst downright
hostility
14
a refusal to engage in these issues risks school
becoming increasingly irrelevant to the everyday
lives of many young people
15
and particularly irrelevant to the ways in which
they communicate and share knowledge
16
Web 2.0 allows young people to be active
co-creators of knowledge
17
We have to review the industrial schooling model
including the organisation of institutions and
pedagogy and curriculum
18
It is not just young people who use social
software for learning
19
Social software is widely used in the workplace
for informal learning
20
Most informal learning is learner driven,
problem based, or motivated by interest
21
(No Transcript)
22
most learning is unaccredited
23
people learn through legitimate peripheral
participation
24
Knowing is .... located in relations among
practitioners, their practice, the artefacts of
that practice, and the social organizationof
communities of practice
Lave and Wenger, 1991
25
Lurking is a means of becoming integrated in
distributed communities of practice
26
In such communities of practice formal learning
materials are seldom used
27
We have ignored the vast potential of freely
available objects of all kinds for learning
purposes.
28
changes in the way in which we learn and develop
new competences is a challenge to our traditional
subject organisation
29
And although most countries have adopted a
rhetoric of lifelong learning, there is little
sign that education systems have sufficiently
changed to facilitate such a movement.
30
The answers?
31
How can we support lifelong competence
development?
32
Personal Learning Environments have the potential
to meet such a challenge
33
PLEs are not another substantiation of
educational technology but a new approach to
learning
34
A response to pedagogic approaches which require
that learners e-learning systems need to be
under the control of the learners themselves.
35
and recognise the needs of life-long learners for
a system that provides a standard interface to
different institutions e-learning systems, and
that allows portfolio information to be
maintained across institutions.
36
Learning is now seen as multi episodic, with
individuals spending occasional periods of formal
education and training throughout their working
life.
37
PLE are based on the idea that learning will take
place in different contexts and situations and
will not be provided by a single learning provider
38
the idea of a Personal Learning Environment
recognises that learning is continuing and seeks
to provide tools to support that learning
39
Using whatever tools and devices which the
learners choose
40
It also recognises the role of the individual in
organising their own learning
41
PLEs can help in the recognition of informal
learning
42
PLEs can develop on the potential of services
oriented architectures for dispersed and
networked forms of learning and knowledge
development.
43
the heart of the concept of the PLE is that it
is a tool that allows a learner (or anyone) to
engage in a distributed environment consisting of
a network of people, services and resources. It
is not just Web 2.0, but it is certainly Web 2.0
in the sense that it is (in the broadest sense
possible) a read-write application.
Stephen Downes, 2006
44
The promise of Personal Learning Environments
could be to extend access to educational
technology to everyone who wishes to organise
their own learning.
45
The pedagogy behind the PLE if it could be
still called that is that it offers a portal to
the world, through which learners can explore and
create, according to their own interests and
directions, interacting at all times with their
friends and community
46
the PLE will challenge the existing education
systems and institution
47
New forms of learning are based on trying things
and action, rather than on more abstract
knowledge.
48
Policies to support the development and
implementation of PLEs
49
encouraging and supporting the development of
communities of practice and engagement in those
communities
50
decisions over funding and support need to be
taken as close to practice as possible
51
a broader understanding of digital literacy and
its integration within the curriculum s
52
recognise different forms and contexts of learning
53
the development and adoption of new pedagogies
54
the co-shaping of technologies bringing together
techies and teachers, enterprises and institutions
55
Thanks for Listening
Wales Wide Web -www.knownet.com/writing/weblogs/Gr
aham_Attwell
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