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Social Learning 2.0 Ed-Media 2007 Terry Anderson  with lots of help from Jon Dron Slides available at  slideshare.com
Presentation Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why is E-Learning  Better Than Sex? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Values ,[object Object],[object Object],[object Object]
The Net Changes Everything! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Affordance 1. - Massive Amounts of Content ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Tale of 3 books Open Access 84,000 downloads plus  indiv. chapters 350 hardcopies sold @  $50.00 Free at cde.athabascau.ca/online_book Commercial publisher 934 copies sold at $52.00 Buy at Amazon $$$ E-Learning for the 21 st  Century Commercial Pub. 1200 sold @ $135.00 2,000 copies in Arabic Translation @ $8.
Open Access Press ,[object Object]
Content - conclusion ,[object Object],[object Object],[object Object],[object Object]
Affordance #2 High Quality, Low Cost Communication ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chaz Maloney  www.slideshare.net/ccosmato/conferencing-on-the-cheap-with-web-2
Challenge: Creating Incentives to Sustain Meaningful Contribution The New Yorker  September 12, 2005
What’s so great about  Face-to-Face? ,[object Object],[object Object]
Affordance 3 Agents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Affordances of the Educational Semantic Web  (Anderson & Whitelaw, 2004) Content Communication   Agents WIKI  Blogs FaceBook Del.icio.us Flicker Filtering SecondLife Calendaring Geotracking Learning Email, Skype, IM Learning Objects Open Access Press Google Alert RSS
Emerging Pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],Our educational discourse is largely stuck in a time warp, framed by issues and standards set decades before the widespread use of the personal computer, the Internet, and free trade agreements.”   Stewart and Kagan (2005)
Interaction Models of Learning ,[object Object]
Learner Teacher Content Educational Interactions   Learner  / teacher Teacher / content. Teacher / teacher Content / content Learner / learner Learner / content ,[object Object]
Learner Teacher Content Educational Interactions   Learner  / teacher Teacher / content. Teacher / teacher Content / content Learner / learner Learner / content ,[object Object],Group  as educational actor Jon Dron, 2007
Learner Teacher Content Learner  / teacher Teacher / content. Teacher / teacher Content / content Learner / learner Learner / content ,[object Object],Group  as educational actor Stephen Downes, 2006 network Stephen Downes, 2006
Learner Teacher Content Learner  / teacher Teacher / content. Teacher / teacher Content / content Learner / learner Learner / content ,[object Object],Group  as educational actor Anderson & Dron, 2007 collective Dron & Anderson
Models of the Many  “ Collective representations exist outside of individual consciences, it is because they derive not from individuals taken one by one, but from their interaction, which is very different”   Émile Durkheim  Sociologie et Philosophie  (1924  -1963, translation  Masse
Collective Conscious ,[object Object],[object Object]
Evolutionary Model Of Collective Conscious Creation  (from Durkheim) Mechanistic Organic Emergent Primitive, similarity, dependence Family, tribe and religion orientated Modern Specialization Division of Labour Mass media, State institutions Post modern, Net Based,  networked, ubiquitous,  weak and strong links, Syndication & Aggregation ,  Individuated media, Collective Consciousness
Taxonomy of the ‘Many’ Dron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor :  Virtual classroom
Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice
Metaphor:  Wisdom of Crowds Group Network Collective ‘ Aggregated other’ Unconscious ‘wisdom of crowds’ Stigmatic aggregation No membership or rules Augmentation and annotation through use Data Mining Never F2F
Social Learning  2.0 Dron and Anderson, 2007 Collective Group Network
Social Learning 2.0 ,[object Object],[object Object],[object Object],[object Object]
Choosing the right tool? http://www.go2web20.net  1313 logos as of June 22, 2007
Social Learning 2.0 Applications in Educational Contexts Organizational Learning Formal Education Personal Learning Environments Collectives Networks Groups
Formal Education and   Groups: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Formal Learning and Groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problems with Groups ,[object Object],[object Object],[object Object],[object Object],Paulsen 1993 Relationships
Challenges of using informal social software tools for formal group tasks ,[object Object],[object Object],[object Object],[object Object],[object Object]
Example: How are Blogs used in Groups? ,[object Object],[object Object],[object Object],[object Object],Paraphrased from major UK university graduate school requirements
Assessing Reflective writing ,[object Object],[object Object],[object Object]
2. Formal Learning with Networks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Formal Education and   Networks (cont.) ,[object Object],[object Object],[object Object],[object Object]
Network Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Network Learning Applications ,[object Object],[object Object],[object Object],[object Object],[object Object]
3. Formal Education and  Collectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Collective Application - Amazon
Example 2 Wisdom of Crowds ,[object Object],[object Object],[object Object]
Unplanned, unanticipated encounters are central to democracy itself. Such encounters often involve topics and points of view that people have not sought out and perhaps find quite irritating. They are important partly to ensure against fragmentation and extremism, which are predictable outcomes of any situation in which like-minded people speak only with themselves  (Sunstein, 2001, P.8)
[object Object]
Design principles for  Social Learning 2.0 ,[object Object],[object Object],[object Object],[object Object],(from  FLYTREE )  (Dron, 2007)
Design principles for  Social Learning 2.0 ,[object Object],[object Object],[object Object],[object Object],(Dron, 2007)
Design principles for  Social Learning 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],Photo by Eye Press.   (Dron, 2007)
Design principles for  Social Learning 2.0 (Dron, 2007) ,[object Object],[object Object],[object Object],OpenID  Windley   (Dron, 2007)
Steven Warburton, 2007
Are Social Networking and Collective activities Disruptive Technologies? ,[object Object],[object Object],[object Object],[object Object],Clayton M. Christensen   Disruptive Technologies: Catching the Wave ,  his  1997  book  The Innovator's Dilemma .
Should you establish a formal institution presence in FaceBook? ,[object Object],[object Object]
Don’t Expect help from your  IT department ,[object Object],[object Object],[object Object]
Strategies for Early Adopter Leaders ,[object Object],[object Object],[object Object],[object Object]
Importance of this issue ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion: Benefits of Using Social Learning 2.0 tools and concepts ,[object Object],[object Object],[object Object],[object Object],[object Object]
“ "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever." -  Chinese Proverb   Terry Anderson  [email_address] Blog:  terrya.edubogs.org Your comments and questions most welcomed!

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Educational Social Software Edmedia 2007

  • 1. Social Learning 2.0 Ed-Media 2007 Terry Anderson with lots of help from Jon Dron Slides available at slideshare.com
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  • 7. A Tale of 3 books Open Access 84,000 downloads plus indiv. chapters 350 hardcopies sold @ $50.00 Free at cde.athabascau.ca/online_book Commercial publisher 934 copies sold at $52.00 Buy at Amazon $$$ E-Learning for the 21 st Century Commercial Pub. 1200 sold @ $135.00 2,000 copies in Arabic Translation @ $8.
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  • 11. Chaz Maloney www.slideshare.net/ccosmato/conferencing-on-the-cheap-with-web-2
  • 12. Challenge: Creating Incentives to Sustain Meaningful Contribution The New Yorker September 12, 2005
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  • 15. Affordances of the Educational Semantic Web (Anderson & Whitelaw, 2004) Content Communication Agents WIKI Blogs FaceBook Del.icio.us Flicker Filtering SecondLife Calendaring Geotracking Learning Email, Skype, IM Learning Objects Open Access Press Google Alert RSS
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  • 22. Models of the Many “ Collective representations exist outside of individual consciences, it is because they derive not from individuals taken one by one, but from their interaction, which is very different” Émile Durkheim Sociologie et Philosophie (1924 -1963, translation Masse
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  • 24. Evolutionary Model Of Collective Conscious Creation (from Durkheim) Mechanistic Organic Emergent Primitive, similarity, dependence Family, tribe and religion orientated Modern Specialization Division of Labour Mass media, State institutions Post modern, Net Based, networked, ubiquitous, weak and strong links, Syndication & Aggregation , Individuated media, Collective Consciousness
  • 25. Taxonomy of the ‘Many’ Dron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor : Virtual classroom
  • 26. Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice
  • 27. Metaphor: Wisdom of Crowds Group Network Collective ‘ Aggregated other’ Unconscious ‘wisdom of crowds’ Stigmatic aggregation No membership or rules Augmentation and annotation through use Data Mining Never F2F
  • 28. Social Learning 2.0 Dron and Anderson, 2007 Collective Group Network
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  • 30. Choosing the right tool? http://www.go2web20.net 1313 logos as of June 22, 2007
  • 31. Social Learning 2.0 Applications in Educational Contexts Organizational Learning Formal Education Personal Learning Environments Collectives Networks Groups
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  • 45. Unplanned, unanticipated encounters are central to democracy itself. Such encounters often involve topics and points of view that people have not sought out and perhaps find quite irritating. They are important partly to ensure against fragmentation and extremism, which are predictable outcomes of any situation in which like-minded people speak only with themselves (Sunstein, 2001, P.8)
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  • 58. “ "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever." -  Chinese Proverb Terry Anderson [email_address] Blog: terrya.edubogs.org Your comments and questions most welcomed!