Higher Education in a Web 2.0 World : JISC - The Diigo Meta page

• 10 Dec 09
  

  dean groom

  highereducation report web2.0

• 08 Dec 09
  

  Jared Stein

  education web2.0 jisc

• 28 Oct 09
  

  Will Stewart

  Essentially, these are Web 2.0 or Social Web technologies, technologies that enable communication, collaboration, participation and sharing.
  
  Web 2.0 – the Social Web:
  ‘Software that supports group interaction’
  Shirky C, 2003
  
  As we began our work, the online lifestyle of young people going into higher education was inescapable, and those working in it had sensed a clear change in their students’ pre-entry experience. The time was ripe for an informed, impartial assessment of this and what it might herald for higher education policy and strategy. This was our remit. Since they represent the future, we took young learners as our baseline. We have, however, been concerned with learners of all ages.

  web2.0 education jisc research elearning learning highereducation report

• 05 Oct 09
  

  tucsonconroy Betsy Conroy
  • in access to, and engagement with, technology; the capability of the technology; and in individual competence
  • all age groups from 11 to 15 upwards
  • 36 more annotations...
  • • of a clear notion of boundaries in web space – for example personal space (messages), group space (social networking sites such as Facebook) and publishing space (blogs and social media sites such as
      YouTube³)
    • There is an area within the boundaries of the so-called group space that could be developed to support learning and teaching
    • 21st-century learning skills and to those on 21st-century employability skills – communication, collaboration, creativity, leadership and technology proficiency
    • Information literacies, including searching, retrieving, critically evaluating information
    • heavily influenced
    • Face to face contact with staff – the personal element in study – matters to students
    • Imagining technology used for social purposes in a study context presents conceptual difficulties to learners
    • Staff capability with ICT is a further dimension of the digital divide
    • drive is principally bottom up, coming from the professional interest and enthusiasm of individual members of staff
    • no blueprint for implementation of Web 2.0 technologies, and each is currently deciding its own path
    • digital divide and information literacies, and they are relevant to both staff and students.
    • ensuring access to technology for all and the development of practical skills in its use
    • student perspective
    • technical proficiency, reflection on approaches to learning and teaching, and the development of practice, and skills in practice, of e-pedagogy – learning with and/or through technology
    • skills and understanding to search, authenticate and critically evaluate material
    • web-awareness
    • bridge between Web 2.0 in social use and in learning is as yet only dimly perceived by students
    • which is one of the hallmarks of higher education.
    • contributing member of a learning community,
    • Learning that is active – by doing – undertaken within a community and based on individual’s interests, is widely considered to be the most effective
    • Driven by process rather than content, such an approach helps students become self-directed and independent learners
    • The time would seem to be right seriously and systematically to begin the process of renegotiating the relationship between tutor and student to bring about a situation where each recognises and values the other’s expertise and capability and works together to capitalise on it. This implies drawing students into the development of approaches to teaching and learning.
    • It has also led them to impatience – a
      preference for quick answers – and to a casual approach to evaluating information and attributing it and also to copyright and legal constraints.
    • The world they encounter in higher education has been constructed on a wholly different set of norms. Characterised broadly, it is hierarchical, substantially introvert, guarded, careful, precise and measured. The two worlds are currently co-existing, with present-day students effectively occupying a position on the cusp of change. They aren’t demanding different approaches; rather they are making such adaptations as are necessary for the time it takes to gain their qualifications.
    • he impetus for change will come from students themselves as the behaviours and approaches apparent now become more deeply embedded in subsequent cohorts of entrants and the most positive of them – the experimentation, networking and collaboration, for example – are encouraged and reinforced through a school system seeking, in a reformed curriculum, to place greater emphasis on such dispositions.
    • It will also come from policy imperatives in relation to skills development, specifically development of employability skills.
    • hese are backed by employer demands and include a range of ‘soft skills’ such as networking, teamwork, collaboration and self-direction, which are among those fostered by students’ engagement with Social Web technologies.
    • partnership with students to develop approaches to learning and teaching. This does not necessarily mean wholesale incorporation of ICT into teaching and learning. Rather it means adapting to and capitalising on evolving and intensifying behaviours that are being shaped by the experience of the newest technologies.
    • experimentation, collaboration and teamwork, while addressing the negatives such as a casual and insufficiently critical attitude to information
    • information literacies
    • identify, search, locate, retrieve and, especially, critically evaluate information from the range of appropriate sources – web-based and other – and organise and use it effectively, attributed as necessary, in an appropriate medium
    • advice and guidance on the legal and regulatory
    • research and support programme into the use of Web 2.0 for all aspects of university business
    • forums to provide for the sharing and development of ideas and practice in Web 2.0 technology in all spheres of university business
    • unding bodies and Universities UK to explore issues and practice in the development of new business models
    • enabling and embedding the flexible use of technology
• 20 Aug 09
  

  Emma King

  elearning pedagogy web2.0

• 27 Jul 09
  

  Chris Andrews

  web2.0 education research digital learning teaching

• 26 Jul 09
  

  Richard Sanders

  Web 2.0 report from the JISC. 12 May 2009

  Web 2.0 JISC report media education elearning research

• 24 Jul 09
  

  Alan Levine

  As we began our work, the online lifestyle of young people going into higher education was inescapable, and those working in it had sensed a clear change in their students’ pre-entry experience. The time was ripe for an informed, impartial assessment of t

  web2.0 education learning research hznmc

• 13 Jul 09
  

  Bill Guinee

  looks like a great resource with many good publications for download

  web2.0 education highereducation elearning

• 10 Jul 09
  

  David Bill

  reading web2.0 research elearning tigerweb

• 03 Jul 09
  

  Joan Van Duzer

  millennials education elearning web2.0

• 24 Jun 09
  

  Dov Campbell

  edtech web2.0 education

• 20 Jun 09
  

  Katt Blackwell-Starnes

  web2.0 education research

• 

  Shane Wilson

  JISC report on Web 2.0 in higher education

  web2.0 elearning education Research Teaching

• 

  Megan Poore

  CLEX

  jisc reports web 2.0 elearning online security internet use digital divide net gen research access

  • • The digital divide, the division between the digital ‘haves’ and ‘have nots’, has not been entirely overcome and persists in several dimensions: in access to, and engagement with, technology; the capability of the technology; and in individual competence
      
    • Use of Web 2.0 technologies is nevertheless high and pervasive across all age groups from 11 to 15 upwards
      
    • Using Web 2.0 technologies leads to development of a new sense of communities of interest and networks, and also of a clear notion of boundaries in web space – for example personal space (messages), group space (social networking sites such as Facebook) and publishing space (blogs and social media sites such as
      YouTube⁴)
      
    • There is an area within the boundaries of the so-called group space that could be developed to support learning and teaching
      
    • The processes of engaging with Web 2.0 technologies develop a skill set that matches both to views on 21st-century learning skills and to those on 21st-century employability skills – communication, collaboration, creativity, leadership and technology proficiency
      
    • Information literacies, including searching, retrieving, critically evaluating information from a range of appropriate sources and also attributing it – represent a significant and growing deficit area
  • • Present-day students are heavily influenced by school methods of delivery so that shifts in educational practice there can be expected to impact on expectations of approaches in higher education
      
    • Face to face contact with staff – the personal element in study – matters to students
      
    • Imagining technology used for social purposes in a study context presents conceptual difficulties to learners as well as a challenge to their notions of space. They need demonstration, persuasion and room to experiment in this context
      
    • Staff capability with ICT is a further dimension of the digital divide, and effective use of technology, ie to enhance learning, is as much of an issue as practical operation, ie getting it to work
      
    • Students’ practical skills with ICT can be harnessed by staff to good effect in both domains – operation and effective use in delivery
  • 3 more annotations...
  • • The world they encounter in higher education has been constructed on a wholly different set of norms. Characterised broadly, it is hierarchical, substantially introvert, guarded, careful, precise and measured.
    • They aren’t demanding different approaches; rather they are making such adaptations as are necessary for the time it takes to gain their qualifications. Effectively, they are managing a disjuncture, and the situation is feeding the natural inertia of any established system. It is, however, unlikely to be sustainable in the long term.
    • Rather it means adapting to and capitalising on evolving and intensifying behaviours that are being shaped by the experience of the newest technologies. In practice it means building on and steering the positive aspects of those behaviours such as experimentation, collaboration and teamwork, while addressing the negatives such as a casual and insufficiently critical attitude to information. The means to these ends should be the best tools for the job, whatever they may be.
• 18 Jun 09
  

  Dominique-Alain JAN

  e-learning web2.0

• 11 Jun 09
  

  Astrid J

  web2.0 education report

• 10 Jun 09
  

  Alain Marois

  web2.0 jisc report enseignement_superieur

• 06 Jun 09
  

  Alicia Anderson
• 05 Jun 09
  

  Antonella Martini
• 

  Mark Gammon

  edtech socmediaed

• 01 Jun 09
  

  Gosia Stergios

  Prior experience of higher education learners Today’s learners exist in a digital age. This implies access to, and use of, a range of Social Web tools and software that provide gateways to a multiplicity of interactive resources for information, entertain

  information_behavior GKEN

• 

  Alan McCluskey

  A JISC paper about higher education in the UK.

  web2.0 jisc education highereducation elearning

• 31 May 09
  

  maria joão alves

  web2.0 highereducation

• 30 May 09
  

  Shirley Pickford
• 29 May 09
  

  Kristen Kozloski

  web2.0 highereducation education

• 

  Wesley Fryer

  Research published 12 May 2009

  academicresearch research academic web2 web2.0 highereducation university

• 26 May 09
  

  Kathleen Cercone

  The final report of the independent Committee of Inquiry into the Changing Learner Experience, looking into the impact on higher education of students’ widespread use of Web 2.0 technologies. " /><meta name="keywords" content="Learner Experience,Web 2.0,Institutional ICT,Learning & Teaching Practice,Lifelong Learnin" /><meta name="language" content="en-GB" /><meta name="DC.title" content="Higher Education in a Web 2.0 World" /><meta name="DC.subject" content="Learner Experience,Web 2.0,Institutional ICT,Learning & Teaching Practice,Lifelong Learnin" /><meta name="DC.publisher" content="Joint Information Systems Committee (JISC)" /><meta name="DC.rights" content="Copyright Higher Education Funding Council for England (HEFCE), on behalf of the Joint Information Systems Commmittee (JISC), unless explicitly acknowledged otherwise." /><meta name="DC.creator" content="Amy Butterworth" /><meta name="DC.language" content="en-GB" /><meta name="DC.date.created" scheme="W3CDTF" content="13 May 2009 14:00" /><meta name="DC.format" content="text/html" /><meta name="DC.identifier" content="www.jisc.ac.uk/publications/documents/heweb2.aspx

  web2.0 jisc education

• 25 May 09
  

  Joan Vinall-Cox

  web2.0 jisc education

  • Higher education has a key role in helping students refine, extend and articulate the diverse range of skills they have developed through their experience of Web 2.0 technologies. It not only can, but should, fulfil this role, and it should do so through a partnership with students to develop approaches to learning and teaching. This does not necessarily mean wholesale incorporation of ICT into teaching and learning. Rather it means adapting to and capitalising on evolving and intensifying behaviours that are being shaped by the experience of the newest technologies. In practice it means building on and steering the positive aspects of those behaviours such as experimentation, collaboration and teamwork, while addressing the negatives such as a casual and insufficiently critical attitude to information. The means to these ends should be the best tools for the job, whatever they may be. The role of institutions of higher education is to enable informed choice in the matter of those tools, and to support them and their effective deployment.
• 

  José Mota

  higher.education Web2.0 jisc report

• 

  alex yu

  Supported by the principal bodies and agencies in UK post-compulsory education, the Committee was set up in February 2008 to conduct an independent inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the newest technologies.

  web2.0 jisc education paper

• 19 May 09
  

  James Schirmer

  IHE 2.0 education learning digital social web networking media

• 

  Michal Škop

  Supported by the principal bodies and agencies in UK post-compulsory education, the Committee was set up in February 2008 to conduct an independent inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the newest technologies.

  web2.0 jisc higher education social web

• 18 May 09
  

  Steven Smith

  web2.0

• 16 May 09
  

  Jack Frizzell
  • Staff capability with ICT is a further dimension of the digital divide, and effective use of technology, ie to enhance learning, is as much of an issue as practical operation, ie getting it to work
  • The digital divide, the division between the digital ‘haves’ and ‘have nots’, has not been entirely overcome and persists in several dimensions: in access to, and engagement with, technology; the capability of the technology; and in individual competence
  • 6 more annotations...
  • • Using Web 2.0 technologies leads to development of a new sense of communities of interest and networks, and also of a clear notion of boundaries in web space – for example personal space (messages), group space (social networking sites such as Facebook) and publishing space (blogs and social media sites such as
      YouTube³)
    • There is an area within the boundaries of the so-called group space that could be developed to support learning and teaching
    • • The processes of engaging with Web 2.0 technologies develop a skill set that matches both to views on 21st-century learning skills and to those on 21st-century employability skills – communication, collaboration, creativity, leadership and technology proficiency
      • Information literacies, including searching, retrieving, critically evaluating information from a range of appropriate sources and also attributing it – represent a significant and growing deficit area
    • Imagining technology used for social purposes in a study context presents conceptual difficulties to learners as well as a challenge to their notions of space. They need demonstration, persuasion and room to experiment in this context
    • • Web 2.0 technologies are being deployed across a broad spectrum of university activities and in similar ways in the UK and overseas
      • Deployment is in no way systematic and the drive is principally bottom up, coming from the professional interest and enthusiasm of individual members of staff
      • In learning and teaching, usage is patchy but a considerable working base exists, as it does in other areas of university business, including administration, student support and advertising and marketing
      • On the basis of the strength and reach of its broadband infrastructure at least, the UK is presently well placed to be at the forefront of future development
      • Advice and guidance is available to institutions, but there is no blueprint for implementation of Web 2.0 technologies, and each is currently deciding its own path
    • three groups: immediate and fundamental; ongoing drivers to change; and fundamental over time. We believe addressing those in the first group to be key to capitalising on the momentum that exists in those in the second and realising the significant opportunity that lies in that in the third.
• 14 May 09
  

  Sarah Oxford

  12 May 2009 publication

  eresource teaching libraries&infolit tools

• 

  Joost Robben

  web2.0 education

• 

  Julia Hengstler

  education web2.0 learning 2.0 edu web research reports socialnetworking teaching changing

• 

  J Black

  web2.0 education

  • e-Learning incorporating Web 2.0 offers the sense of being a contributing member of a learning community, which is one of the hallmarks of higher education. For learners unable to participate in an actual community for some, or even all, of the time – notably part-time, distance and, increasingly, work-based – Web 2.0 may be a reasonable
    proxy.
• 13 May 09
  

  Gabriela Grosseck

  education2.0 twitter

• 

  Dave White

  web2.0 jisc education

• 

  Dave Jeffery

  Essentially, these are Web 2.0 or Social Web technologies, technologies that enable communication, collaboration, participation and sharing.
  As we began our work, the online lifestyle of young people going into higher education was inescapable, and those

  web2.0 research education work learning jisc internet academic

• 

  Tim Jacob

  web2.0 education meeting toread

• 

  Chuck Brands
• 12 May 09
  

  Emma Nugent

  H800_block2_2009 Digital_Divide Google_Gen

• 

  Dana Longley

  inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the newest technologies.

  academic_libraries web2.0 research delicious

• 

  Kate Klingensmith

  highered white papers web2.0

• 

  Will Allen

  web2practice jisc web2.0 HE report

  • a clear notion of boundaries in web space – for example personal space (messages), group space (social networking sites such as Facebook) and publishing space (blogs and social media sites such as
    YouTube⁴)
• 

  Mike Arsenault

  web2.0 education

• 

  Natalie Lafferty

  Higher Education in a Web 2.0 World JISC independent report May 09 - summary of key findings and conclusions.

  web2.0 jisc CLEX

• 

  Tim Linsey

  web2.0 elearning jisc

• 

  dreaming spires

  Higher Education in a Web 2.0 World

  jisc education tertiary education web2.0

• 

  Anita Rissler

  JISC HE och Web 2.0

• 

  Gill Ritchie

  This report is the result of "an independent inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the newest technologies"

  web2.0

• 

  Sarah Horrigan

  web2.0 highereducation jisc policy strategy development elearning online NTUEDU

Page Comments

• 
  Megan Poore on 2009-06-24
  6.4 Challenges in a social software initiative
  How does the social software fit within the learning and teaching context?
  *Integrating the activities involving tool(s) with the learning outcomes of the course
  *Situating the tool(s) within the context of the course
  What are the concerns of students regarding the use of social software tools?
  *Concerns about unequal participation in group activities
  *Negative comments or non-constructive feedback by fellow students
  *Lack of socialisation
  *Selective commenting
  *Lack of trust of peer feedback
  *Ownership issues about contributions in a shared space in a group-activity
  *Being forced to comment
  *Lack of student engagement
  *Resistance to sharing artefacts in the public or collaborative space
  *Student enthusiasm or non-interest
  *Collaboration perceived as onerous in flexible part-time distance education
  *Privacy vs. community building
  *Personal (social) and academic boundaries
  
  What are the training needs for students and educators?
  *Assumptions about students’ skills with tools and impact on development of training
  materials
  *Training the educators
  *Health and safety guidance
  *Administering users who register for themselves
  *Code of practice and group working norms
  *Copyright and intellectual property issues
  
  What are the technological obstacles or specific technological requirements?
  *Poor usability
  *Changes in the software in the public domain
  *Lack of control of tools in the public domain
  *Lack of technical support for tools in the public domain
  *Lack of technical support towards the initiative inside the institution
  *Firewalls:
  *Technology mismatches
  *Feature-rich tools in the public domain
  
  What are the concerns of institutions, educators and students of using tools in the public domain?
  *Students want to remain anonymous in the public domain
  *Data protection and privacy concerns
  *Concerns about the public nature of the social networking group
  *Lack of control over social software tools in the public domain
  *Reliability of the service
  *Concerns about support from external companies
  *Concerns about resources and tools in the public domain
  *Public vs. private spaces within the tools
  *Checking the legitimacy of usage and resource implications for an institution:
  *Delays in decision making at organisational level
  *Appropriateness of the content that is posted in the public domain or in the collaborative space of the initiative
  *‘Policing’ the content
  *Adapting publically available tools
  *Controlling spam
  *Keeping the social networking ‘private’
  *Moderation of discussions
  *Position of the institution regarding endorsement of the tools in the public domain
  *
  *
• 
  Megan Poore on 2009-06-24
  6.5 Issues that need to be considered for a social software
  initiative
  *Workload issues for both staff and students
  
  How does an educator’s role change when social software is used?
  *Changing role of the educator:
  *Moderation of the discussions
  *Monitoring the usage of the tools
  
  Are there any accessibility issues with these tools?
  
  Are there issues of assessment in courses, which use social software?
  *Assessment of the activities
  *Group size
• 
  Megan Poore on 2009-06-24
  7.1 Benefits to the organisations
  *Student retention
  *Image-building
  *Alumni community building
  
  7.2 Challenges to the organisations
  *The tension between social software tools in the pubic domain and the VLE
  *Policies about the usage of social software tools for both educators and students
  *Firewalls and access to tools in the public domain
  
  7.3 Benefits to the educators
  *Being able to track student’s process and intervene early
  *Being able to review students’ contributions
  *Being able to teach interactively rather than broadcast
  
  7.4 Challenges to the educators
  *Changing the way they teach
  *Diverse needs of students
  *Designing and assessing learning activities
  *Workload issues
  *Perceived role of the educator
  
  7.5 Benefits to the students
  *Collaborative and peer-to-peer learning
  *Gaining transferable skills for work environments
  *Developing an e-portfolio for future employment
  *Collation of resources
  
  7.6 Challenges to the students
  *Group working in collaborative authoring spaces
  *Deriving value from the tools
  *Learning new tools
  *Pedagogy vs. technology
  *Concerns about their materials in the public domain
  *Invasion of students’ social spaces
  *Preference for individualistic learning rather than collaborative learning
• 
  Megan Poore on 2009-06-24
  9 Recommendations
  9.1 Be learner-centred
  9.2 Consider the impact on staff
  9.3 Identify your key stakeholders
  9.4 Be convinced yourself
  9.5 Be prepared to spend time
  9.6 Do not hesitate to learn from others
  9.7 Keep a log of the experiences
  9.8 Be willing to disseminate
  9.9 Be prepared to monitor and intervene
  9.10 Evaluate the initiative
  9.11 Be prepared to adapt and change
  
  
  
  
  
  

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