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from individuals to networks and sustainable communities?

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IWMW
IWMW

Talk on "from individuals to networks and sustainable communities?" by Steven Warburton given at IWMW 2007. See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2007/talks/warburton/

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from individuals to networks and sustainable communities? Steven Warburton King’s College London http://claimid.com/stevenw
“ the first IWMW was more like therapy”
dimensions of communities descriptors: connected, authentic, visible, bounded (fuzzy), symbolic artefacts processes: social, shared purpose, self identity (enlightening), collaborative, negotiated, emergent, ephemeral typologies: formal, informal, non-formal ‘ real’ and ‘virtual’ communities of practice, of innovation, of interest, of learning and so on
 
community problematic negotiated and fluid community exists in relation to the individual boundaries are contested roles
architecture the discourse of virtual learning environments rigid, formal and hierarchical - a scaleable industrial model with an agenda of control (tracking and administration) teacher/course centric push model (content delivery and assessment) standards (SCORM, LOM, QTI, LIP, IMS LD) and quality frameworks contributions are owned by the institution, designed to protect IP poor record of innovation and interoperability self centred knowledge acquisition where is the locus of power? discourse of control?
 
policy institutional web managers users IA design/brand IPR access accessibility AUP knowledge quotas monitoring
paradigm shift?
 
merely rhetoric? freedom, choice, ownership sharing, collaboration creativity, creative commons technical choices expanded (free, opensource, proprietary, in-house, outsourced, distributed) informal versus formal - disruptive spaces
ecology the discourse of personal learning environments open, distributed, interconnected - a flattened structure with user chosen services linked by feeds integration of both personal and professional interests provision collaborative and individual workspace a profiling system for making social connections support for community-based knowing within disciplines, programs, institutions and individual learning contexts protects and celebrates identity respects academic ownership net-centric supporting multiple levels of socializing, administration and learning
community map
network map driven by the individual as node rss/tags
 
digital identities curating the self leveraging a number of services structured and unstructured data creating a distributed identity
 
 
digital identity: impact and policy? institutional reputation management personal reputation management
ethical issues
consent personal, autonomous, owned how do we reconcile personal freedoms and institutional responsibilities public and private domains respect for and protection of student privacy student visibility/invisibility, the quiet learner identity performance adding personal spin, managing reputation, transparency tracks and traces the permanence of blog posts developing new policies in these areas? responsive and agile?
first step? digital literacy for participation ( Eshet-Alkalai, 2004) photo-visual literacy: the art of reading visual representations reproduction literacy: the art of creative recycling of existing materials branching literacy: hypermedia and non-linear thinking information literacy: the art of skepticism socio-emotional literacy “ Digital Literacy: A Conceptual Framework for SurvivalSkills in the Digital Era” Jl. of Educational Multimedia and Hypermedia (2004) 13 (1),93-106
second step? towards empowerment cultural literacy (judgment, self knowledge) digital literacy to identity literacy acknowledging institutional structures (inscribe power) unlearning (tutor literacy)
iwm community and roles shared purpose community responses to new pressures articulation of understandings are many of these issues both socio-cultural and socio-technical?
 

More Related Content

from individuals to networks and sustainable communities?

  • 1. from individuals to networks and sustainable communities? Steven Warburton King’s College London http://claimid.com/stevenw
  • 2. “ the first IWMW was more like therapy”
  • 3. dimensions of communities descriptors: connected, authentic, visible, bounded (fuzzy), symbolic artefacts processes: social, shared purpose, self identity (enlightening), collaborative, negotiated, emergent, ephemeral typologies: formal, informal, non-formal ‘ real’ and ‘virtual’ communities of practice, of innovation, of interest, of learning and so on
  • 4.  
  • 5. community problematic negotiated and fluid community exists in relation to the individual boundaries are contested roles
  • 6. architecture the discourse of virtual learning environments rigid, formal and hierarchical - a scaleable industrial model with an agenda of control (tracking and administration) teacher/course centric push model (content delivery and assessment) standards (SCORM, LOM, QTI, LIP, IMS LD) and quality frameworks contributions are owned by the institution, designed to protect IP poor record of innovation and interoperability self centred knowledge acquisition where is the locus of power? discourse of control?
  • 7.  
  • 8. policy institutional web managers users IA design/brand IPR access accessibility AUP knowledge quotas monitoring
  • 10.  
  • 11. merely rhetoric? freedom, choice, ownership sharing, collaboration creativity, creative commons technical choices expanded (free, opensource, proprietary, in-house, outsourced, distributed) informal versus formal - disruptive spaces
  • 12. ecology the discourse of personal learning environments open, distributed, interconnected - a flattened structure with user chosen services linked by feeds integration of both personal and professional interests provision collaborative and individual workspace a profiling system for making social connections support for community-based knowing within disciplines, programs, institutions and individual learning contexts protects and celebrates identity respects academic ownership net-centric supporting multiple levels of socializing, administration and learning
  • 14. network map driven by the individual as node rss/tags
  • 15.  
  • 16. digital identities curating the self leveraging a number of services structured and unstructured data creating a distributed identity
  • 17.  
  • 18.  
  • 19. digital identity: impact and policy? institutional reputation management personal reputation management
  • 21. consent personal, autonomous, owned how do we reconcile personal freedoms and institutional responsibilities public and private domains respect for and protection of student privacy student visibility/invisibility, the quiet learner identity performance adding personal spin, managing reputation, transparency tracks and traces the permanence of blog posts developing new policies in these areas? responsive and agile?
  • 22. first step? digital literacy for participation ( Eshet-Alkalai, 2004) photo-visual literacy: the art of reading visual representations reproduction literacy: the art of creative recycling of existing materials branching literacy: hypermedia and non-linear thinking information literacy: the art of skepticism socio-emotional literacy “ Digital Literacy: A Conceptual Framework for SurvivalSkills in the Digital Era” Jl. of Educational Multimedia and Hypermedia (2004) 13 (1),93-106
  • 23. second step? towards empowerment cultural literacy (judgment, self knowledge) digital literacy to identity literacy acknowledging institutional structures (inscribe power) unlearning (tutor literacy)
  • 24. iwm community and roles shared purpose community responses to new pressures articulation of understandings are many of these issues both socio-cultural and socio-technical?
  • 25.