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Web Sciences – faster, rich, responsive, shared …
Life happened at the opening of the MOOC on Web Sciences from the University of Southampton (SOTON) – the imminent arrival of a great-grand child is announced while two in their late 80s make their departures, one with little warning, the other with a reluctant move to hospital.
Born in 1928 or to be born in 2014 …
Keen as I am on ancestry I try to reflect on what has and is changing.
How great in truth is or will be the impact on how we live, love and die? Of course the frenetic, massive Web impacts on the neuronal activity in individual brains feeding us with knowledge, news, information and misinformation like never before, but how much does it change the intimacy of a family, of childhood and education, of working and falling in love, of starting a family of your own (or not) and beyond?
The Web, like a strange digital mist now surrounds us – but in the Darwinian sense does it change anything at all?
Words of a distraught young woman from the Philippines coming out of the recent typhoon smack you in your digital face when she starts with ‘no Internet, not smart phone, no food, no water, no roof on our heads, no medicine … ‘ We will surely reflect on that fact that for all the opportunities the Web it is exclusive and fickle.
Yet it is the speed and ease by which this information is disseminated that changes things. I remember the Japanese Typhoon that I watched on multiple TV channels calling to my son who was watching the same online directly from people’s smart phones.
The new arrival mentioned above was posted on Facebook, the ‘departure’ was a call to a mobile phone. Both will feature online to welcome to the world or to reflect on a long life and commiserate.
- The University of Southampton’s Web Science Institute (amandabobel.wordpress.com)
- UK unis prepare to launch ‘moocs’ this autumn (ool.co.uk)
- MOOC. Study Anywhere Anytime and for Free (johnijagbemi.wordpress.com)
- Amazing announcement!! Mooc makes Oxford online dictionary (opentopictest.wordpress.com)
- In Times Higher Education, on MOOCs (bryanalexander.org)
Mobile learning at the Museum of London: QR codes and NFCs
Fig.1. YouTube video for the Museum of London‘s NFC initiative in 2011
Having picked through links that came to a dead end in a fascinating paper on the variety of technologies and tactics being used by museums in relation to mobile learning I started to see and read more and more about the use of QR codes (those matrix two-dimensional bar codes you use with a smartphone) and NFC ‘Near Field Communication‘ which is becoming an industry in its own right.
Having been kept awake at night about a need for ‘constructing knowledge’ rather than being fed it I knew that visitors, students especially, need to engage with their surroundings by somehow seeking and constructing their own views.
Without QR and NFC the simplest expression of this is taking notes, and or photographs of exhibits – not just selfies with a mummy or your mates. Possibly doing bits of video. And from these images cutting/editing and pasting a few entries in a blog, Prezi or SlideShare. QR and NFC feed the visitor controlled and curated bite-size nuggets, so more than just a snap shot, you can have audio and video files, as well as more images and text.
Fig.2. South Downs Way QR Code.
Successful trials mean that these have spread. Funny I’ve not noticed them living in Lewes and walking the dog most days on the South Downs. I’ll take a look. NFCs have been used extensively, for 90 exhibits, at the Museum of London – so a visit is required. Though I won’t be ditching my iPhone. Apple does not support NFC believing that the technology is still in its infancy … like Flash, like Betamax and VHS, and all that stuff, a battle will be fought over the NFC benchmark.
So 60% penetration of smartphones in the population … most of all of which can use a QR code, but less using a early version of NFCs. My experience?
Fig.3. QR Codes at the Design Museum
Last year a visit to the Design Museum I found the ‘Visualizing the mind’ exhibition littered with QR codes.
They didn’t work. Just as well they had ample computers. How often do organisations jump on the IT bandwagon only for a couple of wheels to fall off further down the road?
Meanwhile I’m off to walk the dog .. then using a trip to see Gravity at the Odeon Leicester Square with my kids to include an educational tour to the Museum of London (always handy to have a teenager around when using mobile technology).
‘REPORTING RESEARCH’ 2013, Interpretation Journal, 18, 1, pp. 4-7, Academic Search Complete, EBSCOhost, viewed 10 November 2013.
The limiting experience of the museum visit unleashed
A lifelong love in art galleries yet I still feel unmoved by galleries and museums, possibly because I expect the gentle, guiding voice of my late mother at my shoulder (artist, art historian, Mum).
What could be a more personalised visit than to have someone who knows you so well point things out, guide you to things that will interest or irritate, then offer an insight – invariably linked to ‘what do you do next?’ i.e. look, learn then apply.
What is digital ‘academic’ scholarship? Should 19th and 20th century definitions even apply?
Martin Weller published ‘The Digital Scholar’ in 2011 on a Creative Commons Licence. You can download it for free, or purchase the book or eBook, and then do as you will with it. When I read it I share short excerpts on Twitter. I’ve blogged it from end to end and am now having fun with a simple tool for ‘mashing up’ designs called ‘Studio’. It’s a photo editing tool that allows you to add multiple layers of stuff. I rather see it as a revision tool – it makes you spend more time with the excerpts you pick out.
You cannot be so open that you become an empty vessel … you have to create stuff, get your thoughts out there in one way or another so that others can knock ’em down and make more of them. Ideas need legs. In all this ‘play’ though have I burried my head in its contents and with effort read it deeply? Do we invoke shallow learning and distraction with openness? If we each read the book and met for a tutorial is that not, educationally, a more focused and constructive form of ‘oppenness’?
In relation to scholarship shoulf the old rules, the ‘measures’ of academic prowess count? In the connected world of the 21st century ‘scholarship’ is able to emerge in unconventional ways, freed of the school-to-university conveyor belt.
Weller, M (2011) The Digital scholar
On the future of learning institutions
Just because an ‘editor’ contributes to content in Wikipedia does not make them an authority. Imagine a feature film or documentary made where anyone can chip in and perform whatever role they fancy. Does this not pander to the poser and the ignorant?
Reflection on a decade of e-learning
Having not taken stock for a while it was refreshing and re-assuring to consider the Open University postgraduate modules that I have taken, though it has taken this long to understand the meaning of a module that is approaching its final ‘presentation’. In some cases a better word for this might be ‘sell by date’ especially with a subject such as ‘e-learning’ as at least three of those listed below were on their final or penultimate presentation and it mattererd – ‘H817:Innovations in e-learning’ wasn’t particularly innovative for someone who had worked in the creation of interactive and online learning. I’m used to and value the amount of background theory, but I still feel that in these ‘H’ modules that form the Master of Arts in Open and Distance Education (MA ODE) is considerably biased towards learning in formal secondary and tertiary education, rather than applied L&D in business which interested me most – indeed I know of two people across these courses who quit early on because they were working in a learning creation position in business and felt the modules were not suitably applied. B822: Creativity, Innovation and Change was the exception as however dated some of the content (video content shot in the mid 1990s that included companies that had long since gone out of business and innovations such as laptops the size of a small trunk with a carrier bag of cables) the activities and theory in relation to innovation were timeless – it was also an MBA module. Any of us who have taken part in or hosted learning in an organisation involving games of some kind would have found B822 familiar – much of it also touched on the kind of creativity used in advertising, marketing, PR, events and communications.
H804: Implementing Online, Open and Distance Learning (2001)
H807: Innovations in Elearning (2010)
H808: The Elearning professional (2010)
H800: Technology enhanced learning: practices and debates (2011)
B822: Creativity, Innovations and Change (2011)
H810: Accessible online learning: supporting disabled students (2012)
H809: Practice-based research in educational technology (2013)
I’m continuing with these modules to demonstrate that the standard I am now able to achieve is sustainable so that working in academia, even studying for a PhD is viable. ‘H819:The Networked Practitioner’ is a new module. Reading through the course notes and first units (it came online today and goes live next week) I can see the care, clarity and thought that has gone into it, as well as the substantial use of a variety of online learning tools for ‘connected’ or ‘networked’ learning … what some might call ‘social learning’ but here has more structure to it that that (parameters, goals, set tools etc:). It is tailored, every step of the way, to the production of a conference piece – there is considerable latitude here, but what is meant that you have a presentation that may be given in a variety of formats featuring a choice of core themes develop through the module but set in your ‘world’ or field of interest or expertise.
A teacher is taught to teach something in class, not simply to teach.
I feel that I have learnt over the last three years how to teach online, but I haven’t developed a subject specialism, prefering to date to behave as if I were in an e-learning agency serving the needs of many, disperate clients. For this module, and potentially for one or two beyond, I hope to develop and demonstrate how the history of the First World War can be taught using e-learning – apt as we approach its centenary. In parallel I will be taking a Masters in British First World War studies with the University of Birmingham. This is also a part-time course, and ostensibly ‘distance learning’ – though in this instance the distance component is handled by my driving to Edgbaston once a month for a day of intensive face to face seminars and tutorials. This in itself will make for a fascinating constrast with the 100% online experience of the Open University.
In the back of my mind, whatever the subject, my interest is in how to address the global problem of there being 123 million people who want to study at university, but only 5 million places. Even if every university modelled itself on the Open University there would still be a massive shortfall – the answer must be in Open Learning that is supported, possibly by a huge cohort of volunteer alumni, as well as qualifying participants as they accumulate credits. Somewhere in here there may be a question for me to address with doctoral research.
It’s disengenious of me to say that I’ve been studying online for a decade.
I did a module in 2001 but did no further online learning in the subsequent decade – though I did qualify as a swimming teacher and coach! The reason for thinking about a decade as a period of time in which to study is that some would say it takes this long to become an expert. This comes from a piece of research carried out at the Berlin Conservatoire in relation to muscians and the years of training and practice they need to put in to get them to the concert hall as a soloist. Actually it wasn’t years so much as tens of thousands of hours required – 40,000 I think it was with kids introdcued to the instrument early and pushed by parents and institutions getting the furthest youngest. Martin Weller, Professor of e-learning, suggests that a decade is still the time scale in which someone might be deemed a ‘digital scholar’. John Seely Brown, who has applied learning and e-learning to business in the US, notably at Xerox’s famous research institute, suggested earlier this year that scholarship or expertise of the kind we are talking about may be achieved in five years because online learning can speed things up. People do take two degrees in tandem if they study online. Is there a fast track to a PhD? My perspective as a parent with teenagers is that they could begin a part-time online degree in their A’ Level year and graduate at the same time as getting their A’ level results or the year after.